Section 1 Explain The Nature and Roles of A Good Assessment, and Its Relevance To Learners, Teachers, Parents and Stakeholders
Section 1 Explain The Nature and Roles of A Good Assessment, and Its Relevance To Learners, Teachers, Parents and Stakeholders
Explain the nature and roles of a good assessment, and its relevance to learners, teachers, parents
and stakeholders.
Nature of assessment
Assessment is embedded in the learning process. It is tightly interconnected with curriculum and
instruction.
As teachers and students work towards the achievement of curriculum outcomes, assessment plays a
constant role in informing instruction, guiding the student’s next steps, and checking progress and
achievement.
Good assessment
Well-designed assessment methods provide valuable information about student learning. They tell us
what students learned, how well they learned it, and where they struggled.
An assessment requiring students to use the same competencies, or combinations of knowledge, skills,
and attitudes that they need to apply in the criterion situation in professional life.'Gulikers, Bastiaens,
and Kirschner, (2004, p. 69)
Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate
domains.
Fair: is non-discriminatory and matches expectations.
Transparent: processes and documentation, including assessment briefing and marking
criteria, are clear.
Reliable: assessment is accurate, consistent and repeatable.
Feasible: assessment is practicable in terms of time, resources and student numbers.
Educational impact: assessment results in learning what is important and is authentic and
worthwhile.
The roles of a good assessment, and its relevance to learners, teachers, parents and stakeholders.
Assessment for learning: where assessment helps teachers gain insight into what students
understand in order to plan and guide instruction, and provide helpful feedback to students.
Assessment as learning: where students develop an awareness of how they learn and use that
awareness to adjust and advance their learning, taking an increased responsibility for their learning.
Assessment of learning: where assessment informs students, teachers and parents, as well as
the broader educational community, of achievement at a certain point in time in order to celebrate
success, plan interventions and support continued progress.
Measurements
Test
Assessment
Is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and
beliefs.
Is the process of gathering, interpreting, recording and using information about pupil’s
responses to an educational task.
Can focus on the individual learner, the learning community (class, workshop, or other
organized group of learners), the institution, or the educational system.
The process of gathering quantitative and qualitative data of what a student can do, how
much a student possesses.
Evaluation
Is concerned with a whole range of issues in and beyond education; lessons, programs and skills
can be evaluated. It produce a global view of achievements usually based on many different
types of information such as observation of lesson, test, scores, assessment reports, course
documents or interviews with students and teachers.
The process of making overall judgment about one’s work or a whole school work ( Cameron)
Is process of determining to what extend the educational objectives are being realized. ( Ralph
Taylor)
Types of Tests
Diagnostic tests- These tests are used o diagnose how much you know and what you
know. They can help a teacher know what needs to be reviewed or reinforced in class.
They also enable the student to identify areas of weakness.
Placement tests - used to check a student’s language level through grammar, vocabulary,
reading comprehension, writing, and speaking questions.
Proficiency tests- check learner levels in relation to general standards. They provide a
broad picture of knowledge and ability.
Internal tests - are those given by the institution where the learner is taking the course.
They are often given at the end of a course in the form of a final exam.
Objective tests - Multiple-choice tests fall into this group. Students have to select a pre-
determined correct answer from three or four possibilities.
Combination tests - many tests are a combination of objective and subjective styles.
Function of testing
They are used to determine whether students have learned what they were expected to
learn or to level or degree to which students have learned the material.
They may be used to measure learning progress and achievement and to evaluate the
effectiveness of educational programs. Tests may also measure student progress toward
stated improvement goals or to determine student placement in programs .
Relevance of assessment
Assessment is a key component of learning because it helps students learn. When
students are able to see how they are doing in a class, they are able to determine
whether or not they understand course material. Assessment can also help motivate
students.
Just as assessment helps students, assessment help teachers, assessment allows
teachers to see if their teaching has been effective.
Important concepts and terms
Assessment is the systematic basis for making inferences about the learning and development of
students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting,
and using information to increase students' learning and development.
Assessment is a key component of learning because it helps students learn. When students are
able to see how they are doing in a class, they are able to determine whether or not they
understand course material. Assessment can also help motivate students. ... Just
as assessment helps students, assessment helps teachers. (study.com)
Identify (one) 1 form of assessment from DepEd, then describe its importance and purpose.
The importance of assessment is not only to the learners but also to the teachers to
monitor students on a day-to-day basis and modify their teaching based on what the
students need to be successful. There are also different strategies on assessment that cater
the needs of the learner with the help of our good teachers. This assessment provides with
the timely, specific feedback that they need to make adjustments to their learning. We
cannot live without assessments or tests as they are part of the total curriculum
experience. If students know they are doing poorly, they may begin to work harder.
The best formative assessment involves both students and teachers in a recursive process. It
starts with the teacher, who models the process for the students. At first, the concept of what
good work "looks like" belongs to the teacher. The teacher describes, explains, or demonstrates
the concepts or skills to be taught, or assigns student investigations reading assigned material,
locating and reading materials to answer a question, doing activities or experiments to put
content into students' hands. Formative assessment refers to the ongoing process students and
teachers engage in when they:
1. Focus on learning goals.
2. Take stock of where current work is in relation to the goal.
3. Take action to move closer to the goal.
For example: The teacher shares the aspects of a good descriptive paragraph and tells students how
their work compares to the ideal. Gradually, students internalize the learning goals and become able
to see the target themselves. They begin to be able to decide how close they are to it.
Diagnostic Assessment
Another type of assessment, which is given at the beginning of the course or the beginning of the
unit/topic, is known as diagnostic assessment. This assessment is used to collect data on what students
already know about the topic. Diagnostic assessments are sets of written questions (multiple choice or
short answer) that assess a learner’s current knowledge base or current views on a topic/issue to be
studied in the course.
It is a form of pre-assessment where teachers can evaluate students’ strengths, weaknesses, knowledge
and skills before their instruction.
Written by students, the diagnostic assessment is a tool for teachers to better understand what students
already know about a topic when submitted before the start of a course.
Summative Assessment
Used to evaluate student learning, skill acquisition, and academic achievement at the conclusion
of a defined instructional period typically at the end of a project, unit, course, semester,
program, or school year.
The goal of summative assessment is to evaluate student learning at the end of an instructional
unit by comparing it against some standard or benchmark.
Summative assessments are often high stakes, which means that they have a high point value.
Examples of summative assessments include:
a midterm exam
a final project
end of unit or chapter tests
end of term or semester tests
Section 2
Critique teacher- made tests using the principles of high- quality assessment.
For me this teacher-made test sample has the following principles of high quality assessments like:
1. Clarify the learning targets that it has clearly stated and centered on what is important.
2. Appropriateness of assessment methods that match the methods of learning targets
3. Fairness assessment that give equal opportunities for every student. A kind of assessment that
no discrimination of any kind gender, racial, age etc.
4. Positive consequences that the assessment have a positive effect and motivate student to learn
and do more.
Section 2
Critique teacher- made tests using the principles of high- quality assessment.
Activity A
Describe the measurable skills, abilities, knowledge or values that students should be able to
demonstrate as a result of a completing a course.
They are student-centered rather than teacher-centered, in that they describe what the
students will do, not what the instructor will teach.
1. Remembering:
Recognizing or recalling knowledge from memory. Remembering is when memory is used to produce or
retrieve definitions, facts, or lists, or to recite previously learned information.
Example: Recite a policy. Quote prices from memory to a customer. Knows the safety rules.
2. Understanding:
Constructing meaning from different types of functions be they written or graphic messages or activities
like interpreting, exemplifying, classifying, summarizing, inferring, comparing, or explaining.
Example: Rewrites the principles of test writing. Explain in one's own words the steps for performing a
complex task. Translates an equation into a computer spreadsheet.
3. Applying:
Carrying out or using a procedure through executing, or implementing. Applying relates to or refers to
situations where learned material is used through products like models, presentations, interviews or
simulations.
Example: Use a manual to calculate an employee's vacation time. Apply laws of statistics to evaluate the
reliability of a written test.
4. Analyzing:
Breaking materials or concepts into parts, determining how the parts relate to one another or how they
interrelate, or how the parts relate to an overall structure or purpose. Mental actions included in this
function are differentiating, organizing, and attributing, as well as being able to distinguish between the
components or parts. When one is analyzing, he/she can illustrate this mental function by creating
spreadsheets, surveys, charts, or diagrams, or graphic representations.
Example: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in
reasoning. Gathers information from a department and selects the required tasks for training.
5. Evaluating:
Making judgments based on criteria and standards through checking and critiquing. Critiques,
recommendations, and reports are some of the products that can be created to demonstrate the
processes of evaluation. In the newer taxonomy, evaluating comes before creating as it is often a
necessary part of the precursory behavior before one creates something.
Example: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new
budget.
6. Creating:
Putting elements together to form a coherent or functional whole; reorganizing elements into a new
pattern or structure through generating, planning, or producing. Creating requires users to put parts
together in a new way, or synthesize parts into something new and different creating a new form or
product. This process is the most difficult mental function in the new taxonomy.
Example: Write a company operations or process manual. Design a machine to perform a specific task.
Integrates training from several sources to solve a problem. Revises and process to improve the
outcome.
Psychomotor (skills-based)
This domain focuses on motor skills and actions that require physical coordination. Behavior
emphasize on the skills that are concerned with the movement of muscles.
Learning objectives at this level expect students to be able to mimic the behavior seen.
Organization is to relate the value to those already held and bring it into a harmonious
and internally consistent philosophy. Examples are: to discuss, to theorize, to formulate,
to balance, to examine.
Characterization by value or value set is to act consistently in accordance with the values
he or she has internalized. Examples include: to revise, to require, to be rated high in the
value, to avoid, to resist, to manage, to resolve.
Example: Who is best known for their work on the development of the morality of justice?
a) Erikson
b) Vygotsky
c) Maslow
d) Kohlberg
it is a general term for items that require the student to generate a response as opposed to
a selected response. Questions are a way of measuring complex, higher level and critical
thinking skills.
Items require more elaborate answers and explanations of reasoning.
Example: Write an essay comparing and contrasting two poems, stories, or plays, including
details supporting your response.
Teacher observations
Other assessment techniques include consultation, focused analysis, peer assessment and
self-assessment. The Position and Guidelines state that: 'Observation involves teachers in
observing students as they participate in planned activities.
The goal of any assessment is to gain a clearer picture of what an individual has learned,
the way he or she learned it, and how he or she uses what has been learned. Keep these
ideas in mind as you assess students' learning:
“I can” statements are a type of self-assessment. At the end of a class, chapter, unit, theme, etc.,
students are asked to complete a certain number of “I can” statements that explain what they feel they
are able to do. For example, after a grammar lesson on the past tense, some possible “I can” statements
might be:
“I can” statements can be used by the teacher as a type of ‘exit slip’ at the end of a lesson; before
students can leave the classroom, they must complete their “I can” statements and give them to the
teacher. This process allows the teacher to review the statements made by all of the students, and see if
the “I can” statements correspond with the lesson objectives of the teacher, or if there is a need for
review, more practice, or a re-framing of the content.
Section 3.
Construct sample valid classroom assessment test for measuring target learning outcomes.
Teaching requires assessment for example the evaluation of student understanding in light of the goals
of a lesson. Student learning outcomes articulate what a student should know or can do after
completing a course or program. The assessment of student learning outcomes provides information
that puts student learning at the forefront of academic planning processes. (University of Maryland)
Information about student learning can be assessed through both direct and indirect measures. Direct
measures may include homework, quizzes, exams, reports, essays, research projects, case study
analysis, and rubrics for oral and other performances. Examples of indirect measures include course
evaluations, student surveys, course enrollment information, retention in the major, alumni surveys,
and graduate school placement rates. (Cornell University)
Methods of measuring student learning are often characterized as summative or formative assessments:
Summative assessments - tests, quizzes, and other graded course activities that are used to measure
student performance. They are cumulative and often reveal what students have learned at the end of a
unit or the end of a course.
Formative assessment - any means by which students receive input and guiding feedback on their
relative performance to help them improve.
Formative assessments can be used to measure student learning on a daily, ongoing basis. These
assessments reveal how and what students are learning during the course. Instead of asking students if
they understand or have any questions, you may ask your student to reflect and report on their own
learning and write the most important points or the most confusing aspect of the lecture.
Section 4.
The analysis and interpretation of data should support the fundamental purpose of assessment:
establishing and understanding where learners are in an aspect of their learning at the time of
assessment.
Data, information and artefacts become evidence when used to determine the presence or
absence of what students know, understand, can do and are becoming.
Achievement standards provide the lens that guides the analysis process to make judgements
about where students are in their development.
Purposes of Assessment
The central purpose of student assessment in schools is to gather, analyse and reflect on evidence in
order to make informed and consistent judgements aimed at bringing about improvement in student
learning.
Purpose of reporting
The primary purpose of reporting is to provide meaningful information so as to improve student
learning. To do this the reporting process must be an integral part of the teaching and learning process.
These processes must enable effective monitoring of student learning and provide ongoing, constructive
feedback to students and their parents about progress. Reporting process should enhance students’
own capacities to reflect on their learning, their successes and areas for further learning.
Student performance data
The principal objective in collecting data on student performance must be to improve information and
knowledge available in order to enhance the teaching and learning of students and the allocation of
resources to achieve equitable outcomes in education.
Educational data is collected for a range of purposes, including:
for diagnostic purposes within a class or school
for reporting to students and parents
for monitoring the distribution of educational resources
to facilitate effective planning of educational resources including monitoring participation of
different groups of students, by specific groupings
to develop educational targets and priorities
for other purposes related to system accountability
to monitor the post school destinations of students
to establish longitudinal data of student participation and outcomes.
ASSESSMENT
OF
LEARNING 1
( Educ. 9)
Submitted to:
Rubylyn I. Echavez
Instructress
Submitted by:
Jane F. Rasonabe
student