The document discusses effective assessment tools for higher education. It emphasizes that assessment should ensure all students succeed, be a celebration of learning, and assess students fairly from all aspects. Assessment tools should simulate real-world problems, guide effective learning approaches, and measure expected outcomes. Both traditional and authentic forms of assessment are described, along with examples of creating test questions and applying Bloom's taxonomy to assess different cognitive, affective, and social domains.
For centuries, educators only focuses on their students' cognitive aspects (what do they know) and psychomotor aspects (what they can do). The students' affective were not given attention by the teachers. Now, let us know what is the importance of affective assessment to the students.
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
For centuries, educators only focuses on their students' cognitive aspects (what do they know) and psychomotor aspects (what they can do). The students' affective were not given attention by the teachers. Now, let us know what is the importance of affective assessment to the students.
This slide discusses the principles of affective assessment, a method of assessment used in measuring learning, as well as the approaches and tools used in assessing learning.
(c) 2014 Gerard Joseph Atienza. All rights reserved.
i want to share my notes in Learning Assessment 2. I hope that this presentation could be use by many students. Kindly edit the activities if you want. The activities are realtaed to the topics. How? you just need to integrate it for further explanation.
i want to share my notes in Learning Assessment 2. I hope that this presentation could be use by many students. Kindly edit the activities if you want. The activities are realtaed to the topics. How? you just need to integrate it for further explanation.
The Philippine Bill of Rights: Political and Legal Rightsbrianbelen
Lecture slides for an undergraduate class on Philippine Politics and Governance I taught between 2003 and 2005.
This is the second of two slides dealing with the Bill of Rights enshrined in the 1987 Philippine Constitution. In particular, these slides cover the legal and political rights guaranteed by the supreme law of the land.
These slides were prepared using Powerpoint XP.
~~~~~~~~~~~~~~~~
http://brianbelen.blogspot.com
http://brianbelen.wordpress.com
This module will help you to —
• understand the genesis and importance of School Based Assessment,
• familiarize with learner-centred approaches for assessment,
• facilitate integration of teaching learning process with assessment procedures,
• develop context-based exemplars in the relevant subject areas for the purpose of assessment.
Professional Education reviewer for PRC-LET or BLEPT Examinationelio dominglos
Professional Education reviewer for licensure examination for teachers. Designed reviewer for individuals who are to take PRC- BLEPT or LET covering a list of basic questions from different fields.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thesis Statement for students diagnonsed withADHD.ppt
Assessment tools for higher learning
1. Designing effective assessment
tools for higher learning
Assessing factual Do lecturers teach students to
or applied cut down jungles or to irrigate
deserts?
knowledge?
2. QUALITY LEARNING
Learner-centric content
Quality T&L
Meeting national and global
Outcome based Learning
needs
3. Words of Wisdom
ALI (A.S)
Assessment is not about finding faults from students but to ensure all succeed
4. Change the way we perceive on
assessment
Assessment becomes a celebration of learning
Students will look forward for EXAM
Students are assessed fairly from all aspects.
Students can solve real life problems
Students become skillful
5. Why assessment?
guides and encourages effective approaches to learning;
validly and reliably measures expected learning outcomes,
that reflects the higher-order learning that suits higher
education; and
Through grading, it will define and protects academic
standards.
6. Traditional way of test
revealonly whether the student can
recognize, recall what was learned
limited to paper-pencil, one answer
question.
ask the student to select or write correct
responses, irrespective of reasons.
standardizes objective "items" with one
right answer for each
multiple-choice test is determined merely
by matching items to the curriculum
content.
7. Authentic or
performance test
Conducting research; writing, revising and
discussing papers; providing an engaging oral
analysis of a recent political event;
collaborating with others on a debate
Student can construct, with justifiable answers,
performances or products.
Emphasizing and standardizing the appropriate
criteria for scoring such (varied) products with
the use of a rubric
The test simulates real world tests of ability
8. Authentic or performance
assessment
GROUP
INDIVIDUAL
WORK
• Apply the principles of classroom assessment
• Construct and administer various types of
classroom assessment
• Interpret and analyze test scores
• Conduct item analysis and forming item bank
• Describe other forms of classroom assessment
• Identify latest trend development on current
issues in testing and evaluation
9. Example:
Performance
assessment
• Portfolio 10%
• Article/seminar paper review 10%
• Case study (assessment practices) 20%
• Project (test construction and evaluation) 40%
• Test 20%
10. Modes of
assessment
Mode Area of learning
assessed
Essay type: essay exam, open book, Rote learning, question spotting, coverage
assignment, take home reading widely, organize, apply and copy.
Objective:multiple choice Recognition, comprehension, coverage
hierarchies of understanding
Performance assessment: practicum, Real life context,, application and
presentation, critical reviews, case study, professional skills reflected.
portfolio
11. How to grade
performance
assessment?
• List the criteria for A, A-,B+,B, C+,C, C-, ….
• Then the grade is awarded that describes
students’ performance.
RUBRICS
example:
A: clearly met all the objectives and display
deep knowledge, original. Critical thinking.
B: all objectives have been met
C: all objectives are satisfied and effective.
Less than C, work plagiarism.
12. Creating test questions
Must be parallel with the objectives;
Address the cognitive, psychomotor , affective
and social domains.
Questions are clear and correct
13. Bloom’s Cognitive
Processes
Create – put elements together to form a coherent or functional whole;
reorganize into new pattern or structure (Generating, planning, producing,
designing, constructing, inventing)
Evaluation - make a judgment based on criteria & standards (Checking,
critiquing, hypothesizing)
Analyze - break material into parts & determine how they relate to one
another & to overall structure or purpose (differentiating, organizing,
attributing, deconstructing, integrating)
Apply – carry out or use a procedure (concept) in a given (new ) situation
(execute, implement)
Understand – construct meaning from instructional messages [oral,
written & graphic communication](Interpreting, summarising, paraphrasing,
classifying, comparing, explaining
Remember - retrieve facts, concepts, definitions from LTM (Recognizing,
Recalling, listing, describe)
14. Cognitive domain
OBJECTIVES
describe the underlying Islamic economic principles
relevant to Islamic Finance;
explain the meaning and concept of riba and why it is
prohibited;
QUESTIONS
What? (Knowledge and Concepts)
How? (Procedures and Performances)
Why? (Problem Solving and Reasoning)
15. Affective domain
• Affective objectives typically target the
awareness and growth in attitudes, emotion,
and feelings.
• Describe the way people react emotionally
and their ability to feel another living thing's
pain or joy
• There are 5 levels:
Receiving, responding valuing, organizing and
internalizing
16. Affective domains
(attitude or feelings)
objectives Example of questions’ key verbs
Receiving giving, following, replying etc. (student passively pays
attention )
Responding reading, answering, selecting (student actively participates
in the learning process)
Valuing Demonstrating, studying, justifying. (student attaches a
value to an object)
Organizing values comparing, relating and elaborating on what has been
learned (student can put together different values,
information, and ideas and accommodate them within
his/her own schema)
Internalizing Performing, modifying, discriminating (student holds a
particular value or belief that now exerts influence on
his/her behaviour)
17. Social domain
Objectives Example of questions’ key verbs
Collaborating Inviting interactions, performing a team, living in
society
Empowering Leadership Envisioning, maintaining commitment,
Managing Managing people, managing communication,
managing resources
Communicating Preparing message, receiving message, delivering
message
18. Exercise 1
Which level of cognitive domains involve in the
following questions?
1.How does the Murabaha contract avoid Riba
elements?
2. Elaborate on what Islamic finance is and give
examples of how it differs from conventional
finance.
3. Has the financial crisis affected Islamic
finance? Discuss.
19. Exercise 2
Identify which learning domain is involved.
1. Produce a management report .
2. Use the computer software to produce
business account.
20. Multiple choice
questions
Multiple choice items consist of a stem and a
set of options
Multiple choice tests are best adapted for
testing well-defined or lower-order skills.
Problem-solving and higher-order reasoning
skills are better assessed through short-
answer and essay tests.
21. Common practice among the experts
Experts keep changing their
minds No time to prepare questions.
Confusing students with too
many negatives in a question. All statements are not true except:
Just like giving clues for students
Using incomplete sentences to answer easily
Lacking current knowledge
Asking yesterday’s knowledge
22. Summary
Questions given to our students must be at
higher level of cognitive domain as it will
ensure the students to think beyond the text.
BUT….not too many.
Ensure students are assessed from different
types of tests.
We are trying to ensure student mastery of
the subject content. Thus, only test students
on what has been taught.