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Chapter Five.pptx

The document discusses various methods of student assessment in secondary education. It describes three main types of assessment: diagnostic to identify student knowledge and skills, formative to provide feedback during learning, and summative to evaluate learning after instruction. Several assessment methods are outlined for each type, including tests, exams, observations, homework, projects and portfolios. The document also covers preparing assessment materials, analyzing student results, and scheduling assessments.

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Chapter Five ASSESSMENT METHODS IN SECONDARY AND PREPARATORY SCHOOL ICT TEACHING-LEARNING PROCESS
Introduction • Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. • A test or examination (informally, exam or evaluation) is an assessment intended to measure a test taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics. • A test may be administered verbally, on paper, on a computer, or in a predetermined area that requires a test taker to demonstrate or perform a set of skills.
Introduction • A test score may be interpreted with regards to a norm or criterion, or occasionally both. • A standardized test is any test that is administered and scored in a consistent manner • A non-standardized test is usually flexible in scope and format, variable in difficulty and significance.
Aim of Student Assessment • gives essential information about what our students are learning and about the extent to which we are meeting our teaching goals. • enables students to identify their own strengths and weaknesses and to determine the kinds of information they need to correct their learning deficiencies and misconceptions. • Encourages and rewards effective teaching practices
Aim of Student Assessment(cont’d) • for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning. • assessment provides important feedback to both instructors and students. • It can also be used for improving instruction, course content, and curricular structure.
Major types of assessment • Several methods should be used to assess student learning outcomes. • There are three types of assessment: diagnostic, formative, and summative. • Diagnostic assessment can help you to identify your students’ current knowledge of a subject, their skill sets and capabilities.
Major types of assessment(cont’d) • Types of Diagnostic Assessments – Pre-tests (on content and abilities) – Self-assessments (identifying skills and competencies) – Discussion board responses (on content-specific prompts) – Interviews (brief, private, 10-minute interview of each student) • Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. • A primary focus of formative assessment is to identify areas that may need improvement.
Major types of assessment(cont’d) • typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness (implementing appropriate methods and activities). • formative assessment is not well understood by teachers and is weak in practice. • Types of Formative Assessment – Observations during in-class activities – Homework exercises as review – Reflections journals that are reviewed – Question and answer sessions – Conferences between the instructor and student – self-evaluation of performance and progress
Major types of assessment(cont’d) • Summative assessment takes place after the learning has been completed. • a set of standards or expectations, can be used for summative assessment. • Grades are usually an outcome of summative assessment. • Summative assessment is more product-oriented and assesses the final product, whereas formative assessment focuses on the process toward completing the product.
Major types of assessment(cont’d) • Types of Summative Assessment: – Examinations(major, high-stakes exams) – Term papers – Projects – Portfolios (could also be assessed during it’s development as a formative assessment) – Performances – Instructor self-evaluation
Methods of assessment material preparation • You want to develop a test that assesses the… – major concepts and practices of the unit – content presented and emphasized in class and materials – student recognition and recall, logic and reasoning, skills and applications, productivity – creativity and outlooks and dispositions • … in ways that are… – visibly fair (whether the item is scored using an objective outcome or a subjective range) – clearly stated (regarding instructions, content, and context) – realistically achievable (by at least 85% of the class)
Methods of assessment material preparation(cont’d) • The overarching aims are to develop performance-based summative assessments that earn scores of A: – Applicable to the academic standards and expectations – Authentic to the curricular content and context – Appropriate to the students’ learning styles, needs, and interests – Attractive to your students as a group and as individuals – Active involvement in the planning, preparation, and performance – Achievable by your students as in-class activities and out-of- class assignments (alert to family and caregiver assistance) – Accompanied with appropriate time and task management.
Analysis of student assessment and taking appropriate actions • an assessment’s effectiveness in improving learning depends on its relationships to curriculum and instruction. • students need feedback to monitor their own success in learning and to know how to improve. • Teachers make observations of student understanding and performance in a variety of ways: from classroom dialogue, questioning, seatwork and homework assignments, formal tests, less formal quizzes, projects, portfolios, and so on. In such a case take immediate remedial action.
Analysis of student assessment and taking appropriate actions(cont’d) • For all summative assessments (i.e., papers, projects, portfolios, presentations, and/or tests) your final tasks are to (a) analyze the items and (b) modify your practices. • Conduct an item analysis on the tests. That means, identify the items that most students answered or responded to incorrectly. • For any item that students do not answer or respond to correctly, you need to reflect on five parts of you the teaching, learning, and schooling: – your curricular content: what you teach and expect students to learn – your instructional strategies: how you teach and expect student to engage – your assessment techniques and tools: how you monitor and measure student progress – your in-class activities: what you expect your students to produce in class – your out-of-class assignments: what you expect your students to connect and/or achieve out-of-class.
Assessment scheduling • It is very important that you pay close attention when scheduling an appointment as to which campus you made your appointment at. • Students are encouraged to agree with the schedule their assessments conducted • Take in to consideration, If you require extra time or other accommodations for a disabilities. • Give sufficient time when you prepare exam based on the weight and its type.