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Learning Target and Assessment Methods Match

1. Learning targets and assessment methods should be matched to evaluate if students have achieved the expected objectives. This includes determining clear learning targets and selecting the appropriate assessment format. 2. There are different types of learning targets, assessments, and assessment formats that teachers must consider when designing and aligning their instruction and evaluations. This includes formats like selected response, constructed response, and teacher observations. 3. It is important to ensure assessments are high quality by demonstrating content validity, reliability, fairness, student engagement, and consequential relevance. Teachers should also unpack learning objectives to make them specific, measurable, attainable, realistic and time-bound.

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Edgar Hinotan
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1K views2 pages

Learning Target and Assessment Methods Match

1. Learning targets and assessment methods should be matched to evaluate if students have achieved the expected objectives. This includes determining clear learning targets and selecting the appropriate assessment format. 2. There are different types of learning targets, assessments, and assessment formats that teachers must consider when designing and aligning their instruction and evaluations. This includes formats like selected response, constructed response, and teacher observations. 3. It is important to ensure assessments are high quality by demonstrating content validity, reliability, fairness, student engagement, and consequential relevance. Teachers should also unpack learning objectives to make them specific, measurable, attainable, realistic and time-bound.

Uploaded by

Edgar Hinotan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Learning target and assessment methods match Steps of constructing teacher made test

 learning targets- expectations for students’ performance 1. determining the purpose and objectives
 learning activities- experiences that students engage 2. deciding the length and portion
 assessment – system of collecting evidence 3. specify the objectives in behavioral terms.
4. deciding the numbers and forms of items.
5. having a clear knowledge and understanding.

Types of learning targets Types of teacher made test

 knowledge and simple understanding 1. objective test


 deep understanding and reasoning 2. essay test
 skills 3. combination of two

Types of learning targets Alternative choice items are;

 products 1. true/false
 affects 2. yes/no
3. right/wrong
Matching assessment with learning objectives 4. agree/disagree

 selected response format- et, matching type Assessment tools development


 constructed response format- et, diagram, essay
•systematic cycle of assessment
Types of constructed response format
1. identify outcomes
 brief constructed response 2. develop methodology
 performance 3. gather and interpret evidence
 essay performance 4. implement change
 oral questioning Test item formulation
Teacher observation – a form of ongoing assessment 1. define clearly what to measure
observation, interview, conference 2. generate an item pool
3. avoid exceptional item
Selected response format- students select a given form of options to 4. keep the reading level appropriate for those who will
answer a question complete the scale.
5. avoid double barreled items that convey two or more ideas
 Matching type at the same time.
 True or False 6. consider mixing positivity and negatively worded items.
 Multiple choice
Unpacking learning competency

Characteristics of quality assessment •unpacking- technique teachers can use to make sense of standards,
and then create focused learning targets to make them actionable.
 content validity- refers to accuracy of assessment
Advantages of unpacking learning competencies
 reliability- refers of the consistency of the assessment result
 fairness- refers to equality  To serve as guide for lesson planning
 student’s engagement and motivation- the assessment  Instruct the child in an understandable manner
provides accurate pictures of what the students understand  For achievable learning targets
 consequential relevance-
 teacher made test -normally prepared and administered for Steps to unpack learning competencies
testing classroom achievements of students
features of teacher made test  identify the target skill/ prerequisites skills
o items of the test arranged in order of difficulties  identify the content and prerequisite content
o these are prepared by the teachers which can be used  write student friendly objectives
for prognosis and diagnosis purposes.
Constructive alignment
o the test covers the content area and includes a large
number of items.  competency
o the preparation of the items conforms to the blueprint.  objective
o test construction is not a single man’s business, rather  outcome
a cooperative endeavor.
S- Specific 3 levels of content validity

M- Measurable  Assessment design


 Assessment experience
A- Attainable
 Assessment questions, or items.
R- Realistic

T- Time bound
Peer assessment- act of evaluating and providing feedback on the
Andersen and krathwol revised the bloom’s taxonomy, replaced work of their peer.
nouns with verbs
Formative - students give feedback on their draft
Steps in unpacking learning competency
Summative – use rubric
1. Identify the target skill and prerequisite skill – VERB

2. Identify the content and prerequisite content – NOUN


Types of peer assessment
3. Write student friendly objectives
 formative feedback
 peer grading
 peer assessment of group work
Test item formulation

 define clearly what to measure


 generate item pool Examples of peer assessment
 avoid exceptionally items
• exchanging notes
 keep the level of reading difficulty appropriate for those who
will complete the scale. • peer editing and feedback
 avoid two barreled items that conveyed two or more ideas at the
same time. Self-assessment – allows learners to evaluate the quality of their own
 consider mixing positively and negatively worded items. output.

Self-assessment using STAR format

Lesson 6 S- situation

Validation –process of collecting and analyzing evidence to support T- task


the meaningfulness and usefulness of the test.
A- activity/action
Validity – referring to the appropriateness, correctness
R- result
Four main types of validity

1. Face validity
2. Content
3. Criterion
4. Construct

Content related of validity- content and format of the instrument

Predictive validity – predict response

Concurring validity – measure concurrently

Characteristics of a quality assessment

1. Content validity- measures what intent to measure


2. Reliability - consistent result
3. Fairness
4. Student engagement and motivation
5. Consequential relevance

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