8/23/2015

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ASSESSMENT in

EDUCATION

RONALDO M. SAN JOSE UP College of Education

UP Integrated School

Basic Terms

Measurement: process of determining a

quantitative or qualitative attribute of an individual

or group of individuals; does NOT associate value

to what is seen or observed.

Examples:

(1) Performance on a test indicates that a student

is unable to identify the essential food

nutrients needed by the body.

(2) A teacher observes a student speaking in class

without first raising his hand.

Basic Terms

Evaluation : outcome of measurement after value

(or judgment) has been added.

Examples:

The student with poor performance in (1) will

have problems in meal preparation and service

since it is a prerequisite skill.

The behavior in (2) is encouraging because that

student has never participated in class

discussions before.

Evaluation

Measurement

Quantitative

e.g. Test

Qualitative

Basic Terms

Assessment

: systematic process of collecting,

analyzing, and interpreting

information to determine the extent

to which students are achieving

instructional objectives.

: process by which a teacher tracks

student progress

Current Trends and Changes

in Classroom Assessment

PAST CONTEMPORARY

mastery of basic concepts

and skills

proficiency in complex

critical thinking, problem-

solving, and effective

communication

learning as accumulation of

bits of knowledge that are

sequenced, hierarchical, and

need to be explicitly taught

and reinforced

learning as process of

constructing understanding

depending on learner’s

interests, experience, and

learning styles

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Current Trends and Changes

in Classroom Assessment

PAST CONTEMPORARY

assessment that compares

students as a means to

motivate them to learn

assessment where students

experience progress and

achievement individually

Classroom Assessment and Societal Change

PAST CONTEMPORARY

assessment as a mechanism

to make decisions about

future programs, and

provide information to

parents about their

children’s learning

assessment as an important key

to social mobility, and so

expectations of schooling include

different types of outcomes:

Knowledge

Reasoning

Performance Skills (process is

important than product)

Dispositions (developing valued

feelings, attitudes, interests, and

motivations

Classroom Assessment and Motivation

PAST CONTEMPORARY

behaviorist psychology

where rewards and

punishments either reinforce

or extinguish a particular

behavior

Cognitive psychology which

emphasizes learning through

success and competence

(sense of ownership and

choice of what and how to

learn)

Classroom Assessment and Differentiated Learning

PAST CONTEMPORARY

one-size-fits-all emphasis

on the whole class

differentiated instruction

and assessment only for

students with identified

needs

differentiated instruction

(variety in approaches to

accommodate different

learning patterns and styles)

Classroom Assessment and Learning

• determining prior KAVS students bring to

a learning task promotes learning

• providing immediate feedback moves

learning forward

• engaging in metacognition (reflecting on

their own thinking processes enhances

learning

Three Purposes of Assessment

Assessment

FOR Learning

Assessment

AS Learning

Assessment

OF Learning

Why

assess?

determine next steps

in advancing student

learning

guide and provide

opportunities for

each student to

monitor and reflect

on his/her learning

and identify next

steps

inform student on

his/her proficiency

in relation to learning

outcomes

Assess

what?

student progress

and learning needs

in relation to

learning outcomes

student’s thinking

about his/her

learning

student’s ability to

apply KAVS related

to curriculum

outcomes

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Three Purposes of Assessment

Assessment

FOR Learning

Assessment

AS Learning

Assessment

OF Learning

Ensuring

Quality

• accuracy and

consistency of

observations and

interpretations of

students learning

• clear, detailed

learning

expectations

• accurate detailed

notes for

descriptive

feedback to each

student

• accuracy and

consistency of

students’ self-

reflection, self-

monitoring, and

self-adjustment

• engagement of

student in

challenging

his/her thinking

• students’ record of

own learning

• accuracy,

consistency, and

fairness of

judgments based on

high-quality

information

• clear, detailed

learning

expectations

• fair and accurate

summative

reporting

Three Purposes of Assessment

Assessment

FOR Learning

Assessment

AS Learning

Assessment

OF Learning

Using the

Information

• provide accurate

descriptive

feedback to

further learning

• differentiate

instruction by

checking where

student is in

relation to

learning

outcomes

• provide feedback

• provide accurate

descriptive

feedback to

develop

independent

learning habits

• student must focus

on the task and

learning, not

product

• provide students

ideas for adjusting,

rethinking learning

• indicate each

student’s level of

learning

• provide the

foundation for

discussions on

placement or

promotion

• report fair,

accurate, and

detailed

information to

decide the next

steps in learning

QUESTIONS:

• How does assessment affect how

teachers view learning?

• How does our concept of

assessment change our views

about Motivation?

FORMULATING

INSTRUCTIONAL

OBJECTIVES

Evaluation

Measurement

Quantitative

e.g. Test

Qualitative

In teaching, certain decisions have to be made:

1. Ed has difficulty adding fractions.

2. My teaching method is not effective

for this group of students.

3. Maria should get a failing grade.

4. Rodney should take Math II again.

5. Spend more time in teaching the

different sentence patterns.

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What is a TEST?

Test is a quantitative measuring

instrument that provides

objective information, which we

combine with subjective

impressions, to make better

educational decisions.

TYPES OF EVALUATION

Formative Evaluation

occurs during instruction and establishes whether

or not students have achieved sufficient mastery

of skills and whether further instruction on these

skills is needed.

purpose is to determine what adjustments to

instruction should be made.

is based on formally developed assessment

strategies (quizzes, seatworks, homeworks, …).

TYPES OF EVALUATION Summative Evaluation

occurs at the conclusion of instruction (end of

unit/year) and is used to certify student

achievement and end-of-term grades.

is a basis for promoting or grouping students

(i.e. ability grouping).

helps determine whether teaching procedures

should be changed next school year.

Examples: achievement test, periodic test,

chapter test, unit test, …

TYPES OF EVALUATION

Diagnostic Evaluation

occurs before or during instruction when

difficulties in learning happen or are anticipated.

is concerned with skills and other characteristics

that are prerequisites to the current instruction or

that enable the achievement of instructional

objectives.

Example: diagnostic test, pretest

TYPES OF EVALUATION

Preliminary Evaluation

occurs during the first days of school and

provides a basis for expectations

throughout the school year.

happens naturally (like teacher’s

spontaneous informal observations and

oral questions concerned with student’s

skills and attitudes.

What influences the choice of

Instructional Objectives?

•National Goals

•Societal Goals

•School Goals

•Curricular Goals

Instructional

Objectives TEST

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THE 3-STAGE CLASSROOM MODEL

Content

Validity

Stage 1

Instructional

Objectives

Stage 2

Instructional

Activities

Stage 3

Test

CHARACTERISTICS OF

INSTRUCTIONAL OBJECTIVES

S : specific, short, simple

M : measurable

A : attainable

R : realistic, relevant

T : time-bound

THE 3-STAGE CLASSROOM MODEL

Content

Validity

Stage 1

Instructional

Objectives

Stage 2

Instructional

Activities

Stage 3

Test

LEARNING

ACTIVITIES

LEARNING

OUTCOMES

ends

effect

means/medium

cause

Sample

action words:

identify

recall

write

Sample

action words:

study

watch

listen

Distinguish learning outcomes from

learning activities.

At the end of the lesson, students shall be able to:

1. identify pictures of words that sound alike

2. evaluate an appreciation of poetry

3. subtract polynomial expressions

4. use appropriate punctuation marks

5. sing the Philippine National Anthem

Critique on the following instructional

objectives.

1. understand the water cycle

2. know how to punctuate a sentence

3. show knowledge of food preparation

4. solve a problem on circular functions

5. estimate the sum and product

6. demonstrate understanding of supply and demand

7. perform operations on functions

8. enjoy speaking a foreign language

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THE ROLE OF EVALUATION IN EDUCATION

Prepare instructional objectives.

Provide relevant instruction.

• monitor learning progress

• diagnose learning difficulties

Pre-assess learners needs.

Evaluate intended outcomes.

Improvement of learning

and instruction.

Marking and reporting

to parents.

Use of results for other

school purposes.