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Assessment of Learning Chapter 1 Lesson.pptx

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C H A P T E R 1 BASIC CONCEPTS IN ASSESSMENT
KEY TERMS • Assessment • Evaluation • Measurement • Test • Testing • Formative Assessment • Placement Assessment • Diagnostic Assessment • Summative Assessment • Traditional Assessment • Portfolio Assessment • Performance Assessment
LEARNING OUTCOMES At the end of the chapter, the students should be able to: 1. Define the terms: Evaluation, Measurement ,Test, Testing, Formative Assessment, Placement Assessment, Diagnostic Assessment, Summative Assessment,Traditional Assessment, Portfolio Assessment, Performance Assessment; 2. Discriminate the different purposes of assessment; 3. Differentiate the different types of assessment;
4. Identify and discuss the general principles of assessment; 5. Discuss the different guidelines for effective student assessment; and 6. Differentiate norm-referenced interpretation from criterion-referenced interpretation.
INTRODUCTION Assessment of Learning focuses on the development utilization of assessment tools to improve the teaching-learning process. It emphasizes on the use of testing for measuring knowledge, comprehension and other thinking skills.As part of the overall evaluation process, we need specifically to find out if the learners are actually learning (changing their behavior) as a result of the teaching.
This will show us whether the teaching has been effective, which is ultimately the most important issue.Assessment is a means of finding out what learning is taking place.As well as specific knowledge and skills, we might also like to measure other changes in behavior related to ‘personality’, social skills, interests, learning styles, among others.
The assessment itself can be done in different ways: 1. Ask the learner to recall facts or principles (e.g., What is ‘x’?). 2. Ask the learner to apply given or recalled facts or principles (e.g., How does x help you solve this problem?). 3. Ask the to select and apply facts and principles to solve a given problem (e.g., what do you know that will help you solve this problem?).
4.Ask the learner to formulate and solve his or her own problem by selecting , generating and applying facts and principles (e.g.,What do I see as the problem here and how can I reach a satisfying solution?). 5.Ask the learner to perform tasks that shows mastery of the learning outcomes.
Once again, we need to stress the importance of participation, and this is especially important in assessment and evaluation. Learners should be actively involved in both in development of learning objectives, and as much as possible in their own assessment. In many education systems, assessment is used as a tool of ‘sorting’ students for selection purposes.Assessment where students are compared with each other is known as norm- referencing.
It is much better if learners are aware of what they need to learn and what they have learned, so they can set their own targets and monitor their own progress. Of course, teachers and trainers should advise the learners, and guide them in order to help them learn; this is the key role of the teacher.Assessment of learners in relation to a particular target or level of performance is called criterion-referencing.
DIFFERENT TERMINOLOGIES: ASSESSMENT, TESTING, MEASUREMENT AND EVALUATION Assessment, measurement and evaluation mean many different things.These terms are sometimes used interchangeably in the field of education. In this section, we shall point out the fundamental differences of the terms assessment, testing, measurement and evaluation.
The term Assessment refers to the different components and activities of different schools.An assessment can be used to student learning and comparing student learning with the learning goals of an academic program.Assessment is defined as an act of process of collecting and interpreting information about student learning.Another source expands this statement by adding that it is a systematic process of gathering, interpreting, and using this information about student learning.
It is a very powerful tool for educational improvement. It emphasizes on individual student or groups of individuals and on the academic program of a certain educational institution.There are different purposes of assessment such as: to provide feedback to students and to serve as diagnostic tool for instruction. For this purpose assessment usually answers the questions,“Was the instruction effective?” and “Did the students achieve the intended learning outcomes?”
Assessment is a general term that includes different ways that the teachers used to gather information in the classroom. Information that helps teachers understand their students, information that is used to plan and monitor their classroom instruction, information that is used to a worthwhile classroom culture and information that is used for testing and grading.The most common form of assessment is giving a test. Since test is a form of assessment, hence, it also answers the question,“how does individual student perform?”
TEST is formal and systematic instrument, usually paper and pencil procedure designed to assess the quality, ability, skill or knowledge of the students by giving a set of question in uniform manner.A test is one of the many types of assessment procedure used to gather information about the performance of students.
TESTING is one of the different methods used to measure the level of performance or achievement of the learners.Testing also refers to the administration, scoring, and interpretation of the procedures designed to get information about the extend of the performance of the students. Oral questionings, observations, projects, performances and portfolios are the other assessment processes that will be discussed later in detail.
MEASUREMENT is a process of quantifying or assigning number to individual’s intelligence, personality, attitudes and values, and achievement of the students. In other words, express the assessment data in terms of numerical values and answer the question,“how much?” Common example of measurement is when a teacher gives scores to the test of the students such as Renzel got 23 correct answers out of 25 items in Mathematics test;
Princess Mae got 95% in her English first grading periodic test; Ronnick’s score 88% in his laboratory test in Biology. In this examples, numerical values are used to represent the performance of the students in different subjects. After collecting the assessment data, the teacher will use this to make decisions or judgement about the performance of the students in a certain instruction.
EVALUATION Refers to the process of judging the quality of what is good and what is desirable. It is the comparison of data to a set of standard or learning criteria for the purpose of judging the worth or quality.
Example, in judging the quality of an essay written by the students about their opinion regarding the first state of the nation address of Pres. Benigno C.Aquino, evaluation occurs after the assessment data has been collected and synthesized because it is only in this time where teacher is in the position to make judgement about the performance of the students.Teachers evaluate how well or to what extent the students attained the instructional outcomes.
TYPES OF ASSESSMENT PROCEDURES Classroom assessment procedures can be classified according to the nature of assessment, use in the classroom instruction and methods of interpreting the results (Gronlund and Lim, 2000).
NATURE OF ASSESSMENT 1. Maximum Performance  it is used to determine what individuals can do when performing at their best. Examples of instruments using maximum performance are aptitude tests and achievement tests.
2.Typical Performance  it is used to determine what individuals will do under natural conditions. Examples of instruments using typical performance are attitude, interest, and personality inventories, observational techniques and peer appraisal.
FORMAT OF ASSESSMENT 1. Fixed-choiceTest  An assessment used to measure knowledge and skills effectively and efficiently. Standard multiple-choice is an example of instrument used in fixed-choice test.
2. Complex-performance Assessment  An assessment procedure used to measure the performance of the learner in contexts and on problems valued in their own right. Examples of instruments used in complex- performance assessments are hands-on laboratory experiment, projects, essays, oral presentation.
ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION “Teaching and learning are reciprocal processes that depend on and affect one another (Swearingen 2002 and Kellough, 1999).” The assessment component of the instructional processes deals with learning progress of the students and the teacher’s effectiveness in imparting knowledge to the students.
Assessment enhances learning in the instructional processes if the result provides feedbacks to both students and teachers.The information obtained from the assessment is used to evaluate the teaching methodologies and strategies of the teacher. It is also used to make teaching decisions.The result of assessment is used to diagnose the learning problems of the students.
There are four roles of assessment used in the instructional process.The first is placement assessment, a type of assessment given at the beginning of instruction.The second and the third type of assessment are formative assessment and diagnostic assessment given during instruction and last is the summative assessment given at the end of instruction.
1. Beginning of Instruction Placement Assessment according to Gronlund, Linn, and Miller (2009) is concerned with entry performance and typically focuses on the questions: Does the learner posses the knowledge and skills needed to begin the planned instruction? To what extent has the learner already developed the understanding and skills that are the goals of planned objectives?
To what extend do the student’s interest, work habits, and personality indicate that one mode of instruction might be better than another? The purpose of placement assessment is to determine the prerequisite skills, degree of mastery of the course objectives and the best mode of learning.
2. During Instruction During the instructional process the main concern of a classroom teacher is to monitor the learning progress of the students.Teacher should assess whether the students achieve the planned learning outcomes, the teacher should provide a feedback to reinforce learning. Based on recent researches, it shows that providing feedback to students is the most significant strategy to move students forward in their learning.
Garnison and Ehringhaus (2007), stressed in their paper “Formative and Summative Assessment in the Classroom”, that feedback provides students with an understanding of what they are doing well, links to classroom learning, and gives specific input on how to reach the next step in learning progression. If it is not achieved, the teacher will give group or individual remediation. During this process we shall consider formative assessment and diagnostic assessment.
Formative Assessment is a type of assessment used to monitor the learning progress of the students during instruction.The purposes of formative assessment are the following: to provide immediate feedback to both student and teacher regarding the success and failures of learning; to identify the learning errors that are in need of correction; to provide teachers with information on how to modify instruction; and also to improve learning and instruction.
Diagnostic Assessment a type of assessment given at the beginning of instruction or during instruction. It aims to identify the strengths and weaknesses of the students regarding the topics to be discussed.The purposes of diagnostic assessment are to determine the level of competence of the students; to identify the students who already have knowledge about the lesson; to determine the causes of learning problems that cannot be revealed by formative assessment; and to formulate a plan for remedial action.
3. End of Instruction Summative Assessment is a type of assessment usually given at the end of a course or unit. The purposes of summative assessment are to determine the extent to which the instructional objectives have been met; to certify student mastery of the intended learning outcomes as well as use it for assigning grades; to provide information for judging appropriateness of the instructional objectives; and to determine the effectiveness of instruction.
METHODS OF INTERPRETING THE RESULTS 1. Norm-referenced Interpretation It is used to describe student performance according to relative position in some known group. In this method of interpretation it is assumed that the level of performance of students will not vary much from one class to another class. Example: ranks 5th in a classroom group of 40.
2. Criterion-referenced Interpretation It is used to describe student performance according to a specified domain of clearly defined learning tasks.This method of interpretation is used when the teacher wants to determine how well the students have learned specific knowledge or skills in a certain course or subject matter. Examples: divide three- digit whole numbers correctly and accurately; multiply binomial terms correctly.
There are ways of describing classroom tests and other assessment procedures.This table is a summary of the different types of assessment procedures that was adapted and modified from Gronlund, Linn, and Miller (2009).
Classificat ion Types of Assessment Function of Assessment Example of Instruments Nature of Assessme nt Maximum Performance It is used to determine what individuals can do when performing at their best Aptitude tests, achievement tests Typical Performance It is used to determine what individuals will do under natural conditions. Attitude, interest, and personality inventories; observational techniques; peer appraisal
Classification Types of Assessment Function of Assessment Example of Instruments Form of Assessment Fixed-choice test An assessment used to measure knowledge and skills effectively and efficiently. Standard multiple-choice test Complex- performance assessment An assessment procedure used to measure the learner in contexts and on problems valued in their own right. Hands-on laboratory experiment, project, essays, oral presentation.
Classifica tion Types of Assessment Function of Assessment Example of Instruments Use in classroom instruction Placement An assessment procedure used to determine the learner’s prerequisite skills, degree of mastery of the course goals, and/or best modes of learning. Readiness tests, pretests on course objectives, self- report inventories, observational techniques
Classifica tion Types of Assessment Function of Assessment Example of Instruments Use in classroom instruction Formative An assessment procedure used to determine the learner’s learning progress, provides feedback to reinforce learning, and corrects learning errors. Teacher-made tests, custom made tests from textbook publishers, observational techniques
Classificat ion Types of Assessment Function of Assessment Example of Instruments Use in classroom instruction Diagnostic An assessment procedure used to determine the causes of learner’s persistent learning difficulties such as intellectual, physical, emotional, and environmental difficulties. Published diagnostic tests, teacher-made diagnostic tests, observational techniques.
Classificat ion Types of Assessment Function of Assessment Example of Instruments Use in classroom instruction Summative An assessment procedure used to determine the end-of- course achievement for assigning grades or certifying mastery of objectives. Teacher-made survey test, performance rating scales, product scales.
Classificat ion Types of Assessment Function of Assessment Example of Instruments Methods of interpreting results Criterion- referenced It is used to describe student performance according to a specified domain of clearly defined learning tasks. Example: multiplies three-digit to whole numbers correctly and accurately. Teacher-made survey test, performance rating scales, product scales.
Classificat ion Types of Assessment Function of Assessment Example of Instruments Methods of interpreting results Norms- referenced It is used to describe student’s performance according to relative position in some known group. Example:ranks 5th a classroom group of 40. Standardized aptitude and achievement tests, interest inventories, adjustment inventories.
OTHERS TYPES OF TEST Others types of descriptive terms used to describe tests in contrasting types such as the non-standardized versus standardized test; objective versus subjective tests; supply versus fixed-response tests; individual versus group tests; mastery versus survey tests; speed versus power tests.
NON-STANDARDIZED TEST VERSUS STANDARDIZED TEST 1.Non-standardized test is a type of test developed by the classroom teachers. 2.Standardized tests is a type of a test developed by test specialists. It is administered, scored and interpreted using a certain standard condition.
OBJECTIVE TEST VERSUS SUBJECTIVE TEST 1.Objective test is a type of a test in which two or more evaluators give an examinee the same score. 2.Subjective test is a type of a test in which the scores are influenced by the judgment of the evaluators, meaning there is no more correct answer.
SUPPLY TEST VERSUS FIXED- RESPONSE TEST 1.Supply test is a type of test that requires the examinees to supply an answer, such as an essay test item or completion or short answer test item. 2.Fixed-response test is a type of test that requires the examinees to select an answer from a given option such as multiple-choice test, matching type of test, or true / false test.
INDIVIDUAL TEST VERSUS GROUP TEST 1.Individual test is a type of test administered to student on a one-on –one basis using oral questioning. 2.Group test is a type of test administered to a group of individuals or group of students.
MASTERY TEST VERSUS SURVEY TEST 1.Mastery test is a type of achievement test that measures the degree of mastery of a limited set of learning outcomes using criterion-reference to interpret the result. 2.Survey test is the type of test that measures student’s general achievement over a board range of learning outcomes using norm- reference to interpret the result.
SPEED TEST VERSUS POWER TEST 1.Speed test is designed to measure number of items an individual can complete over a certain period of time . 2.Power test is designed to measure the level of performance rather than speed of response. It contains test items that are arranged according to increasing degree of difficulty.
MODES OF ASSESSMENT There are different types or modes of assessment used by a classroom teacher to assess the learning progress of the students.These are traditional assessment, alternative , performance- based assessment, and portfolio assessment.
TRADITIONAL ASSESSMENT It is a type of assessment in which the students choose their answer from a given list of choice. Examples of this type of assessment are multiple-choice test, standard true/false test, matching type test, and fill-in-the-blank test. In traditional assessment, student are expected to recognized that there is only one correct or best answer for the question asked.
ALTERNATIVE ASSESSMENT An assessment in which students create an original response to answer a certain question. Students respond to a question using their own ideas, in their own words. Examples of alternative assessment are short-answer questions, essays, oral presentations, exhibitions, demonstrations, performance assessment, and portfolios. Other activities included in this type are teacher observation and student self-assessment.
COMPONENTS OF ALTERNATIVE ASSESSMENT a. Assessment is based on authentic tasks that demonstrate students’ ability to accomplish communication goals. b. The teacher and students focus on communication, not on right and wrong answers. c. Students help the teacher to set the criteria for successful completion of communication tasks. d. Students have opportunities to assess themselves and other peers.
PERFORMANCE-BASED ASSESSMENT Performance assessment (Mueller, 2010) is an assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focuses on processes and rationales.
There is no single correct answer; instead student are lead to craft polished, through and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances that are linked to the curriculum. In this kind of assessment, the teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation. Details regarding performance-based assessment will be discussed in Chapter 7.
PORTFOLIO ASSESSMENT Portfolio assessment is the systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria (Ferenz, K,2001). Portfolio is a purposeful collection of student work that exhibits the student’s efforts, progress and achievements in one or more areas over a periods of time. It measures the growth and development of students. Further details portfolio assessment will be discussed in Chapter 7.
GUIDELINES FOR EFFECTIVE STUDENT ASSESSMENT Improvement of student learning is the main purpose of classroom assessment.This can be done if assessment is integrated with good instruction and is guided by certain principles. Gronlund (1998) provided the general guidelines for using student assessment effectively. 1.Effective assessment requires a clear concept of all intended learning outcomes. 2.Effective assessment requires that a variety of assessment procedures should be used.
3.Effective assessment requires that the instructional relevance pf the procedure should be considered. 4.Effective assessment requires an adequate sample of student performance. 5.Effective assessment requires that the procedures must be fair to everyone. 6.Effective assessment requires specifications to criteria for judging successful performance. 7.Effective performance requires feedback to student emphasizing strengths of performance and weakness to be corrected. 8.Effective assessment must be supported by comprehensive grading and reporting system.