ASSESSMENT OF STUDENT

LEARNING

GROUP II

DELICANA

RIZA JOY U.

PATACSILKENNETH

BALASANOS

MECHELL

PASIG-PASIGANCHARMAINE

GONZALES

LADY GRACE

TORRELIZA

VENEZIA

BRAGANZA

CARL

MARBEBE

RAFFY

SANGIL,

CARLO

PRINCIPLES OF HIGH QUALITY ASSESSMENT

CLARITY OF LEARNING TARGETS

REPORT BY: DELICANA, RIZA JOY U.

Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. We consider learning targets involving knowledge, reasoning, skills products and effects. Learning targets need to be stated in behavioral terms or 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 a hierarchy of educational objectives at the cognitive level.

SKILLS, COMPETENCIES AND ABILITIES

TARGETS

REPORT BY:

BALASANOS, MECHELLE

Skills refers to specific activities or tasks that a student can proficiently do. example. Skills in coloring, language skillsSkills can be clustered together to form specific competencies.Example. Birthday card makingRelated Competencies characterized a students ability in order that the program of study can be so designed as to optimize his/her innate abilities.

Abilities categorized into :CognitivePsychomotor Effective abilities

For instance, the ability to work well with others and to be trusted by every classmate (affective ability ) is an indication that the student can most likely succeed in work that requires leadership abilities.

On the other hand, other students are better at doing things alone like programming and web designing (cognitive ability) and therefore, they would be good at highly technical individualized work.

CHILDREN DEVELOP SKILLS IN 5 MAIN AREAS OF DEVELOPMENT:

1. Cognitive development

2. Social and emotional development

3. Speech and language development

4. Fine motor skill development

5. Gross motor skill development

Competency consist of 3 parameters:

Knowledge (x)Skills (s)Abilities (A)

Knowledge -Mastery of facts, range of

information in subject matter area.Skills

-Proficiency,expertise or competense in given area. Example : science,art,crafts.Abilities

- demonstrated performance to use knowledge and skills when needed.

Difference between skills and competencies:

- I would call the adequate capacity to do something as a competency while a skill would be a talent or an ability to do something in a proficient manner.- a competence is enough to do something properly while a skill would take it to a higher plane.

PRODUCTS, OUTPUTS AND PROJECT

TARGETS

REPORT BY:PATACSIL, KENNETH

A student’s ability is determined through

it’s products, outputs and projects.

Meaning to say, the product

or the result is evident in the

person. It can be seen and

observed. It is being put and

practiced in real-life situations.

It can be measured

through the persons character and personality.

There is an output if the student has

learned something and

what he has learned is utilized

in his everyday life.

For ex. He has learned to face a group of people and talking of a certain topic in front of them.

He/she has learned to mingle

professionally and participates in

group activities.

A changed is evident in is personality

then there is an output.

APPROPRIATENESS OF ASSESSMENT METHODS

REPORT BY:

BRAGANZA, CARL

A. Written-Response Instruments- Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives- Essays – can test the students’ grasp of the higher level cognitive skills- Checklists – list of several characteristics or activities presented to the subjects of a study, where they will analyze and place a mark opposite to the characteristics.

b. Product Rating Scales- Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors- Need to be developed to assess various products over the yearsc. Performance Tests - Performance checklist - Consists of a list of behaviors that make up a certain type of performance- Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task.

ORAL QUESTIONING

REPORT BY:TORRELIZA,

VENEZIA

ORAL QUESTIONING Traditional Greeks used oral questioning as the commonly-used of all forms of assessment.

OBJECTIVES to assess the student’s stock knowledge to determine the student’s ability to communicate ideas in coherent verbal sentences

ORAL QUESTIONING

Factors needed to consider:

the student’s state of mind and feelings.anxiety and nervousness in making oral presentation which could mask the student’s true ability.

OBSERVATION and SELF REPORTS

♥ A tally sheet is a device often used by teachers to record the frequency of student behaviors , activities or remarks.► Observational tally sheets are most useful when it comes to answering these kinds of questions.

A self-checklist is a list of several characteristics or activities presented to the subjects of a study. The individuals are asked to study the list and then place a mark to the characteristics they possess or the activities which they have engaged in for a particular length of time.- Often used by teachers when they want to diagnose the performance of students from the point of view from the students themselves.

OBSERVATION and SELF REPORTS useful supplementary assessment methods when used in conjunction with oral questioning and performance tests.

can offset the negative impact on the students brought about by their fears and anxieties during oral questioning or when performing actual task under observation.

useful to consider weighing self-assessment and observational reports against the results of oral questioning and performance tests.

PROPERTIES OF ASSESSMENT

METHODS

•Content validity – face validity or logically validity used in evaluating achievement test.•Concurrent validity – test agrees with or correlates with a criterion (ex. entrance examination)

VALIDITYContent, Concurrent, Predictive, Construct

•Predictive validity – degree of accuracy of how test predicts the level of performance in activity which it intends to foretell•Construct validity – agreement of the test with a theoretical construct or trait (ex. IQ)

RELIABILITY - adequacy, objectivity, testing

condition, test administration procedures.

Methods of estimating reliability:

1. Test-retest Method (uses Spearman rank correlation coefficient)

2. Parallel forms / alternate forms ( paired observations are correlated)

1.Split-half method (odd-even halves and computed using Spearman Brown formula).

2.Internal-consistency method (Kuder-Richardson formula 20).

3.Scorer reliability method (two examiners independently score a set of test papers then correlate their scores) .

FAIRNESS

Fairness – assessment procedure needs to be fair, which means:.

-Students need to know exactly what the learning targets are and what method of assessment will be used.- Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out poor and slow learners.- Freedom from teacher-stereotyping.

PRACTICALITY AND EFFICIENCY- TEACHERS SHOULD BE FAMILIAR WITH THE TEST,- DOES NOT REQUIRE TOO MUCH TIME- IMPLEMENTABLE