Professional Documents
Culture Documents
Portfolio in Prof Ed 8
Portfolio in Prof Ed 8
A Unit 1
1. Handout/Powerpoint Presentation
2. Abstracts of 2 Research Paper on the topics
3. Analysis & Insights on the Research Paper problem and Findings
4. Summative Test Score and Analysis: Strength, Weakness, Improvement
Plan of Action
5. 10 Multiple Choice test Items with TOS
6. Activity Output
B Unit 2
1. Handout/Powerpoint Presentation
2. Abstracts of 2 Research Paper on the topics
3. Analysis & Insights on the Research Paper problem and Findings
4. Summative Test Score and Analysis: Strength, Weakness, Improvement
Plan of Action
5. 10 Multiple Choice test Items with TOS
6. Activity Output
C Unit 3
1. Handout/Powerpoint Presentation
2. Abstracts of 2 Research Paper on the topics
3. Analysis & Insights on the Research Paper problem and Findings
4. Summative Test Score and Analysis: Strength, Weakness, Improvement
Plan of Action
5. 10 Multiple Choice test Items with TOS
6. Activity Output
Unit 1: PRELIMINARY CONCEPTS AND RECENT TRENDS
RECENT TRENDS
The word ‘assessment’ is rooted in the latin word ‘assidere’ which means ‘to sit
beside another’. Assessment is generally defined as the process of gathering
Quantitative and/or qualitative data for the purpose of making decisions.
Assessment in Learning
Assessment and testing are often used interchangeably, but there is a subtle
difference. Assessment is a broader term that encompasses various methods of evaluating
student learning, including tests. Testing specifically refers to the use of standardized
instruments or exams to measure knowledge and skills. Testing is just one method of
assessment.
Assessment and grading are related but distinct processes. Assessment involves
gathering data about a student’s performance, which can be formative (informative, with
feedback to support learning) or summative (evaluative, to assign grades). Grading is the
process of assigning a value (usually in the form of a letter grade or percentage) to a
student’s overall performance in a course or on an assessment. Assessment informs grading,
but grading often simplifies complex learning into a single score or grade.
Assessment for learning (Formative Assessment): This type of assessment occurs during the
learning Criterion-Referenced Assessment: This framework measures a student’s
performance against specific criteria or learning standards. The goal is to determine
whether students have met predetermined learning objectives.
The most common form of assessment is testing. In the educational context, testing
refers to the use of a battery tests to collect information on student learning over a specific
period of time. It can be categorized as either of the following:
o Essays process. It is designed to inform both teachers and students about the
progress being made toward learning objectives. Formative assessments
include quizzes, discussions, peer assessments, and observations. Their
primary purpose is to provide feedback for instructional improvement.
Assessment as Learning (Self-Assessment)
Assessment should have a clear purpose: Assessments should have well-defined goals,
whether they are for feedback, grading, or diagnosis.
Assessment is not an end itself: Assessment should be a means to an end, with the ultimate
goal of improving learning, not just assigning grades.
Assessment requires the use of appropriate measures: The methods and tools used for
assessment should align with the learning goals and objectives being assessed.
Common Terminologies
Test/Testing
Evaluation
Outcome-Based Education
Is a system of teaching and learning that focuses all elements of the educational
experience, including teaching, assessment, grading, and reporting on standards that span
all throughout a student’s schooling.
Item-Response Education
Standards-Based Education
Is a system of teaching and learning that focuses all elements of the educational
experience, including teaching, assessment, grading, and reporting on standards that span
all throughout a student’s schooling.
II. ABSTRACT OF 2 RESEARCH PAPER
Students’ and Teacher’s Experiences of the Validity and Reliability of Assessment in a
Bioscience Course
ABSTRACT
This case study explores the assessment of students’ learning outcomes in a second-year
lecture course in biosciences. The aim is to deeply explore the teacher’s and the students’
experiences of the validity and reliability of assessment and to compare those perspectives.
The data were collected through stimulated recall interviews. The results showed that
grades did not always reflect the learning outcomes and that the intended level of
understanding was not always measured. In addition, the teacher and the students thought
that the assessment criteria were unclear, which in turn led to the unreliability of the
assessment. These problems with the validity and reliability of assessment led to
perceptions that the assessment was unfair. The results imply that grades should be
critically evaluated as indicators of the quality of learning outcomes. In addition, practical
implications are discussed.
ANALYSIS: The aim of this study was to construct a comprehensive picture of the
assessment in that one specific bioscience course. In addition, the aim was to explore the
teacher’s and the students’ experiences of the validity and reliability of assessment and to
compare them. The main results were that both the teacher and the students experienced
that assessment was not always valid and reliable. The grades did not always reflect the
students’ learning outcomes.
INSIGHT: Assessment has an important role in higher education because it affects students’
studying and the quality of learning outcomes. Course grades are used as objective
measurements of student achievement. The grades are trusted and relied on for important
decisions and they play a major role in students’ lives. In addition, assessment might have a
profound impact on students’ sense of their own capacities and achievements.
They have prior knowledge about our topic since it very common and familiar.
They know how assessment developing the students learning.
They have the idea how the recent trends correspond in assessment.
Actively participating.
Weaknesses:
They are confused somehow about the subtopics.
Some terms in the topic are not familiar to them.
There are some terminologies and topics that new to them.
Incomplete Mastery.
Overall, Students scoring 28/30 demonstrate the effective of subject to test their
knowledge, active participating, time management, and problem-solving skills. However,
some of them may have of a lack fluency, limited participation, and test anxiety. To improve,
we need to monitor their academic progress and growth and provide enrichment, combat
test anxiety, encourage critical thinking, and maintain regular assessment for them to
participate.
Number of Responses: 41
1 30 11
2 25 16
3 31 10
4 23 18
5 34 7
6 40 1
7 38 3
8 28 13
9 41 0
10 38 3
UNIT II: TARGET SETTING
Performance Standards
-the standards are written to support and promote specific desirable learner’s behaviors in a
particular task. In teaching and learning, the basis for standards is the attainment of minimum
competencies required by the course learning outcomes.
According to Hicks (2020), all excellent performance standards have many of the following
10 characteristics:
★ Varying Assessments
Assessment As Learning
This activity into self assessment by learners.
Assessment Of Learning
This will provide information about learning achievement.
Assessment Types
1. Summative Assessment
2. Formative Assessment
3. Evaluative Assessment
4. Diagnostic Assessment
5. Performance-Based Assessment
6. Selective Response Assessment
7. Authentic Assessment
8. Written and Oral Assessment
CONSTRUCTIVE ALIGNMENT
⮚ is a design for teaching in which what it is. intended students should learn, and how they
should express their learning, is clearly stated before teaching takes place. Teaching is
then designed to. engage students in learning activities that optimize their chances of
achieving.
Constructive alignment in practice Below are some steps you might want to consider when
designing assessments for your course.
Consider the question: What do I want students to know how to do when they leave this
course? Use skills across Bloom taxonomy to write your aims.
Consider the question: (What kinds of tasks will reveal whether students have achieved the
learning objectives I have identified? Think of assessment methods that allow students to
demonstrate that the aim(s) of the course have been met. If your course outcome/ aim is for
students to apply analytical skills, you have to make sure that your assessment measures
those skills.
Consider the question: What kinds of activities in and out of class will reinforce my learning
objectives and prepare students for assessments?
CONTENT STANDARDS
⮚ A content standard in education is a statement that can be used to judge the quality of
In the Philippines, the observation mentioned above are pretty much evident. Our educational
system is hooked up with the process of following the standards for selecting the content. As
to the criteria in the selection of the content, Alvior (2015) suggested the following:
a) INTEREST
b) SELF-SUFFICIENCY
c) SIGNIFICANCE
d) VALIDITY
e) UTILITY
f) LEARNABILITY
g) FEASIBILITY
● BLOOM TAXONOMY
a set of 3 hierarchical models used for classification of educational learning objectives
into levels of complexity and specificity.
AFFECTIVE DOMAIN
● represents skills that fosters appropriate emotional responses.
Five areas of emotional response simple to complex:
Receiving
● involves a passive awareness of emotions and feelings.
Responding
● a student actively engages in the learning process by receiving and reacting.
Valuing
● a student values a concept when they express its worth or what it means to them.
Organizing
● a student develops a value System by arranging their values or beliefs in order of
priority.
Characterizing
● a student acts according to the values they have developed and internalized as
personal philosophy.
Psychomotor Domain
● focuses on physical skills.
Areas of Psychomotor
Perception
● the use of sensory cues to guide their motor activities.
Set
● the feeling of readiness to act upon challenges and resolve them.
Guided Responses
● begins to learn complex skills often through trial and error.
Mechanism
● development of basic proficiency
Complex overt response
● students learn to perform a task with advanced proficiency.
Adaptation
● students have developed their skills and can change them to meet specific
requirements.
Origination
students learn to develop a new skill using principles learned while gaining the original skills-
Revised Bloom's Taxonomy. To provide learners with clearer instructional goals, a group of
researchers led by Bloom's colleague David Krathwohl and one of Bloom's students, Lorin
Anderson, revised the taxonomy in 2001. In the new variant, nouns were replaced by action
verbs.
Solo Taxonomy and Marzano’s Taxonomy are two different frameworks used in education
for classifying and structuring levels of cognitive learning outcomes. They both provide a
structure for understanding and categorizing the complexity of learning objectives and are
often used to guide curriculum development, assessment design, and instructional strategies.
Here’s an overview of each taxonomy:
1. Solo Taxonomy (Structure of Observed Learning Outcomes):
Developed by John B. Biggs and Kevin F. Collis, the Solo Taxonomy is primarily focused on
the levels of understanding and thinking skills that students can attain.
Multi structural: The learner has several relevant ideas or facts but lacks integration.
Relational: The learner can integrate ideas and show understanding of the connections
between them.
Extended Abstract: The learner can apply their understanding to new and broader contexts,
showing a high level of abstract thinking.
Solo Taxonomy emphasizes the development of students’ understanding from simple and
disconnected facts to the ability to apply knowledge in complex, real-world situations
2. Marzano’s Taxonomy:
Retrieval: This level involves the basic recall of facts, terms, or information.
Analysis: Students can analyze information, make connections, and identify patterns or
relationships.
Metacognitive System: At the highest level, learners can self-monitor, reflect, and adapt
their thinking and learning strategies.
Marzano’s Taxonomy is designed to help educators develop more precise learning objectives
and assessments that target specific cognitive skills.
Comparison:
Solo Taxonomy primarily emphasizes the depth of understanding and cognitive complexity,
while Marzano’s Taxonomy includes a broader range of cognitive processes, including
metacognition.
Solo Taxonomy’s focus on levels of understanding aligns closely with Bloom’s Taxonomy
and is often used as a complement to it, whereas Marzano’s Taxonomy offers a unique
perspective on cognitive development.
Educators often choose between these taxonomies based on their specific educational goals,
context, and preferences. Both taxonomies provide valuable frameworks for designing
effective instruction and assessments that promote meaningful learning
UNPACKING COMPETENCIES USING 5P'S
● Learning objectives can be identified as the goals that should be achieved by a student at
the end of a lesson. The objectives of a lesson describe the base knowledge and skills we
want our students to learn from our lesson.
● Having specific goals help the logical flow of a lesson. It’s vital that a lesson is tailored to
achieve detailed lesson objectives. In order for the lesson to have a positive and
constructive outcome. Basically, to make sure that students achieve the aim of the lesson.
This process can be simplified by following a basic formula: The ABCD approach. By using
this formula, you will be able to create clear and effective objectives. It consists of four key
elements: (A) Audience, (B) Behavior, (C) Condition, and (D) Degree.
Audience
● First you need to establish what prior knowledge your students have. Assess whether your
students know any of the materials you want to present.
● Prior knowledge can be assessed by giving all students a pre-test or a pre-course quiz. It’s
vital to accurately understand a student’s prior knowledge to avoid misconceptions and
misunderstandings. In this way you can avoid repeating information they already know as
well as adjust your learning objectives accordingly.
● After identifying your Audience by keeping the above-mentioned alternatives in mind
you can start writing down your learning objectives. Usually it starts with a phrase like,
“After reviewing this section, students will be able to…” or “After completing this
activity, learners will be able to…”
Behavior
● It’s quite simple to understand the different behaviors shown by students. By using the
Blooms taxonomy theory, you could classify individuals into three different groups by
assessing their intellectual behavior.
DOMAINS OF BLOOM'S TAXONOMY
● Benjamin Samuel Bloom (1913 – 1999) was an American educational psychologist who
made contributions to the classification of educational objectives and to the theory of
mastery learning.
● Bloom states that learning occurs in three different learning domains: Cognitive,
Affective, and Psychomotor.
Cognitive Domain
● The cognitive domain is further divided into two sub-categories: Cognitive process
dimension and the Knowledge dimension.
1.Cognitive process dimension
● This domain involves the process we use to apply and showcase our intellectual skills.
Ranked from lower to higher order complexities: remember, understand, apply, analyze,
evaluate, and then finally create.
2. Knowledge Dimension
● Students have different ways of showcasing and applying their knowledge just as much as
they learn in different ways:
Metacognitive: Learners focuses on contextualizing, self-knowledge, strategy, and cognitive
tasks.
Conceptual: Learners focuses on theories, assemblies, categories and groupings, ideologies
and generalizations.
Factual: Learners focuses on facts, specific details and terminology
Procedural: Learners focuses on using different algorithms, techniques and methods,
following step-by-step guidelines for specific scenarios.
Affective Domain
● This domain refers to the emotional capability of an individual and in which ways they
act and react towards is. It puts emphasis on five subjective influences such as values,
emotions, motivations, appreciations, and personal attitudes.
● The five levels under the Affective domain refers to Characterizing – To be able to
manage and resolve. Organizing – to be able to formulate, balance and discuss. Valuing –
To be able to support and debate. Responding – To be able to volunteer, work together
and to follow, and Receiving – To be able to differentiate, accept and listen.
Psychomotor Domain
● Psychomotor domain is the learning and combination of old and new skills that involves
physical movements.
Condition
● The third step in the ABC procedure is looking at the different conditions. Ask yourself
when writing your lesson aims and objectives – What conditions am I surrounded in?
This can also refer to specific tools and materials a student may need to apply in the
lesson as well as the classroom situation.
Degree
● The last step in the ABCD Approach is ‘Degree’. This basically refers to the level in
which a learner should perform for it to be seen as credible. The learning objective should
either be at its highest level, which means that the student can produce the aim with
precision and without any mistakes. Leading to the lowest level where the student can’t
produce the aim at all and are making many mistakes.
WRITING OBJECTIVE FROM COMPETENCIES
Competency. The desired knowledge, skills, and abilities (KSAS) a participant needs to
successfully perform specific tasks.
Learning Objective: A very specific statement that describes exactly what a participant will
be able t do after completing the course or program.
Knowledge is the condition of being aware of something that is acquired through training
and/or experience.
Skill is the ability to physically perform an activity or task. It includes physical movement
coordination, dexterity, and the application of knowledge.
Ability is the capacity or aptitude to perform physical or mental activities that are associated
with a particular task.
Writing objectives from competencies involves translating the skills and abilities outlined in
the competencies into specific, actionable goals. Here's a simple process you can follow:
1. Identify Competencies: Start by listing the key competencies relevant to the role or
task.
2. Break Down Competencies: For each competency, break down its components into
more specific elements.
3. Actionable Statements: Transform each component of the competency into a clear,
actionable statement. Use action verbs and be specific.
4. SMART Criteria: Ensure that each objective is SMART: Specific, Measurable,
Achievable, Relevant, and Time-bound.
5. Prioritize and Align: Prioritize the objectives based on their importance and
relevance.
6. Review and Refine: Review the objectives to ensure they accurately capture the
essence of the competencies.
7. Continuous Evaluation: Regularly evaluate progress towards these objectives and
adjust them if circumstances change or new competencies emerge.
III. Analysis: Clear Educational Objectives: The school should define clear educational
objectives, such as "Increase the average math test scores by 10% in one academic year."
Alignment with Educational Goals: The objectives should align with the school's broader
educational goals, like improving overall academic performance.
SMART Targets: Educational targets should be Specific (improving math scores),
Measurable (by 10%), Achievable (considering current student abilities), Relevant (to overall
academic performance), and Time-bound (within one academic year).
Assessment of Educational Barriers: Identifying potential barriers to achieving the math score
improvement, such as curriculum gaps or student motivation issues.
Resource Allocation: Allocating resources like hiring additional math teachers, providing
extra study materials, and implementing tutoring programs.
Insights: Clarity and Focus: Strategic target setting provides clarity and focus on what needs
to be achieved. It ensures that everyone involved understands the specific objectives and can
work towards them.
Alignment with Goals: Setting strategic targets ensures alignment with broader organizational
or educational goals. This alignment helps avoid pursuing projects or initiatives that don't
contribute to the overall mission.
Measurability: Targets should be measurable, which means you can track progress and
success. Measuring progress helps identify what's working and what needs improvement.
Resource Allocation: It facilitates effective allocation of resources. By defining strategic
targets, organizations can allocate budgets, personnel, and time where they are most needed
to meet the objectives.
Strengths
I’m taking notes during the reporters discussing
I listened patiently and participate in discussion
Weakness
I forgot the other topic that has discussed
The other topics are difficult to remember
Reliability Coefficient • Is a measure of the amount of error associated with the test scores.
Reliability Coefficient has the following description:
(a) The range of the reliability coefficient is from 0 to 1.0
(b) The acceptable range value is 0.6 or higher
(c) The higher the value of the reliability coefficient, the more the overall test scores (d)
Higher reliability indicates that the test items measure the same thing.
INTERPRETING RELIABILITY COEFFICIENT
1. The group variability will affect the size of reliability coefficient. Higher coefficient results
from heterogenous groups from homogenous groups. As group variability increases,
reliability goes up.
2. Scoring reliability limits test score reliability. If tests are scored unreliable, error is
introduced. This will limit the reliability of the test scores.
3. Test length affects test score reliability. As the length increases, the reliability tends to go
up. 4. Item difficulty affects test score reliability. As test items become very easy or very
hard the test reliability goes down.
III. Analysis and Insights on the Research Paper problem and Findings
Problem Findings
The final consideration when employing a digital tool to improve assessment design is to
acknowledge the potential for harm as well as the benefits. As mentioned, technology is
usually associated with a belief that innovation will make a positive difference or, at least,
that it will be neutral. For example, there is no SAMR category describing how the digital
might make the student experience worse not better. This is a limitation associated with this
purpose: if you are intending to develop an improvement, it becomes easy to forget that
technologies can have unintended and unproductive impacts, such as steering instrumental
student behaviors (Henderson, Selwyn, and Aston Citation2017). For example, an online
proctoring program may enhance assessment security but simultaneously negatively impact
student experience through raised anxiety levels (Woldeab and Brothen Citation2019).
Similarly, inaccessible assessment designs are a serious concern – no matter how innovative
or transformative – as they might further exclude students with disabilities.
Analysis
Our view is that educators and researchers alike can benefit from explicitly and critically
considering the role of the digital within assessment design. In Bennett et al.’s
(Citation2017) study, university educators describe two main reasons for employing digital
technology as part of assessment design. Firstly, they see it providing efficiencies (real or
imagined). Secondly, they describe its innovative nature and the need to be
“contemporary”. However, beyond this work, there is a striking absence in the literature.
Moreover, there is little information to guide educators who wish to take account of the
digital in assessment design. While there are helpful well-known educational technology and
assessment frameworks, the former do not appear to focus on assessment and the latter do
not appear to consider the digital.
Insight
The first and most obvious purpose for employing digital technologies is as a tool to
improve assessment or assessment processes, including feedback. This purpose appears
both self-evident and predominant. For example, educators design digitally-mediated
assessment tasks, such as e-portfolios, wikis, video tasks and so on, to improve student
learning through assessment. Similarly, they incorporate digital tools, such as automated
grading, to make assessment processes more efficient. However, the nature of this
improvement is often not well articulated. Therefore, within this broad purpose, we
distinguish three areas of consideration for assessment designers: assessment rationales,
level of digital enhancement and potential harms.