Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 8
Kalinga Colleges of Science and Technology
P-5, Bulanao, Tabuk City, Kalinga
Prelim Module Learning Modules for Assessment of Learning 1 Introduction As a teacher, we are continually faced with the challenge of assessing the progress of our students as well as our own effectiveness as teachers. Assessment decisions could substantially improve student performance, guide the teachers in enhancing the teaching-learning process and assist policy makers in improving the educational system. At the same time, however the poor assessment procedures could adversely affect the students, teacher and administrators. Assessment of learning is a tricky business, indeed, for it requires measuring concept, ideas and abstract construct quite unlike the assessment of physical quantities which can be done with appropriate degree of accuracy. In assessment of learning, we deal with intangible and attempt to characterize them in a manner that would be wisely understood.
Educational Measurement The first step toward elevating a field of study into a science is to take measurements of the quantities and qualities of interest in the field. In the physical science, such measurements are quite easily understood and well- accepted. For instance, if we want to measure the length of the piece of string, we compare the length of the string with standard ruler or meter stick; to find the weight of an object, we compare the heaviness of the object with a standard kilogram or pound and so on. Sometimes, we can measure physical quantities by combining directly measurable quantities to form derived quantities. For example, to find the area of a rectangular piece of paper, we simplify multiply the length of side of the paper. In the field of educational measurement, however, the quantities and qualities of interest are more abstract, unseen and cannot be touched. They cannot be observed thus make the measurement process in education much more difficult.
Types of Measurement Measurement can therefore be objective (as in testing) or Subjective (as in perceptions). In the example above, testing products objective measurement while expert rating provide subjective measurements. Objective measurement are ore stable than subjective measurement in the sense that repeated measurement of the quality or quantity of interest will produce more or less the same outcome. For this reason many people prefer objective measurement over subjective measurement whenever they are available.
Objective measurement are measurement that do not depend on the person or individual taking the measurement. Regardless of who is taking the measurement the same measurement value should be obtained when using an objective assessment procedure. In contrast, subjective measurement often differ from one assessor to the next even if the same quantity or quality is being measured.
Indicators, Variable and Factors
An educational variable is measurable characteristics of a student. Variable may be directly measurable as in X = age or X = height of a student. However, many times, a variable cannot be directly measured like when we want to measure ”class participation” of students. For those variable where direct measurements are not feasible, we introduce the concept of indicators. An indicators , I, denotes the presence or absence of a measured characteristics. Thus: I =1, if the characteristic is present = 0 if the characteristic is absence Indicators are the building blocks of educational measurement upon which all other forms of measurement are built. A group of indicators constitute a variable. Variable of a group form a construct or a factor. The variable which form a factor correlate highly with each but have low correlation with variable in another group. Example: The following variable were measured in a battery of tests: X1 = computational skills X2 = reading skill X3 = vocabulary X4 = logic and reasoning X5 = sequences and series X6 = manual dexterity
1 Assessment Once measurement are taken of an educational quantity or quality on interest, then the next step is to assess the status of that educational phenomenon. For example, suppose that the quantity of interest is the level of mathematics performance of Grade 8 pupils in a school district. The propose measurement are test scores obtained by administering a standardized achievement test in Mathematics for grade 8 learners in the district.
Various Roles of assessment
Assessment plays a number of roles in making instructional decisions: Summative Role An assessment maybe done for summative purposes as in the illustration given above for grade 8 mathematics achievement. Summative assessment tries to determine the extent to which the learning objective for a course are met and why. Diagnostic Role Assessment may also be done for diagnostic purposes. In this case, we are interested in determining the gaps in learning processes, hopefully, to be able to bridge this gaps. Formative assessment Another purposes of assessment is formative. In this role, assessment guides the teacher on his/her day-to-day teaching activity. Should a topic be taught again? It allows the teacher to redirect and refocus the course of teaching a subject matter. Placement The final role of assessment in curricular decisions concerns placement. Assessment plays a vital role in determining the appropriate placement of a student both in terms of achievement and aptitude. Aptitudes refer to the area or discipline where a students would most likely excel or do well. Evaluation Is the process of gathering and interpreting evidence regarding the problems and progress of individual in achieving desirable educational goals.
Chief Purpose of Evaluation
The improvement of the individual learner Other Purposes of Evaluation To maintain standard To select students To motivate learning To guide learning To furnish instruction To appraise educational instrumentalities
Function of evaluations Prediction Diagnosis Research Areas of educational Evaluation Achievement Aptitude Interest Personality
Evaluation and the Teaching-Learning Process
Teaching, Learning and Evaluation are three interdependent aspect of the educative process. Principle of Educational Evaluation Evaluation must be based on previously accepted educational objectives. Evaluation should be continuous comprehensive and cumulative process. Evaluation should recognize that the total individual personality is involved in learning. Evaluation should be democratic and cooperative. Measurement Is a part of the educational evaluation process whereby some tools or instrument are used to provide a quantitative description of the progress of students toward desirable educational goals. Test or testing Is a systematic procedure to determine the process or absence of certain characteristics or qualities in a learner.
2 Types of evaluation Placement Formative Diagnostic Summative (these types show that evaluation is integrated with the various phases of instruction) Placement Evaluation accounts for a student entry behavior or performance. It determine the knowledge and skills he possesses which are necessary at the beginning of instruction in a given subject area.
Formative Evaluation provide the students with feedback regarding his success or failure in attaining instructional objective. It identifies the specific learning errors that need to be corrected and provides reinforcement for successful performance as well. Diagnostic Evaluation is used to detect students learning difficulties which are not revealed by formative tests or checked by remedial instruction and other instructional adjustment. Summative Evaluation is concerned with what student have learned. This implies that the instructional activity has for the most part been completed and that little correction of learning deficiencies is possible.
3 Kalinga Colleges of Science and Technology P-5, Bulanao, Tabuk City, Kalinga Name:______________________________ Course and Year:____________________ Score:__________
A. Classify the following either as objective or Subjective measurement.
1. age of the pupil in years _______________. 2. test score in grade 7 mathematics ______________________. 3. attitude score based on observation __________________. 4. class participation ______________________. 5. length of a piece of paper in inches _________________. 6. classroom behavior scale ________________. 7. grade of a project submitted ___________________. 8. showmanship in a school play _______________. 9. height of a building in meters ____________________. 10. perceptions on the effectiveness of a teacher ___________________.
B. Identify the assessment function illustrated by the following:
1. entrance examination Placement. 2. daily quiz _________________. 3. unit test ____________________. 4. periodical test ___________________. 5. district wide test ______________________. 6. national scholastic aptitude test _________________. 7. Licensure Examination for teacher ___________________. 8. IQ test ________________.
C. Discuss the system model for evaluation. How does one explain the outcomes of an educational process in term of context, inputs and processes? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
D. Differentiate assessment from evaluation. How do they differ and how are they similar? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
4 Kalinga Colleges of Science and Technology P-5, Bulanao, Tabuk City, Kalinga Midterm Module Learning Modules for Assessment of Learning 1 PRINCIPLES OF HIGH QUALITY ASSESSMENT
Clarity of learning Targets
Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. To this end, consider learning targets involving knowledge, reasoning skills, products and effects. Learning targets need to be stated in behavioral terms which denote something which can be observed through the behavior of the students.
Cognitive Targets As early as the 1950’s Bloom (1954), proposed hierarchy of educational objectives at the cognitive level. These are: 1. KNOWLEDGE Which refers to the acquisition of facts, concept and theories. Knowledge of historical facts like the date of EDSA revolution, discovery of the Philippines and the chemical symbol of argon etc. all fall under knowledge. 2. COMPREHENSION Refer to the same concept as understanding. It is a step higher than mere acquisition of facts and involves a cognition or awareness of the interrelationships of facts and concept. Example: The Spaniards ceded the Philippines the American in 1898. 3. APPLICATION Refers to the transfer of knowledge from one field of study to another or from one concept to concept in the same discipline. Example: The classic experiment Pavlov on dogs showed that animals can be conditioned to respond in a certain way to stimuli. 4. ANALYSIS Refer to the breaking down of a concept or idea into its component and explaining the concept as a composition of these concept. Example: Poverty in the Philippines, particularly at the barangay level, can be traced back to the low income level of families in such barangay and the propensity for large household with an average of about 5 children per family. 5. SYNTHESIS Refers to the opposite of analysis and entails putting together the components in order to summarize the concept. Example: The field of geometry is replete with example of synthetic lessons. 6. EVALUATION AND REASONING Refers to valuing and judgment or putting the worth of a concept or principle.
5 Appropriate of assessment Methods It is now necessary to determine an appropriate assessment procedure or method. Written-Response Instrument Include objective tests (multiple choice, true-false, matching or short answer) test, essay, examinations and checklist. Product Taring scales A teacher is often tasked to rate products. Performances tests One of the most frequently used measurement instrument is the checklist. A performance checklist consist of a list behavior that make up a certain type of performance. It is used to determine whether or not an individual behaves in a certain way when asked to complete a particular task. Example: (Performances Checklist in Solving a mathematics problem) Behavior: 1. identifies the given information 2. identifies what is being asked 3. use variable to replace the unknown 4. formulate equation 5. perform algebraic operations 6. obtain an answer 7. checks if the answer makes sense
Oral Questioning The traditional Greeks used oral questioning extensively as assessment method. Socrates himself, considered the epitome of a teacher, was said to have handled his classes solely based on questioning and oral interactions.
Observation and Self report
A tally sheet is a device often used by teachers to record the frequency of student behaviors, activities or remarks. Are useful supplementary assessment methods when used in conjunction with oral questioning and performance test.
6 Kalinga Colleges of Science and Technology P-5, Bulanao, Tabuk City, Kalinga
Name:______________________________ Course and Year:____________________ Score:__________
A. Discuss the appropriateness of the following assessment methods:
1. objective test __________________________________________________________________________________________________ __________________________________________________________________________________________________
2. essays test __________________________________________________________________________________________________ __________________________________________________________________________________________________
3. performance test __________________________________________________________________________________________________ ________________________________________________________________________________________________
7 C. answer the following questions: 1. A test may be reliable but not necessary valid. Is it possible for a test to be valid but not reliable? Discuss? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ _ 2. Cite another example of a behavior considered not ethical in testing and assessment. Explain why you think such a behavior is not ethical. __________________________________________________________________________________________________ __________________________________________________________________________________________________ _________________________________________________________________________________________________
3. Enumerate the three (3) main concern of ethics in testing and assessment. Discuss each major ethical concern. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________
