UNIT 4 OBA Assessment

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INTRODUCTION TO OUTCOME-BASED

EDUCATION

Year 2012


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At the end of this session, participants should be

able to:

describe the basic concept of outcome based

assessment (C2) explain assessment terms used in outcome

based education. (C2)

describe various methods of assessment inaccordance with the course and learningoutcome.(C4, A2)

design rubrics for assessing learning outcomes(C3,P2)

LEARNING OUTCOME

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ASSESSMENT IS

a way of finding out what a person knows,understands and thinks, and what he or she can do.

the systematic collection and analysis of informationto monitor and improve student learning.

is not a one-time event, but a dynamic on-goingprocess.

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OUTCOME BASED ASSESSMENT

Focuses on providing students with multiple

opportunities to practice what they need to do, and

sets the provision of feedback on that practice

(formative). Eventually, students must demonstrateachievement (summative).

Currently, most assessment tasks encourage the

reproduction of content, whereas we should be

looking for the production of new knowledge (analyze,

evaluate and create parts ofBlooms top level cognitive

processes).

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OUTCOME

BASEDEDUCATION

OUTCOME BASEDASSESSMENT

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PURPOSE OF ASSESSMENT

Assessment For Learning - constructive feedbackto be given to students for use in their futurelearning.

Assessment Of Learning - assessing studentsachievements for grading and certification

Assessment As Learning - students are capableof becoming independent in their learning

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PRINCIPLES OF ASSESSMENT

VALIDITY

REALIBILITY

FAIRNESS

FLEXIBILITY

PRINCIPLES

OF

ASSESSMENT

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ASSESSMENT LEVELS

Programme Educational Objectives (PEO)

Programme Learning Outcomes (PLO)

Course Learning Outcomes (CLO)

Upon

graduation

Upon subject

completion

Few years afterGraduation 3 to 5years

Topic Learning Outcomes Upontopic completion

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REFLECTION 1

What do you do when your class performs

poorly in quiz/test/practical work, etc?

Adjust the scores upward

Grade on a curve

Adjust the difficulty level of the next assessment

Give advice on study strategies

Provide more practice problems, review, etc

Spend more time on the materials in the future

Change your teaching materials or approach

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Assessment Task

Assessment task refers to summative and

formative assessment or criterion referred

assessment. Examples are case study, critique,

debate, demonstration, drawing, sketch, essay,

exhibition, interview, journal, laboratory/practical,literature review, logbook, model, oral

examination, peer review, presentation, portfolio,

practicum, problem solving, projects, reflection,

reports, self assessment, research paper, thesisand workshop

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ASSESSMENT TERMS

Assessment Criteria

A list of requirements that describes how well a student is able to achieve

the learning outcome in order to be awarded a particular grade.

Read more: http://www.answers.com/topic/assessment-

criteria#ixzz1DjoBm8oF

Continuous Assessment

Continuous Assessment is an assessment that takes place over a period of

time. In other words you will be assessed right through your learning

process and not only after the learning process. By having continuous

assessment you can track the improvement (if any) of the learner, you willbe able to give more support and guidance and the learner will have more

opportunities to improve.

http://wiki.answers.com/Q/What_is_continuous_Assessment#ixzz1DjnPB

HWy

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http://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteriahttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteria


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ASSESSMENT TERMS

Evaluation

A process that enables us to measure, compare, and

judge the quality of students work, schools, or

specific educational programs.

Measurement

The process by which attributes or dimensions ofsome physical objects, process or opinions are

determined and carried out using questionnaires and

standardized test etc.12


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DOMAINS OF EDUCATIONAL GOALS

Psychomotor

Affective

Cognitive

The Heart

The Hand

The Head

3H

13Adapted from DrJJ. UiTM.


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Learning outcomes

Cognitive Affective Psychomotor / skillsDOMAINS

Evaluation (C6)

Synthesis (C5)

Analysis (C4)

Application (C3)

Comprehension

(C2)

Knowledge (C1)

Internalizing (A5)Organisation

(A4)

Valuing (A3)

Responding (A2)

Receiving (A1)

Origination(P7)Adaptation (P6)

Complex Overt

Response (P5)

Mechanism (P4)Guided

Response(P3)

Set (P2)

Perception (P1)

Higher

order

Lower order

BLOOMS TAXONOMY


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LEARNING DOMAINS

Values,

Attitudes &

Professionalis

m

DOMAIN OF LEARNING OUTCOMES (MQF)

CRITICAL THINKING &

PROBLEM SOLVING

SKILLS

COMMUNICATION SKILLS

ENTREPRENEURSHIP

SKILLS

INFORMATION

MANAGEMENT SKILLS &

CONTINUOUS SKILLS

LEADERSHIP SKILLS

MORAL &

PROFESSIONAL SKILLS

TEAMWORK SKILLS

GENERIC STUDENT ATTRIBUTES (MOHE)

Social Skills &

Responsibilitie

s

Practical

SkillsKnowledg

e of

Discipline

Areas

CommunicationLeadership &

Team SkillsProblem

Solving &

Scientific

Skills

Managerial &Entrepreneur

ial Skills

Information

Management

& Lifelong

Learning

Skills

Learning

Outcomes

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STAK

EHOLDERS

PRORGRA

ME

AIMS

Management support and commitment

PAI-1

Regulatory

/Professional

Bodies

KPT/MQA IHL

requirements Industrires

students

.. etc

PAI-2 PAI-3 PAI-4 PAI-5 .. etc

PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 .. etc

PROGRAMME

LEARNING

OUTCOMES

SubjectCLO-1

COURSE

LEARNING

OUTCOMES

Subject

CLO-3

Subject

CLO-4Subject

CLO-5

Subject

CLO-2

RELATIONSHIPS BETWEEN CLOS, PLOS, PAIS and

COMPLIANCE TO THE STAKEHOLDERS

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FORMATIVE ASSESSMENT

Formative assessment is generally carried out

throughout a course or project, in which the

feedback from the learning activities are used to

improve the process of learning. Formative

assessment is also referred to as "educativeassessment, to aid learning. In an educational

setting, formative assessment might be a lecturer or

the learner, providing feedback on a student's work,

and this would not necessarily be used for gradingpurposes. Formative assessments are diagnostic in

nature.

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SUMMATIVE ASSESSMENT

Summative assessment is generally carried out at the

end of a learning programme. Summative

assessments are typically used to assign students a

course grade. Summative assessments are evaluative

and often in the form of a report for a third party e.g.the Head of Department or parents.

when the cook tastes the soup, thats formative, when

the guests taste the soup, thats summative.

Albert Stake

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DIAGNOSTIC ASSESSMENT

Diagnostic Assessmentoccurs at the beginning of the

teaching/learning cycle. It involves making

judgments as to how a student is performing against

a predetermined set of criteria. Diagnostic

assessment is also a strategy to prepare students forthe course requirements. It can be used as a form of

orientation or induction.

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DIRECT ASSESSMENT

Direct assessmentof learning: gathers evidence, based on

students performance, which demonstrates the learning itself.

Examples: quiz, test, final exam, assignments, projects, Final

year project, PBL, Laboratory Experiments, Exit Interview etc

Indirect assessmentof learning: gathers reflection about the

learning or secondary evidence of its existence.

Examples: industrial training, external examiner, alumni

surveys, employer surveys, student exit survey etc.

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DIRECT VS INDIRECT ASSESSMENT

DIRECT ASSESSMENT

Quizzes

Tests Final Examination

Assignments

Projects

Final Year Project

Lab Experiments

PBL/POPBL

Portfolio

INDIRECT ASSESSMENT

Alumni survey

Employer survey Student Surveys

Exit Interviews with Graduates

Report and minute of meeting withIndustrial Advisor

Report and minute of meeting withExternal Examiner

Percentage of students who go on toundergraduate school

Retention and Transfer Studies

Job Placement Statistics

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http://localhost/var/www/apps/conversion/tmp/scratch_3/Course%20with%20Assessment%20Task.doc


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TYPES OF ASSESSMENT

PEERASSESSMENT

SELFASSESSMENT

AUTHENTICASSESSMENT

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NORM REFERENCED ASSESSMENT

Norm-referenced assessment compares students to

that or those of a larger group. or "norm group"

which is a national sample representing a wide and

diverse cross-section of students. Students are

assigned grades according to their standing relativeto other students and it normally follows the normal

curve (grading on the curve). NRA is usually used to

sort students and not to measure achievement

towards some criteria of performance For thisreason, there are strong moves internationally to

move towards CRA.

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CRITERION-REFERENCED ASSESSMENT

In criterion-referenced assessment, students'

performances are compared to a specific

learning objective or performance standard

and not to the performance of other studentsFor CRA to be beneficial to learning, explicit

criteria are essential which provide clear

learning goals for students.

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REFLECTION 2

The following are some of the issues in assessment.

Discuss in pairs some of these issues.

1. Overload of students and staff

2. Too many assignments with the same deadline3. Insufficient time for students to do the assignments

4. Insufficient time for staff to mark the assignments

5. Inadequate or superficial feedback provided to students.

6. Overuse of one mode of assessment such as written

examinations, essays or closed problems

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Learning Assessment

Feedback is the bridge between learning and

assessment

FEEDBACK

FEEDBACK

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FEEDBACK

Some useful guidelines for giving feedback

Return all assessment scripts to students

Clear and precise comments to individual student s work

Include both positive and critical comments

Be constructive, give advice on how to improve

Be organised in giving feedback e.g. separate / structure feedback sheet in relation toassessment criteria involved

Open discussion and clarification of common mistakes or misconceptions

Appropriately identify good performance for students to learn from each other

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RUBRICS

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RUBRIC

A rubric is a set of criteria and standards for assessing

students work or performance. . For each criterion andstandard, a rubric defines the specific attributes that will

be used to score or judge the students performance and

to differentiate between different levels of

performances. Scoring rubrics include one or moredimensions on which performance is rated, definitions

and examples that illustrate the attribute(s) being

measured and a rating scale for each dimension.

Dimensions are generally referred to as criteria, the

rating scales as levels, and definitions as descriptors.

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TYPES OF RUBRIC

Holistic rubricsprovide a single score based on anoverall impression of a students performance on a task.

Analytic rubricsprovide specific feedback along several

dimensions

General rubricscontain criteria that are general acrosstasks.

Task specific rubricsare unique to a specific task.

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HOLISTIC RUBRIC

Description Score

Demonstrates complete understanding of the problem. All

requirements of task are included in response.

5

Demonstrates considerable understanding of the problem. All

requirements of task are included

4

Demonstrates partial understanding of the problem. Most

requirements of task are included.

3

Demonstrates little understanding of the problem. Many requirements

of task are missing

2

Demonstrates no understanding of the problem 1

No response/task not attempted 0

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ANALYTIC RUBRIC

Needs

Improvement

(1)

Developing

(2)

Sufficient

(3)

Above Average

(4)

Clarity (Thesis

supported by relevant

information and

ideas.)

The purpose of the

student work is not

well-defined. Central

ideas are not focused

to support the thesis.

Thoughts appear

disconnected.

The central purpose

of the student work is

identified. Ideas are

generally focused in a

way that supports the

thesis.

The central purpose


clear and ideas are

almost always focused

in a way that supports

the thesis. Relevant

details illustrate the

authors ideas.

The central purpose


clear and supporting

ideas always are

always well-focused.

Details are relevant,

enrich the work.

Organization

(Sequencing ofelements/ideas)

Information and ideas

are poorly sequenced(the author jumps

around). The

audience has difficulty

following the thread

of thought.


are presented in anorder that the

audience can follow

with minimum

difficulty.


are presented in alogical sequence

which is followed by

the reader with little

or no difficulty.


are presented in alogical sequence

which flows naturally

and is engaging to the

audience.

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ANALYTIC RUBRIC

Determines your performance levels.

Examples of performance levels:-

Excellent/ Good/Moderate/Poor/ Very Poor or

Excellent/Good/ Satisfactory/Needs

Improvement

Numbers/numerical scores 4/3/2/1

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STEPS TO CREATE A RUBRIC

List the criteria that will be used to assess performance.

Determine your peformance levels. Examples of

performance levels. Excellent/ Good/Moderate/Poor/ VeryPoor or Excellent/Good/ Satisfactory/Needs Improvement .

Write a description for each performance level.

Evaluate and revise rubric as needed.

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ASSESSMENT TASK

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SELECT ASSESSMENT METHODS

No. Category of Learning Outcome Sample of Assessment Methods

5 Accessing and managing

information

Annotated bibliography , Project, Applied

task ,Applied problem

6. Demonstrating knowledge

and understanding

Written examination, Oral examination, Essay

, Report Short answer questions: True/False/

Multiple Choice Questions (paper-based orcomputer-aided-assessment)

7. Designing, creating,

performing

Portfolio, Performance , Presentation,

Projects

8. Communicating Written presentation (essay, report,reflective paper etc.), Oral presentation.

Group work, discussion/debate/role play,

observation of real or simulated professional

practice

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ASSESSMENT TASKS

Objective Tests measure the learners ability to

remember facts and figures as well as their

comprehension of course materials. Common

variations include multiple-choice (MCQ), true-false,and matching items.

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ASSESSMENT TASKS

Case Studies describes typical issues or

problems. It gives students the opportunity to

place themselves in the position of the

decision maker in a specific simulatedsituation. The scenarios are usually taken from

real life and presented from the standpoint of

the decision maker. A successful case is onewhich offers debate on alternative courses of

action, rather than offering a single settled

outcome or solution39


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ASSESSMENT TASKS

Essay Questions are the most commonly-used

assessment methods in polytechnics. There are

two main varieties:

Unstructured questions, also known as free-responsequestions. Students have maximum freedom for

discussion.

Structured or restricted-response questions. The

student is given far less freedom to determine the

nature and scope of the response. Often, the questions

guide both the structure and the content of the

expected response.

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ASSESSMENT TASKS

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End-of-chapterproblems are used to reinforceand apply some concepts and skills learned in

the classroom. As an example when a

mathematical procedure is presented in theclassroom, students are given numerical

practice problems to solve in order, after class.

These numerical problems are usually over-

simplified real-life problems calling for direct

substitution of values into formulae.


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ASSESSMENT TASKS

Reflective journal is a piece of writing which

allows students to record thoughts and

insights about their own learning experience.

This can be writing about what and how theyhave learned and understood a topic. It can

also be a review of their learning process, self-

evaluation of their performance and planningfor future learning based on past learning

experience, etc

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ASSESSMENT TASKS

A portfoliois a collection of course-related

work performed by the students. It is also a

written reflection in which students evaluate

their own learning.. Traditionally, portfoliosare used to assess learning in the arts and

humanities. However, they can be equally

useful in just about any discipline.

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ASSESSMENT TASKS

Projects are popular methods of assessment

in Polytechnics today. Projects can be based

on literature and/or empirical research on a

relevant problem. They can also be appliedprojects solving real-life or simulated

problems, producing technical prototypes, or

preparing a business plan.

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ASSESSMENT TASKS

Examinations are used primarily for grading or

selection purposes. We call this activity, in

educational terms, summative assessment. It can use

many of the methods we discussed above. Sinceexaminations can take on many variations, it is

important to understand the range of possibilities in

order to design examinations that are compatible

both with outcome-based and student-centrededucation.

Adapted from http://www.polyu.edu.hk/obe/

Check also Enhanced Learning and Teaching, Hong Kong University of Science and Technology at

http://celt.ust.hk/ideas/afl/MExam/index.html#see

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http://www.polyu.edu.hk/obe/http://celt.ust.hk/ideas/afl/MExam/index.htmlhttp://celt.ust.hk/ideas/afl/MExam/index.htmlhttp://www.polyu.edu.hk/obe/


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CONCLUSION

The OBE implementation requires a lot of

coordination in planning which involves a lot of

assessment. A well designed quality management

system is needed to ensure that our academicprogramme , delivery system, assessing methods and

our graduates are at high quality. A framework of

continuous improvement with the involvement of

the academic staff, external examiner, studentsparticipation and other stakeholders will probably

contribute to the successful implementation of

outcome-based assessment in polytechnics.48


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ACTIVITIES

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ACTIVITY 1

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Designing Test Items.

This exercise offers you some experience in

constructing test items.

By referring to the JSP and JSI, outline the CLO

to be covered by the test.

Use the Exam Mapping Table as a guide to

construct the test items.


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EXAM MAPPING TABLE

Exam

Content

Type

(Essay/Calc

/Sketch)

CLO PLO Bloom

Taxonomy

Question 1

a.

b.

c.

Question 2

a.

b.

c.

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ACTIVITY 3

Please refer to the handout given to you.

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ACTIVITY 4

The first step when creating a rubric is to

determine what you want students to learn

from the assignment.

In a groups of 4 , create a Task Specific Rubric

for student assessment.

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Documents

UNIT 4 OBA Assessment