ASSESSMENT OF LEARNING

Quiz :

1. To find out what the students can do, and how well they can do it

a. performance, skillsb. Knowledgec. Processd. None of the above

2. To find out how students feel about their work

a. Processb. Motivation, effortc. Performance, skillsd. All of the above

3. To find out how students go about the task of doing their work

a. skill, performanceb. Motivation, effortc. Knowledged. process

4. Systematic process of gathering, interpreting, and acting upon data.

a. Planningb. Implementationc. Assessmentd. evaluatio

5. Who is involve in the assessment process?a. Teacherb. Studentc. Students peerd. administratore. A & B onlyf. A , b and Cg. All of the aboveh. None of the above

“If the proof of the pudding is in the eating, then

the proof of learning is

results obtained from assessing.”

WHAT IS ASSESSMENT?Assessment is a systematic process of gathering, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experience; the process culminates when assessment results are used to improve subsequent learning.

-Huba and Freed, 2000

Key Points:Assessment is an ongoing process aimed at understanding and improving student learningMultiple methodsCriteria and standardsEvidenceStudents know, can do and understand ***It’s more than just collecting data***

IMPORTANCE OF ASSESSMENT

KNOWLEDGE

SKILL; PERFORMANCE

PROCESS

MOTIVATION, EFFORT

FUNCTIONS OF ASSESSMENT

Diagnostic: tell us what the student

needs to learn

Formative: tell us how well the student

is doing as work progresses

Summative: tell us how well the student did at the end of a

unit/task

GUIDING PRINCIPLES IN THE ASSESSMENT OF LEARNING

1. Assessment of learning is an integral part of the teaching-

learning process.Assessment is a sine qua non of teaching.“Sine qua non” means something that is absolutely needed

2. Assessment tool should Match with performance

objectiveWhich assessment tool to use, which test to formulate must be based on our performance objective.

3. The results of assessment

must be fed back to the

learners.The assessment process serves its purpose only when we return corrected quizzes, tests, seat works, assignments and evaluated projects ASAP!

6. Emphasize on Self-Assessment

Assessments should not force students to compete against one another; any competition should be between students and their own prior performance” -Danielson, 2002

7. If we believe that our task As teachers is to teach all

Pupils/students, and that isPossible that all students, even those from limited backgrounds, will have

access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned.

8. Assessment of learning should not be

Used as punishment or as a disciplinaryMeasure.

9. Result of learning assessmentMust be communicated regularly

and Clearly to parents

10. Emphasize on real world application

That favors realistic performances over

Out-of-context drill items

11. To ensure learning, do formative

Assessment

12. To ensure reliability of assessment

Results, make use of multiple source.

Assessment in the different phases of

instruction1. PRIOR TO INSTRUCTION2. DURING INSTRUCTION3. AFTER INSTRUCTION

Paper and pencil assessments:Ask students to respond in writing to questions or problem-item level: assessing lower vs. higher skills-knowledge vs, application, analysis synthesis and evaluation-authentic taskse.g. multiple choice, t/f, matching type (metacognition),short answer, essay (recall)

Strengths:-can cover a lot of material reasonably well-fair-effective in assessing declarative knowledge of content -easier to construct and administer Than performance assessments

WEAKNESSES: -REQUIRE FORETHOUGHT AND SKILL -LESS EFFECTIVE IN ASSESSING PROCEDURAL KNOWLEDGE AND CREATIVE THINKING

-CONSTRUCTION OF GOOD HIGHER LEVEL RECOGNITION ITEMS IS DIFFICULT

-ESSAYS ARE DIFFICULT TO SCORE

Performance assessments:-ASSESSMENT THAT ELICITS AND EVALUATESACTUAL STUDENT PERFORMANCES

TYPES OF PERFORMANCES:PRODUCTS: DRAWINGS, SCIENCE EXPERIMENTS, TERM PAPERS, POEMS, SOLUTION TO AUTHENTIC PROBLEMS

BEHAVIOR: TIME TRIAL FOR RUNNING A MILE, RECITING A POEM, ACTING TRYOUTS, DANCING

STRENGTHS of performance assessments:

EFFECTIVE FOR ASSESSING HIGHER LEVEL THINKING AND

AUTHENTIC LEARNING

EFFECTIVE FOR ASSESSING SKILL AND PROCEDURAL LEARNING

INTERESTING AND MOTIVATING FOR STUDENTS

Weaknesses:-emphasize depth at the

expense of breadth-Difficult to construct-time consuming to

administer-hard to score fairly

How can we assess student learning?

Traditional assessment:Assess student knowledge and skills in

relative isolation from real world context.

-practices reflects what students are able to recall from memory through various means such as multiple choice, t/f, fill in the blank, matching questions

Authentic assessment: assess students’ ability to use what they’ve learning in tasks similar to those in the outside world.

-it requires information from a variety of source such as content work samples, observation during class activities, and conferences with students.

Informal AssessmentTeachers’ spontaneous, day to day observations

of student performances.Ex.Verbal:-asking questions-listening to student discussions-conducting student conferences

Nonverbal:- Observing- Task performances- On and off task behaviour- Student choices- Student body language

Strengths of Informal Assessment:-facilitates responsive teaching-Can be done during teaching-easy to individualizeWeakness:-requires high level of teacher skill-vulnerable to : bias, inequities, mistakes

Formal Assessment- Assessment that is planned in advance and used to

assess a predetermined content and/or skill domain.Strengths: -allows the teacher to evaluate all students

systematically on the important skills and concepts-helps teachers determine how well students are

progressing over the entire year-provides useful information to parents and

administrators.

PORTFOLIOSDef’n: A collection of

student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items.

Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas.

Importance of PortfoliosFor Students-Shows growth over time -Displays student’s accomplishment-Helps students make choices-Encourages them to take responsibility for their

work-Demonstrates how students think

Importance of PortfoliosFor Teachers-Highlights performance-based activities over year-Provides a framework for organizing student’s work -Encourages collaboration with students, parents,

and teachers-Showcases an ongoing curriculum -Facilitates student information for decision making

Importance of Portfolios

For Parents-Offer insight into what their children do in school-Facilitates communication between home and

school -Gives the parents an opportunity to react to what

their child is doing in school and to their development

-Shows parents how to make a portfolio so they may do one at home at the same time

Importance of PortfoliosFor Administrators-Provides evidence that teacher/school goals are

being met-Shows growth of students and teachers -Provides data from various sources

What do portfolios contain?Three basic models:Showcase model, consisting of work samples

chosen by the student.Descriptive model, consisting of representative

work of the student, with no attempt at evaluation.

Evaluative model, consisting of representative products that have been evaluated by criteria.

Disadvantages of Portfolio-Require more time for faculty to evaluate than

test or simple-sample assessment.-Require students to compile their own work,

usually outside of class. -Do not easily demonstrate lower-level thinking,

such as recall of knowledge.-May threaten students who limit their learning

to cramming for doing it at the last minute.

Rubrics-It is a scoring guide that seeks to evaluate a

student’s performance based on the sum of a full range of criteria rather than a single numerical score.

-It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.

Rubrics are scoring criteria for:-free response questions-Scientific reports-oral or PowerPoint presentations-reflection/journals-Essay-Laboratory based performance tests-Article review or reactions-portfolios or many others

- Concept mapping- Laboratory performance- Inventories- -presentation- -journal assessment

The end