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Learning Module 6

Criteria in Choosing
Appropriate Assessment Tools
Course Packet 2
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Learning Objectives
At the end of this course packet 2, learners should be able to:

Examine appropriate assessment tools to

be used in the classroom

Review assessment used by the teachers

and determine if it is applicable in the
21st century

Decide the type of measure to be utilized

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Introduction
Assessment methods are the strategies, techniques, tools, and instruments for collecting
information to determine the extent to which students demonstrate desired learning outcomes.

Teachers need to select tools to assess student achievement in the target outcome(s). The
selection of tools involves a process to obtain detailed information and the need to keep the
process feasible and manageable.

Student learning styles vary widely and their strengths and challenges with respect to
assessment vary as well. Teachers need to consider that variation as they choose assessments
for their courses. By varying the way teachers assess student understanding, they are more
likely to offer opportunities for every student to demonstrate their knowledge.
Selecting
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Appropriate The first step in attaining competency in

selecting appropriate tests involves

Assessment understanding the purpose or purposes for

which an assessment is given.

Tool According to Mehrens (2001) as cited in

McDivitt and Gibson (n.d.), in its broadest
sense, the purpose of any assessment is to
gather data to facilitate decision making.
Selecting
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Appropriate However, many kinds of decisions

many different types of information may
and

Assessment
be gained from the use of tests and may
serve to facilitate decision-making.

Tool The following may be considered

choosing appropriate assessment tools:
in

1 Goals of Assessment

Methods of Assessment
2 (Direct or Indirect)

3 Interval in Giving an Assessment

Selecting
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Appropriate
One of the challenges for beginning teachers is
to select and use appropriate assessment
techniques suited to the learners' needs. During

Assessment teaching, teachers not only have

communicate the information they planned but
to

Tool also continuously monitor students' learning and

motivation in order to determine whether
modifications have to be made (Airasian, 2005).

Beginning teachers find this more difficult than

experienced teachers because of the complex
cognitive skills required to improvise and be
responsive to students' needs while
simultaneously keeping in mind the goals and
plans of the lesson (Borko & Livingston, 1989).
The informal assessment strategies teachers
most often use during instruction are
observation and questioning.
Selecting
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Appropriate
The teacher may either be utilizing the direct or
indirect method.

Assessment
Examples of direct methods are:

a Examinations

Tool b Written Assignments

c Oral Presentations and

Performances

Internship Supervisor's Ratings of

d Student Skills

e Portfolios

Score Gains between Entry and

f Exit Tests

g Capstone Projects

h Theses and Dissertations

Selecting
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Appropriate
Indirect methods can provide a useful
supplement and check on the findings from
direct measures.

Assessment Examples of indirect methods are:

Tool a

b
Student Satisfaction Surveys

Surveys of Students and Alumni

c Exit Interviews with Graduating Students

d Student Participation Rates

e Reflective Essays

Data on Placement and Other

f Measures of Post-Graduation
Performance
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Appropriate Characteristics in Selecting Appropriate

Assessment Tools Whether Conventional or

Assessment
ICT-Based Assessment:

Tool 1
Measures the desired Level
Performance (Level of Satisfaction,
of

Productivity, Efficiency, Student

Performance)

Cost-effective in terms of effort,

2 time and money
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Appropriate Characteristics in Selecting Appropriate

Assessment Tools Whether Conventional or

Assessment
ICT-Based Assessment:

Tool 3
Useful that will produce results that
provide information that can be
used in making decisions to
improve student learning

Reasonably accurate and

4 truthful
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Appropriate Characteristics in Selecting Appropriate

Assessment Tools Whether Conventional or

Assessment
ICT-Based Assessment:

Tool Dependable, consistent

51 responses over time

Evidence of being on-going, not

6 once and done
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After the discussion of a certain lesson, the

teacher conducts a formative assessment.
One of the key characteristics of formative
assessment is the frequent use of evidence
gathered from various methods as feedback.
Besides serving as an indicator of attainment
levels, students use this feedback to set goals
for the next stage of learning.

With this, teachers may utilize ICT in

assessment. It enables both teachers and
students to provide valuable feedback on
each learner's progress.
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The rapid development of ICT has provided

teachers with digital platforms that support
learning and teaching (Woo et al., n.d.).
Online tasks assigned by teachers will assess
the collaborative problem-solving construct
and the five strands according to Drigas and
Karyotaki (2006).

a Participation

b Perspective Taking

c Social Regulation

Task Regulation as well as Students'

d Learning

e Knowledge Building skills

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It is also stressed in the same study that

large-scale differential item functioning (DIF)
analysis can validate an online problem-
solving ability test that minimizes the
extraneous differential effects of students'
language background.

Thus, online assessment can be incorporated

by teachers. ICTs provide the means for the
explicit design and implementation of
individualized or collaborative problem-
solving tasks through teachers' interactive
scaffolding and immediate feedback supply
towards learners (Drigas & Karyotaki, 2006).
 g a n d U t i
t i n l i z
a

in
e
Cr

g
RUBRICS
 RUBRICS
Rubric is a set of criteria used to determine scoring for an assignment,
performance, or product. This can be used to score many kinds of written
assignments or exams, papers, projects, speeches, or ePortfolios.

They are not useful, however, as a grading mechanism for multiple choice
or short answer tests. There are many samples of rubrics online, but the
teacher may consider the learners, objective of the lesson,
contextualization, and localization.
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The main purpose of rubrics is to assess student

performances. For some performances, the
teacher may observe the student in the process
of doing something, like making their projects,
online drill, tutorial, and many more.

Types of There are two (2) types of rubric:

Rubrics 51 Analytic rubrics

6 Holistic rubrics
 Types of Rubrics

Analytic
Rubrics
Analytic rubrics describe
work on each criterion
separately. It utilizes
separate, holistic ratings
of specific charac-
teristics, products, or
behaviors.

Sourced from https://studylib.net/doc/7592826/analytic-rubric-for-grading-oral-presentations

 Types of Rubrics

Holistic
Rubrics
Holistic rubrics describe
the work by applying all
the criteria at the same
time and enabling an
overall judgment about
the quality of the work.
It utilizes a holistic
rating for a product or
behavior.

Sourced from https://teaching.cambriancollege.ca/assess/rubrics/holistic/

Technology can be used for assessing student learning in
various purposes. By using technology in managing assessment
information data can be presented in different ways to meet the
needs of the students, teachers and administrators.
 Electronic
Examination
Electronic Examination also called Computer-Based Assessment (CBA), Computer-
Based Testing (CBT) or e-Exam is a test conducted using a personal computer (PC)
or an equivalent electronics device, in which the delivery, responses, and
assessment are effected electronically.

e-Exams were developed more than four decades ago for professional certification
in the IT industry and progressively evolving as a preferred alternative to Paper-
Pencil-Test (PPT) in schools, universities, recruiting firms as well as private and
public organizations (Bulama Bukar, Bello & Baba Ibi, M, 2016).
Computer-Based-Testing is more efficient than Paper-based tests
because it is individualized testing and has faster score reporting
within few minutes after the last submission. The students can
immediately view the scores on screen and more convenient for
teachers and students.
Computerized delivery of objective
tests has more advantages compared The creation of item bank of
to paper-pencil-test which include the questions invites the possibility
of each student being presented
following: 1 with a paper made up of
different questions, but of an
equivalent standard.

Automatic computerized
marking facilitates
2 immediate feedback for the
students.
Computerized delivery of objective
tests has more advantages compared
to paper-pencil-test which include the Students can be invited to sit
following: 3 tests as frequently as they
find useful.

Computerized recording of
results facilitates the analysis
4 of groups' responses to
questions.
The teacher may consider balance
assessments (a blend of traditional and
ICT-based assessments).

Although computerized testing facilities

can provide a rapid means of assessing
and providing feedback to large numbers
of students, it is essential to consider
their use as part of the overall unit
strategy, especially as multiple
choice/limited response type questions
can lead to an emphasis on “shallow”
learning.
Electronic assessment tools are unlikely
to reduce significantly the burden of
assessment, but they can be used to
promote deeper and more effective
learning, by testing a range of skills,
knowledge and understanding. Using
computers in assessment does not have
to mean more multiple choice testing to
the exclusion of other assessment
techniques. A wide range of innovative
assessment methods lend themselves to
computer-based implementation.
It is important to note that teachers
should use a variety of assessment
methods in the classroom.

Assessing students is how the teachers

are able to evaluate students over the
material they are learning in the
classroom, and therefore has to be done
fairly to accommodate each and every
student's interests and needs. This is why
it is important for teachers to use a
variety of different assessments in their
classrooms.
 W H A T P A P E R A N D
P E N C I L T E S T I N G ?

Paper-and-pencil testing is the most common assessment

procedure utilized by teachers to gather formal evidence about
pupil learning.

Paper-and-pencil instruments refer to a general group of

assessment tools in which students read questions and respond in
writing. This includes tests, such as knowledge and ability tests,
and inventories, such as personality and interest inventories.
 W H A T P A P E R A N D
P E N C I L T E S T I N G ?

1 Multiple-Choice
The process of achievement
testing is a chain with many links,
2 True or False
including identifying what to
teach, providing good instruction, 3 Matching Type
selecting appropriate test
4 Analogy
question formats, and reviewing
for the test. Some examples: 5 Simple Recall
Electronic Portfolio
Photo sourced from ePortfolio Student Tour
 ePortfolio
An electronic portfolio which is also known as an ePortfolio, digital
portfolio, or online portfolio is a collection of electronic evidence
assembled and managed by a user, usually on the Web (Zimmerman,
2012).

ePortfolio includes input text, electronic files, images, multimedia, blog

entries, and hyperlinks. ePortfolios are both demonstrations of the user's
abilities and platforms for self-expression.
Types of ePortfolio
Showcase/
Ideal Documentation
P
Prrooffeessssiioonnaall
Portfolio Portfolio
eeP
Poorrttffoolliioo

Evaluation/
Learning
Assessment
ePortfolios ePortfolio
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Showcase/
Ideal Portfolio Professional ePortfolio

This ePortfolio contains all This ePortfolios is

work of students. It is not primarily a way to
given to provide students a demonstrate (showcase)
grade. the highlights of a
student's academic career.
 T y p e s o f e P o r t f o l i Xo

Documentation Evaluation/Assessment
Portfolio ePortfolios

This ePortfolio involves a This ePortfolio is utilized

collection of work over by teachers for both
time showing growth and formative and summative
improvement reflecting assessments feedback.
students' learning of
identified outcomes.
 T y p e s o f e P o r t f o l i Xo

Learning
ePortfolios

This ePortfolio is typically created by a student as part of a

learning activity as a way to demonstrate learning and the
learning process. This is often shared with other students to
elicit peer feedback. Learning portfolios support the idea of
formative feedback as an essential part of the learning
process.