ROHAYA TALIB

FACULTY OF EDUCATION

UNIVERSITI TEKNOLOGI MALAYSIA

JOHOR BAHRU

BBA (ACCOUNTING)

M.ED (MEASUREMENT & EVALUATION)

PhD (MEASUREMENT & EVALUATION)

ASSESSMENT& CONSTRUCTIVE

ALIGNMENT

14 – 15 MAY 2018

OVERVIEW

IR 4.0

EDUCATION 4.0

How we adapt to the

changes??

OBEOUTCOME-BASED EDUCATION

Education System that focus /emphasis on the development and achievement of student’s outcomes

CURRICULUM DEVELOPMENT

OBE

Starting with a clear picture of what is important for students to be able to do

then organising the curriculum, instruction and assessment to make sure that the learning is ultimately happens (Spady,

1994)

LEARNING OUTCOMES

Learning Outcomes are statements of what a learner

is expected to know, understand and/or be able to demonstrate after completion of a process of learning. (Source : ECTS Users’ Guide, 2005)

Hence….

• Learning outcomes focus on what the learner hasachieved rather than the intentions of the teacher;

• Learning outcomes focus on what the learner candemonstrate at the end of a learning activity.

CONSTRUCTIVE ALIGNMENT

CURRICULUM

INSTRUCTION ASSESSMENT

WHY CONSTRUCTIVE ALIGNMENT IS IMPORTANT????

• ABILITY

• ACHIEVEMENT

• COMPETENCE

• MASTERY

VALID AND RELIABLE

The Word “Assess”

• From the Latin verb “assidere” = “to sit by” (e.g., as an

assessor)

• Assessment is the art and science of knowing what

students know

• It provides “evidence” of students’ knowledge, skills,

and abilities

• “Evidence” supports instructors’ inferences of what

students know and can do (it guides and informs

instruction)

ASSESSMENT

• Assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

• Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support and educational programming

• FORMATIVE ASSESSMENT refers to a wide

variety of methods that teachers use to conduct

in-process evaluations of student

comprehension, learning needs, and academic

progress during a lesson, unit, or course.

• Formative assessments help teachers

identify concepts that students are struggling to

understand, skills they are having difficulty

acquiring, or learning standards they have not

yet achieved so that ADJUSTMENTS can be

made to lessons and instructional techniques and strategies.

TYPES OF ASSESSMENT

1

• SUMMATIVE ASSESSMENT are used to evaluate student learning at the conclusion of a specific instructional period—typically at the end of a unit, course, semester, program, or school year.

• SUMMATIVE ASSESSMENTS are typically scored and graded tests, assignments, or projects that are used to determine whether students have learned what they were expected to learn during the defined instructional period.

TYPES OF ASSESSMENT

2

ASSESSMENT

FEEDBACK

DIAGNOSTIC

IMPROVEMENT

PURPOSE OF

FORMATIVE

ASSESSMENT

1

JUGGEMENT

VERIFICATION

CERTIFICATION

PURPOSE OF

SUMMATIVE

ASSESSMENT

2

• Administrators use assessment as benchmarks for instruction, placement, or exemption in course levels and certification.

• Educators use assessments as diagnostic tools and feedback for guiding instruction, evidence of progress, and evaluation of teaching or curriculum.

Purpose of Assessment

• The purpose of Formative Assessment is to provide students with feedback on how they are going- help students improve their performance and make their next piece of assessed work better.

• The feedback students receive is the key component of formative assessment. Feedback is intended to help them identify weaknesses and build on strengths to improve the quality of their next piece of assessment. The focus is on comments for improvement, not marks.

Purpose of Formative Assessment

• Key purpose of summative assessment is to gather evidence to make a judgment about a student's level of performance; against the specified learning objectives.

• Students are usually assessed at the end of an element of learning. They are awarded results typically as marks or grades to represent a particular level of achievement (high, medium, low). This judgmental "summative" process formally provides the evidence, to verify or "certify" which students may progress to the next level of their studies.

Purpose of Summative Assessment

ASSESSMENT

FORMATIVE

SUMMATIVE

ASSESSMENT

FORMATIVE

ASSESSMENT

FORMATIVE ASSESSMENT

The goal of a formative

assessment is to monitor

progress toward a goal or

objective, providing

information in an expedient

manner which allows both

teachers and students to

respond to the academic

needs of the students.

***Formative assessments provide

students with feedback rather than a

grade

• Feedback

• Discussion (TPS, Buzz, Round

Robin)

• Student-Teacher conferences

• Graphic organizer: Mind Map

• Quizzes

• Concept Tests (eg. Kahoot)

• Questionnings : LOT Qs

HOT Qs

• Self Assessment

• Peer Assessment

• Reflective Journal

SUMMATIVE ASSESSMENT

Summative assessments are

generally administered at the

end of a unit or course

Summative assessments occur

only a few times over the course

of the academic year.

Summative assessments always

yield a specific grade.

***

Summative assessments tend to feature a

narrower range of question types, such as

multiple choice, short answer and essay

• Final exams

• Tests

• Standardized Exams

• Project Report

• eAssessment;

• ePortfolio

• Digital Gallery

• 3D Model

• Presentation

• Vlog

• Digital Scrapbook

Alternative assessments -referred to as performance or authentic assessments are used to determine what students can and cannot do, in contrast to what they do or do not know.

In other words, an alternative assessment measures applied proficiency more than it measures knowledge.

learning requires that the learner engage in problem-

solving to actively build mental models. Knowledge

is attained not just by receiving information, but

also by interpreting the information and relating it to the learner's knowledge

base.

COMMON CHARACTERISTICS OF ALTERNATIVE ASSESSMENT

Asks students to perform, create or produce something

Evaluation criteria and standards are known to the

student

Involve interaction between assessor (instructor, peers,

self) and person assessed

Provides self-assessment opportunities for students

Provides opportunities for both individual and group work

Encourages students to continue the learning activity

beyond the scope of the assignment

KEY FEATURES OF ALTERNATIVE

ASSESSMENT

Assesses a learning process and encourages

student self-reflection

Based on authentic task with real-world

application

Topics and means of expression are of interest

to the students

ASSESS PROCESS OF LEARNING

Flexible

Show

development

Increases

communication

Promotes

reflection

Provides feedback

ASSESSMENT TASKS

PORTFOLIOSREFLECTIVE JOURNAL

SELF/PEER

ASSESSMENT

PRESENTATIONS

ALTERNATIVES

ASSESSMENT

GROUP WORK /

INDIVIDUAL

ARTICLE REVIEW

DIARY/LOG

POSTER

LITERATURE REVIEW

AUDIO/VIDEO/VLOG

LETTERS/

MEMOS

BUSSINESS PLAN

WEB PAGE

CASE STUDY

PROJECT

AA - The utilization of non-traditional

approaches in judging student performance.

SONG

BILL BOARD

MODEL/DIORAMA

CARTOONBROCHURE

/ PAMPHLET

NEWS REPORT

Constructive Alignment

• CA was devised by John B. Biggs (2003,1999) and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching

education.• the underpinning concept behind the current

requirements for programme specification, declarations of Learning Outcomes (LOs) and assessment criteria, and the use of criterion based assessment.

CONSTRUCTIVE ALIGNMENT

Constructive Alignment

• There are two basic concepts behind constructive alignment:

❶

• Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's memory, and extrapolation to possible future scenarios via the abstraction of basic principles through reflection.

Constructive Alignment

❷

The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well designed learning activity or activities that are appropriate for the task, and well designed assessment criteria for giving feedback to the learner.

Biggs’s Model of CA

• The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model CONSTRUCTIVE ALIGNMENT which he defines as:

• …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. (McMahon & Thakore 2006)

Constructive Alignment

IN THE

COURSE

OUTLINE

WHAT U NEED

TO KNOW

LEARNING TAXONOMIES

TEACHING STRATEGIES/

METHODS

ASSESSMENT METHODS/

TASKS

COURSE OUTLINE

CLO ?PLO ?TLAs ?

ATs ? ----%

BLOOM TAXONOMY 1956ANDERSON & KRATHWOL 2001

KRATHWOLL TAXONOMY [AFFECTIVE]

SIMPSON TAXONOMY [PSYCHOMOTOR]

ORIGINATION

ADAPTATION

COMPLEX OVERT RESPONSE

MECHANISM

GUIDED RESPONSE

SET

PERCEPTION

• Distinguish between declarative knowledge and functioning knowledge

Knowledge that can be declared

Put the knowledge to work, to make it function

EXAMS

PERFORMANCE BASED ASSESSMENT

UTM GRADUATE ATTRIBUTEs

GRADUATE ATTRIBUTE

COMMUNICATING SKILLS(Kemahiran Berkomunikasi)

CS

Thinking Skills(Kemahiran Berfikir)

TH

Scholarship(Kesarjanaan)

SC

Team working skills(Kemahiran kerja berpasukan)

TW

Adaptability(Kebolehsuaian)

AD

Global Citizen(Warga Global)

GC

Enterprising Skills(Kemahiran Berdaya Usaha)

ES

CONTINUOUS QUALITY IMPROVEMENT

[CQI]

CQI - A process to ensure programs are systematically

and intentionally improving services and increasing positive outcomes

OBJECTIVES

• Continuous improvement is included in the new program standards

• Programs participate in on-going self assessment process

• Programs identify their areas of strength and opportunities for growth

• Multiple feedback loops inform improvement at the program, classroom and professional level

CONTINUOUS QUALITY IMPROVEMENT

[CQI] FOR ASSESSMENT

CONTINUOUS QUALITY IMPROVEMENT

[CQI] FOR ASSESSMENT

VALIDITY AND RELIABILITY

VALIDITY AND RELIABILITY OF THE ASSESSMENT

ALTERNATIVE ASSESSMENT

VALIDITY AND RELIABILITY