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Ed103

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  • 1. ED103Assessment of StudentLearning
  • 2. Module 1 Lesson 1: The Overview of Assessment learning A. Introduction B. Definition of Terms C. Guiding Principles Lesson 2: Types Of Measurement and their Differences Lesson 3: Common Characteristics and Differences between Norm – References Test and Criterion – Referenced Tests Lesson 5: Modes of Assessment Lesson 6: Formative vs. Summative Assessment
  • 3. Lesson 1: The Overview ofAssessment of Learning Introduction Definition of Terms Assessment refers to the process of gathering, describing or quantifying information about the student performance. Measurement is a process of obtaining a numerical description of the degree to which an individual possesses particular characteristics. It answers the question “How Much”. Evaluation is the process of examining of the performance of the student. It also determines the whether or not the student has met the lesson instructional objective. Test is an instrument or systematic procedure design measures the quality, ability, skill, or knowledge of student a set of question in a uniform manner. Testing is a method used to measure the level of achievement or performance of the learners.
  • 4. Lesson 2: Types of Measurement andtheir Differences Norm – reference test is a test design to measure the performance of the student compared with the other student. Criterion – reference test is a test designed to measure the performance of the student with respect to some particular criterion or standard.
  • 5. Lesson 4: Types of AssessmentA. Placement Assessment it is to determine the level ofmastery of skills of the learner.B. Diagnostic Assessment it is to determine thestrength and the weakness of the learner.C. Formative Assessment is a type of assessment usedto monitor the learning progress of the student duringor after instruction.D. Summative Assessment is a type of assessmentusually given at the end of a course or unit.
  • 6. Module2: Establishing LearningTargetsTypes of Learning TargetsLearning Targets is defined as a statement of studentperformance that includes both a description of what studentsshould know or be able to do at the end of a unit ofinstruction.Knowledge Learning Targets is the knowledge of the subjectmatter is the foundation upon which other learning is based.Reasoning Learning Targets is due to the advent of technology, theaccessibility to information has resulted in an increasedattention to thinking skills.Skill Learning Targets is something that the studentdemonstrates, something done.Product Learning Targets used knowledge, reasoning and skillto create a concrete product.
  • 7. Instructional objectives are theintended, expected or desired learning outcomesof the teaching – learning process.Taxonomy – the classification of things intogroups based on similarities of biologicalorigin, design, function, etc.The 3 DomainsCognitive domain involves knowledge and thedevelopment of intellectual skills.Affective Domain concerns with changes ininterest, attitudes, values and the developmentof appreciation and adjustment.
  • 8. Module 3: Keys to Effective Testing Test is a systematic procedure for measuring an individual’s behavior (Brown, 1991). Types of Tests Mode of ResponseOral Test – test takers give his answer orally.Written tests – the answer of the test taker is written.Performance test – the test taker creates an answer or a product that demonstrates hisknowledge or skill, as in cooking and baking. Ease of Quantification of ResponseObjective test – answer of student can be compared and quantified to yield a numerical score.
  • 9. Subjective test – it is a paper and pencil test which is noteasily quantified as students are given the freedom to writetheir answer to a question, such as an essay test.Keys to Effective TestingObjectives: The specific statements of the aim of instruction.Instruction: It consists all the elements of the curriculumdesigned to teach the subject including the lesson plans,study guide, and reading and homework assignment.Assessment – The process of gathering, describing orquantifying information about the performance of thelearnerEvaluation –Examining the performance of the students andcomparing and judging its quality.
  • 10. Module 4: Development of Assessment ToolsMultiple Choice test – is a form of assessment in whichthe students are asked to select the correct or bestanswer out of the choices from the list.True or False Test – type of test that requires theexaminee to recognize and mark an item as true orfalse.Completion Test – this format of testing requires thestudents to complete with the correct word or phrase.Cloze or cloze deletion test – is an exercise test orassessment consisting of a portion of a text with certainwords removed and the students are asked to replacethe missing words.
  • 11. Essay TestAn essay test permits direct assessment of theattainment of numerous goals and objectives. Incontrast to with the objective test item types, anessay test demands less construction time per fixedunit of student time but a significant increase in laborand time for scoring.
  • 12. Module 5: Characteristics of a GoodTest

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