Professional Documents
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NATURE AND ROLE OF ASSESSMENT of LEARNING
NATURE AND ROLE OF ASSESSMENT of LEARNING
ROLE OF
ASSESSMENT
MEANING:
EDUCATIONAL MANAGEMENT
Specific
Measurable
Attainable
Relevant
Time-bound
Ineffective learning
outcome are:
Intangible and poorly defined
Broad and not specific
Difficult to assess
Do not clearly define what
“competence” or mastery” of the
material looks like
Lengthy, jargony, “padded
PARTS OF LEARNING OUTCOME
“A” for AUDIENCE Who?
Make our learning outcomes student-centered
TSWBAT= the student will be able to
TLSBAT= the learner should be able to
CHARACTERISTICS OF LEARNING
OUTCOMES
1. Good student learning outcomes are
centered on the students, on what the learners
are capable of doing instead of teaching
technique.
COGNITIVE
AFFECTIVE
PSYCHOMOTOR
Learning outcomes pertains to a particular level of
knowledge, skills and values that a student has acquired at
the end of a unit or period of study as a result of his/her
engagement in a set of appropriate and meaningful learning
experiences.
Cognitive Domain Knowledge
Based Domain
It shows the levels of cognitive learning originally
devised by Bloom Taxonomy and revised by Anderseon,
Krathwohl in 2001
The cognitive domain involves the development of
knowledge and intellectual skills
Krathwohl stressed that the revised Taxonomy table is
not only used to classify instructional and learning
activities used to achieve the objectives.
Mariano and kendal came up with their own taxonomy
composed of three systems (Self System, Metacognitive
System and Cognitive System
What are the levels of cognitive
domain?
CLASSIFICATION OF LEARNING
OUTCOME: PSYCHOMOTOR (SKILLS-
BASED)
WHAT IS LEARNING OUTCOMES?
Are statements of performance expectations:
Cognitive, Psychomotor and Affective.
4 Methods of Reliability
1.Test-retest Method –
determined by administering the same test
twice to the same group of students with any
time interval between the tests.
2. Equivalent Form – determined by
administering two different but equivalent
forms of the test (also called parallel or
alternate forms)
4 Methods of Reliability
4. Split Half Measure of internal Give a test once. Score equivalent Pearson r and
consistency halves of the test e.g. odd-and- Spearman Brown
even numbered items Formula
5. Kuder- Measure of internal Give the test once then correlate Kuder-Richardson
Richardson consistency the proportion / percentage of the Formula 20 and 21
students passing and not passing
a given item
PRACTICALITY AND EFFICIENCY
Practical
“useful” It can be used to improve classroom
instruction
for outcomes assessment purposes
likewise pertains to judicious use of classroom
time.
Efficient
pertains to development of assessment
administration of assessment
grading of assessment with the least waste of
resources and effort
FACTORS ON PRACTICALITY
AND EFFICIENCY
Teacher familiarity with the method
Time required
Complexity or Ease in
administration
Ease of Scoring
Ease of Interpretation
Cost
FAMILIARITY WITH THE METHODS
teachers should learn the strengths
and weaknesses of each method of
assessment, how they are
developed, administered and
marked.
teachers should be familiar with the
assessment or the test
TIME REQUIRED
a desirable assessment is short yet able to
provide valid and reliable results
quick to develop but not to the point of
reckless construction
scored promptly but not without basis
EASE IN ADMINISTRATION
assessment should be easy to administer
instructions must be clear and complete
Directions and procedures for
administrations and procedures are clear
and that little time and effort is needed
EASE OF SCORING
Selected response formats are the easiest to score
compared to restricted and more so extended-
response essays.
Selected response test are objectively marked
because each item has one correct answer
Use scoring procedures appropriate to your
method and purpose. The easier the procedure,
the more reliable the assessment is.
EASE OF INTERPRETATION
Objective test are the easiest to interpret
Establishing standard, teacher is able to determine
right away if a student passed the test
Interpretation is easier if there was a plan on how
to use the results prior to assessment.
COST
Classroom assessments are generally
inexpensive compared to national or high
stakes test.
Other things being equal, the less expense
used to gather information, the better