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Chapter-2-Determining-progress-toward-the-attainment-of-learning-outcomes.pptx

Chapter-2-Determining-progress-toward-the-attainment-of-learning-outcomes- Assessment of Learning 1

Education◦
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Determining Progress Towards The Attainment Of Learning Outcomes
INTRODUCTION With the change of focus in instruction from content to learning outcomes came the need to redefine and clarify the terms used to determine the progress of students towards attainment of the desired learning outcomes. These are measurement, evaluation and assessment.
MEASUREMENT Measurement is the process of determining or describing the attributes or characteristics of physical object generally in terms of quantity. * When we measure, we use some standard instrument to find out how long,heavy,hot,voluminous,cold,fast or straight some things are. Instruments: Ruler, Scale, Thermometer, Pressure Gauge
We can measure physical quantities by combining directly measurable quantities to form derived quantities. For example: to find the area of a square piece of paper we simply multiply the length of one the side of the paper by 4. Knowledge of the subject matter is often measured standardized test results. In this case the measurements procedure is "testing".
The same concept can be measured in another way. We can ask a group of experts to rate a student's (or a teacher's) knowledge of the subject matter in a scale of 1 to 5 with 1being the lowest and 5 the highest. In this procedure, knowledge of the subject matter is measured through perceptions.
TYPES OF MEASUREMENT Objective (as in testing) Objective measurements are the measurements that do not depend on the person or individual taking the measurements. Subjective (as in perception) Subjective measurements often differ from one assessor to the next even if the same quantity or quality is measured.
In the example cited, testing produces objective measurements while experts ratings provide subjective measurements. Objective measurements are more stable than subjective measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome. There are certain facets that cannot be successfully captured by objective procedure but which can be done by subjective methods. For example: aesthetic appeal of the product or project of a student performance.
Whether one uses an objective or subjective assessment procedure, the underlying principle in educational measurement is summarized by the following formula. Formula: Measurement of quantity or quality of interest= True Value plus random error.
Two Components of Measurement of the Quantity of Interest 1.TRUE VALUE OF THE QUANTITY 2. RANDOM ERROR COMPONENT
Measuring Indicators, Variables and Factors Variables: Directly Measurable X=Age of a Student X=Height of a Student Cannot be Directly Measured -Class Participation
Indicators are the building block of educational measurement. A group of Indicators constitute a variable. A group of variables form a construct or a factor. The variable which forma factor correlate highly with each other but have low correlation with variables in other group. Example: The following variables were measured in a battery of tests. X1=computational skills X2=reading skills X3=vocabulary X4=logic and reasoning X5= sequences and series X6= manual dexterity These variables can group as follows: Group 1: (X1,X4,X5)=mathematical ability factor Group 2: (X2,X3)= language ability factor Group 3: (X6)= psychomotor ability factor.
ASSESTMENT Assessment is a process of gathering evidence of students performance over a period of time to determine learning and mastery of skills. Evidence of Learning -Dialogue record -Portfolios. -Journals -Written works -Test -Learning Task
Goal of Assessment • to improve student learning and provide students, parents and teachers with reliable information regarding student progress and extent of attainment of the expected learning outcomes. Assessment uses, as basis. The levels of achievement and standards required for the curricular goals appropriate for the grade or year level. Assessment results show the more permanent learning and clearer picture of the student's ability.
• Assessment of skill attainment is relatively easier than assessment of understanding and other mental ability. Skills can be practised and readily demonstrable. Either the skill exists at certain level or it doesn't. Assessment of understanding is much more complex. We can assess a person's knowledge in a number of ways but we need to infer from certain indicators of understanding through written descriptions.
EVALUATION Evaluation originates from the root word " value" and so when we evaluate we expect our process to give information regarding the worth, appropriateness, goodness, validity or legality of something for which a reliable measurement has been made. Evaluation is a process designed to provide information that will help us to make a judgement about a particular situation. The end result of evaluation is to adopt, reject, or revise what has been evaluated. Objects Of Evaluation: -Instructional Programs -School -Projects -Teachers -Students -Educational Goals Evaluation Involves: -Data Collection -Analysis -Quantitative Methods -Qualitative Methods
Two Categories of Evaluation Formative Evaluation- it is a method of judging the worth of a program while the program activity is in process Summative Evaluation- is a method of judging the worth of a program that end of the program of activities Instrument Use To Collect Data: *Questionaire *Survey Form *Interview and Observation guide / test Techniques: *Pretest-Posttest (One Group *Pretest- Posttest(Experimental and Control Group)
Assessment FOR, OF and AS Learning:Approaches to Assessment Formative Assessment- • It is an Assessment that is given while teacher is in the process of student information (learning). It ensures that learning is going on while teacher is in the process of teaching Formative Assessment Includes: -Pretest It is to find out where the students are or determine their entry knowledge or skills so teacher knows how to adjust instruction. -Posttest • It is to find out if the intended learning outcome has been attained after teaching-learning process.
ASSESSMENT ASSESSMENT OF FOR LEARNING ASSESSMENT AS LEARNING ASSESSMENT OF EARNING
FOR Learning: Teachers using student knowledge, understanding and skills to inform their students. OF Learning: Is usually given at the end of a unit,graging period term like a semester. AS Learning: It is associated with self-assessment. As the term implies,assessment by itself is already a form of learning for the students.