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UNIT1_AssessmentOfLearninahhaghgagagagagagag1.pptx

The document outlines key concepts in educational assessment, including definitions of testing, measurement, and assessment, along with their purposes and principles. It describes various types of assessments—diagnostic, formative, and summative—highlighting their roles in improving student learning and instructional effectiveness. Additionally, it emphasizes the importance of high-quality assessment components to ensure fair and meaningful evaluation.

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BASIC CONCEPTS in ASSESSMENT OF LEARNING Definition of Important Concepts The Reasons for Assessment Principles of Educational Assessment Types of Assessment Elements of the Assessment Process High Quality Assessment Components Recent Trends and Focus
Definition of Important Concepts • TEST – An instrument or systematic procedure for measuring a sample of behavior by posing a set of questions in a uniform manner. • MEASUREMENT – The process of obtaining a numerical description of the degree to which an individual possesses a particular characteristics. • ASSESSMENT – refers to the full range of information gathered and synthesized by teachers about their students and their classrooms. • ASSESSMENT (Huba 2000) – is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences.
Test, Non-Test, Examination, Test Item & Quiz • TEST – is a question or a series of questions which aims to determine how well a student learned from a subject or topic taught. • NON-TEST – is a question or activity which determines the interests, attitude and other student’s characteristics whose answer or answers is/are not judged wrong or incorrect. • EXAMINATION – is a long test which may or may be composed of one or more test formats. • TEST ITEM – is any question included in a test or examination • QUIZ – is a short test usually given at the beginning or at the end of a discussion period.
The Reasons for Assessment • Improvement of student learning. • Identification of students’ strengths and weaknesses. • Assessment of the effectiveness of a particular teaching strategy. • Appraisal of the effectiveness of the curriculum. • Assessment and improvement of teaching effectiveness. • Communication with and involvement of parents in their children’s learning.
Principles of Assessment • Clearly specifying what is to be assessed has priority in the assessment process. • An assessment procedure should be selected because of its relevance to the characteristics of performance to be measured. • Comprehensive assessment requires a variety of procedures. • Proper use of assessment procedures requires the awareness of their limitations. • Assessment is a means to an end, not an end in itself.
Types of Assessment • DIAGNOSTIC ASSESSMENT - type of assessment is normally undertaken before instruction in order to determine the students’ prior knowledge of a particular topic or lesson. - Its purpose is to anticipate potential learning problems and group/place students in the proper course or unit of the study. - also be called pre-assessment since it is designed to check the ability levels of students in some areas so that instructional starting points cam be established. -it is generally used as an initial form of assessment, but it is also strongly linked with continuous formative strategies.
Types of Assessment • FORMATIVE ASSESSMENT - this is usually administered during the instructional process to provide feedback to students and teachers on how well the former are learning the lesson being taught. - this is the most common and frequently used form of assessment within the classroom and school. - is used on a daily basis. It provides the students with the necessary guidance and information they need to progress in their learning.
Types of Assessment • SUMMATIVE ASSESSMENT - is undertaken to determine student achievement for grading purposes. - examples of summative evaluation are chapter tests, homework grades, completed project grades, periodical tests, unit tests and achievement tests. -can be easier to carry out than the formative as teachers are given structured guidelines that inform them what, when, and how to assess. - can be divided into two distinct assessment methods: normative assessment and criterion assessment.
Elements of the Assessment Process • Formulating statements of intended learning outcomes. • Developing or Selecting Assessment Measures • Creating Experiences Leading to Outcomes • Discussing and Using Assessment Results to Improve Learning Assessment for Different Purposes Teachers, administrators and everyone with stakes in the educational process make decisions for the improvement of instruction. Decision-making in education, particularly in the instructional aspect, is so important that it should not be done haphazardly.
ACTIVITY • Think of a subject you have attended today or this week. Narrate what transpired from the start up to the end of the period. How does the assessment process take place in this subject during this period? (Your document is in PDF format and send it to my email, dhanpalavino@gmail.com, Ex. JuanDelaCruz_Activity1.)
High Quality Assessment Components • Clear and appropriate learning targets • Appropriateness of assessment methods • Validity • Reliability • Positive consequences • Practicability and efficiency • Variety • Balance • Participation • Fairness • Continuity • Authenticity