The document discusses assessment in professional education. It outlines the basic concepts of tests, measurements, assessments and evaluations. It then discusses the three purposes of assessment: assessment for learning which is done before instruction, assessment as learning which involves self-assessment, and assessment of learning which is done after instruction for grading. It also discusses traditional and authentic modes of assessment including various test types.
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
ASSESSMENT x TESTING x MEASUREMENT x EVALUATIONtrinorei22
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
The process of designing quality performance tasks and projects involves attending to three major elements:
The design of the activity in which students will be engaged
The standards or outcomes that are being addressed by the activity
The traits or criteria used to assess the activity
ASSESSMENT x TESTING x MEASUREMENT x EVALUATIONtrinorei22
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
Discusses the facets of Performance Assessment: Definition, advantages and disadvantages, types, process, guidelines and procedures and the types of rubrics
Topic: Qualitative Analysis of Test Items
Student Name: Gul Hassan Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This presentation discusses the meaning of assessment . The difference between assessment an evaluation . Kinds of assessment . Finally, it present simple assessment strategies .
Topic: Qualitative Analysis of Test Items
Student Name: Gul Hassan Memon
Class: M.Ed
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
This presentation discusses the meaning of assessment . The difference between assessment an evaluation . Kinds of assessment . Finally, it present simple assessment strategies .
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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2. BASIC CONCEPTS
Test – use tool, technique, or method
Measurement – quantifiable data
Assessment – interpret data
Evaluation - judgement
3. PURPOSE OF ASSESSMENT
1. Assessment FOR Learning
2. Assessment AS Learning
3. Assessment OF Learning
4. PURPOSE OF ASSESSMENT
1. Assessment FOR Learning
- done before or during instruction
Formative tests – monitors progress
Placement tests - used to “place” students into a specific
learning group
Diagnostic tests – strengths and weaknesses
5. PURPOSE OF ASSESSMENT
2. Assessment AS Learning
- self-assessment
- learner is ultimately responsible for his/her
own learning
6. PURPOSE OF ASSESSMENT
3. Assessment OF Learning
done after instruction
Summative tests – assessment for grading purposes
10. I. Direct Question
Which test is used to determine admission or non-admission of the
student to the program?
A. Achievement C. Aptitude
B. Placement D. Diagnostic
11. II. Incomplete-Statement Form
A test is considered reliable if _______.
A. It serves the purpose for which it is constructed
B. It is consistent and stable
C. It is easy to administer
D. It is easy to score
12. III. Best answer
Henry Adam says, “Teaching affects eternity: no one knows where
his influence stops.”
A. Teacher lives long because he enjoys influencing students.
B. Teacher has strong power where he cannot help but influence
students.
C. Teacher is eternity; there is no end as long as there are students.
D. Teacher has a power to influence generations
13. III. Negative stem
Which does NOT belong to the group?
A. Completion test C. Multiple choice
B. Matching D. Alternate response
14. IV. Group Options
Which is most likely the effect/s of self-assessment and formative
assessment?
I. High percentage of students with passing grades
II. 100% passing
III. 50% with passing grades, 50% with failing grades
A. I only C. III only
B. II only D. I, II, and III
15. V. Contained Options
Identify the error in the sentence. Circle the letter of your answer.
My parents was in Manila to assist my teacher
A B C
in her college enrollment. No error
D E
16. VI. Stimulus Material-Stem-Options
In a faculty recollection, the teachers were asked to share their thoughts of the learner, their
primary customer. What follows are the gist of what were shared:
Teacher A –The learner cannot choose what he can become because he is a product of his
environment.
Teacher B –The learner is a social being who learns well through an active interplay with
others.
Teacher C –The learner can choose what he can become despite his environment.
13. If you agree with Teacher Mar, you are more of a/ an _____.
A. progressivist C. existentialist
B. perennialist D. rationalist
17. Pointers for Writing Multiple-Choice Items
1. Avoid unnecessary and unfamiliar terminology.
2. Avoid double negatives.
3. Avoid negative terms, but if necessary they should be emphasized
by being underlined, CAPITALIZED, bolded, and italicized.
4. Blanks should be towards the end or at the end of the sentence.
5. Distracters should be equally plausible and attractive.
6. Avoid giving clues.
7. Options must be in CAPITAL LETTERS.
19. Pointers for Writing True or False Items
1. Avoid trick statements with some minor misleading word of
spelling.
2. Avoid using specific determiners. These include sweeping
generalizations like always, never, all, usually, and impossible.
3. Build up difficulty.
4. Randomize sequences of T/F responses.
22. MODES OF ASSESSMENT
Traditional
Selected-response
Matching Type
Perfect Matching Type
exists when the number of
premises is equal to the
number of responses and the
responses can only be used
once.
Imperfect Matching
Type
exists when the response list is longer than
the premise list, when responses can be
used more than once, and/or when some
of the responses do not match any of the
premises.
23. Pointers for Writing Matching Type Test
1. Items for matching are homogenous.
2. Options should be arranged alphabetically or numerically.
3. Give clear and complete direction.
4. Provide more responses than premise.
5. Label Column 1 and Column 2.
6. Place options on the same page.
26. Pointers for Writing Short-Answer and
Completion Items
1. The blank in completion questions should be or near at the end.
2. There should only be one acceptable answer.
3. Avoid over mutilated statements.
4. Avoid using statements directly taken from the book
5. Provide sufficient space on the answer sheet.
27. MODES OF ASSESSMENT
Traditional
Supply-response
Essay
Measures HOTS and
organization of ideas
Restricted Response
has limit in the form and content
of students’ responses
Extended Response
has no limit in the form and
content of students’ responses
28. MODES OF ASSESSMENT
Traditional
Supply-response
Problem Solving
Computational exam
questions
Two buses leave the same station at 8:00 pm. One bus travels north at the
rate of 30 kph and the other travels east at 40 kph. How many kilometers
apart are the buses at 10 pm? Show solution.
30. PORTFOLIO
Types of Portfolio
1. Best Work/Display/Showcase = student’s best achievements or
evidence of learning.
2. Assessment/Evaluation = used to document what a student has
learned, or demonstrate that they have mastered.
3. Development/Growth = to show growth or change over time.
purposeful collection of selected significant samples of students work
accompanied by clear criteria for performance which prove student
effort, progress or achievement in a given area or course.
40. TYPES OF TEST
Scoring
1. Objective 2. Subjective
A. Multiple Choice
B. True or False
C. Completion
D. Short answer
E. Matching type
A. Essay
41. TYPES OF TEST
Sort of Responses
1. Power 2. Speed
- Allows sufficient time
- Increasing difficulty
- Time limited
- Same degree of
difficulty
42. TYPES OF TEST
Test Constructor
1. Standardized 2. Teacher-made
- experts - Classroom teacher
43. TYPES OF TEST
Mode of
Interpreting result
1. Norm-referenced 2. Criterion-referenced
- a student as compared to
other students
- Better or worse
- Grading against curve
- against an established
standard or criteria
- Pass or fail
44. OTHER TYPES OF TEST
1. PERSONALITY TEST - assess human personality
2. APTITUDE TEST – potential for success
3. ACHIEVEMENT TEST – mastery of skills
4. PLACEMENT TEST - conducted before giving
admission to a course
5. INTELLIGENCE TEST – mental capability
6. EMOTIONAL TEST - ability to perceive, identify,
understand, and manage emotions
45. CHARACTERISTICS OF A GOOD
TEST
Validity Reliability
Measures what it intends
to measure
Consistency and stabilty
46. CHARACTERISTICS OF A GOOD
TEST
Validity
1. Face Validity – appears to measure the target
2. Content Validity - alignment of the content to the curricular
objectives
3. Criterion Validity - effectiveness in predicting criteria, or
indicators
a. Concurrent Validity – present
b. Predictive Validity – future
47. CHARACTERISTICS OF A GOOD
TEST
Reliability
Measure of Stability
1. Test-retest
Measure of Equivalence
2. Parallel test
Measure of Internal
Consistency
3. Split-half
4. Kuder-Richardson
48. STATISTICS
A. MEASURES OF CENTRAL TENDENCY
B. MEASURES OF VARIABILITY
C. RELATIVE POSITION
D. CORRELATION
49. A. MEASURES OF CENTRAL TENDENCY
1) Mean
2) Median
- most frequent data
- average
- middlemost data
3) Mode
50. MEAN:
0, 70, 70, 80, 85, 90, 90, 90, 95, 100
MEDIAN:
MODE:
77
87.5
90
most affected by outliers
less affected by outliers
not affected by outliers
outlier
51. B. MEASURES OF VARIABILITY
1) Range:
2) Variance:
3) Standard Deviation:
R = HV - LV
53. C. RELATIVE POSITION
PERCENTILE
Divide the set of
scores into 100
equal parts
Ex. You got 60 in
a quiz and you
are in P80
QUARTILE
Divide the set of
scores into 4
equal parts
Q1
Q2
Q3
Q4
DECILE
Divide the set of
scores into 10
equal parts
D1
D2
D3
D4
D5
D6
D7
D8
D9
D10
STANINE
Divide the set
of scores into 9
equal parts
S1-S3 =
BELOW
AVERAGE
S4-S6 =
AVERAGE
S7-S9 =
ABOVE
59. B. DISCRIMINATION INDEX
2. Negative Discrimination Index
1. Positive Discrimination Index
More from the lower group
answered the test item correctly
More from the upper group
answered the test item correctly
3. No discrimination Equal number from upper group and lower
group answered the test item correctly
63. A. KURTOSIS
measure of whether the data are heavy-tailed or light-tailed relative to a normal
distribution
64. B. SKEWNESS
asymmetry in a statistical distribution
POSITIVELY SKEWED
• SKEWED TO THE RIGHT
(RIGHT-SKEWED)
• SCORES ARE
CONCENTRATED TO THE
LEFT
• SCORES ARE LOW
• POOR PERFORMANCE
NEGATIVELY SKEWED
• SKEWED TO THE LEFT
(LEFT-SKEWED)
• SCORES ARE CONCENTRATED
TO THE RIGHT
• SCORES ARE HIGH
• EXCELLENT PERFORMANCE
66. K-12 GRADING SYSTEM
Learners from Grades 1 to 12 are graded on Written Work,
Performance Tasks, and Quarterly Assessment every quarter.
The minimum grade needed to pass a specific learning area is 60, which is
transmuted to 75 in the report card. The lowest mark that can appear on
the report card is 60 for Quarterly Grades and Final Grades.
67. K-12 GRADING SYSTEM
A. KINDERGARTEN
Checklists and anecdotal records are used
instead of numerical grades.
68. K-12 GRADING SYSTEM
B. GRADES 1-10
Components Languages AP EsP Science Math MAPEH
EPP/
TLE
30% 40% 20%
50% 40% 60%
20% 20% 20%
Written
Works
Performance
task
Quarterly
assessment
69.
70. K-12 GRADING SYSTEM
C. GRADES 11-12
Written
Works
Performance
task
Core
Subjects
Academic Track
Technical-Vocational and
Livelihood (TVL)/ Sports/ Arts
and Designs Track
All other subjects
Work Immersion/
Research/ Business
Enterprise Simulation/
Exhibit/ Performance
All other
subjects
Work
Immersion/
Research/
Exhibit/
Performance
Written Works 25% 25% 35% 20%
Performance
Tasks 50% 45% 40% 60%
Quarterly
Assessment 25% 30% 25% 20%
71.
72. For MAPEH, the quarterly grade is the average of the each
individual grade for the four areas: Music, Arts, Physical
Education, and Health.
=
𝑄𝐺 𝑀𝑢𝑠𝑖𝑐+𝑄𝐺 𝐴𝑟𝑡𝑠+𝑄𝐺 𝑃.𝐸.+𝑄𝐺 𝐻𝑒𝑎𝑙𝑡ℎ
4
Quarterly
Grade (QG)
for MAPEH
74. PROMOTION AND RETENTION
GRADES 1 - 10
Requirements Decision
Final Grade at least 75 in
all learning areas
Promoted to the next
grade level
Did Not Meet
Expectations in not more
than two learning areas
Must pass remedial
classes for learning areas
with failing mark
Did Not Meet
Expectations in three or
more learning areas
Retained in the same
grade level
75. GRADES 11 - 12
Requirements Decision
Final Grade at least 75 in all
learning areas in a semester
Promoted to the next
semester
Did Not Meet Expectations in
a prerequisite subject in a
learning area
Must pass remedial classes
for failed competencies in the
subject
Did Not Meet Expectations in
any subject or learning area
at the end of the semester
Must pass remedial classes
for failed competencies in the
subjects or learning areas.
Otherwise, the learner must
retake the failed subjects
Editor's Notes
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
Standard Deviation - Most stable Measure of Variability
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers
What are outliers? Extreme value in a set of data which is higher or lower than the other numbers
Mean – most affected by outliers
Median – less affected by outliers
Mode – not affected by outliers