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LET REVIEWOn Assessment
Test
Four concepts associated with assessment
Evaluation
Measurement
Assessment
An instrument designed to measure any characteristic, ability or knowledge
Comprised of test items on the area it intends to measure
Test
A process of quantifying the degree to which someone or something possesses a given trait.
A broader term than test because there are other ways of measuring other than through test, like observation, use of checklist and rating scales.
Measurement
A process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgment or decision-making
A broader term than measurement and involves interpreting or placing such information in context
A prerequisite to evaluation as it provides the information which enables evaluation to take place
Assessment
A process of systematic collection and analysis of both qualitative and quantitative data in order to make some judgment or decision
Involves judgment about the desirability of changes in students
Evaluation
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
Click on the rectangles with this image
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
DESCRIPTION: Pen and paper mode of assessing any quality,
skill or knowledge
EXAMPLES:Standardized and
teacher-made tests
ADVANTAGES AND DISADVANTAGES:
Scoring is objectiveAdministration is easy as
students take the test at the same time
Time-consuming to prepareProne to guessing and cheating
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
tDESCRIPTION: Requires the students to perform a significant and
relevant task
EXAMPLES:Projects, practical test, oral and aural
tests
ADVANTAGES AND DISADVANTAGES:
Relatively easy to prepareMeasures behavior that cannot
be fakedScoring tends to be subjective
without rubricsTime-consuming to administer
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
tDESCRIPTION:
Dynamically and collaboratively gathers multiple indicators of student progress to
support course goals
EXAMPLES:Working Portfolios,
show portfolios, documentary
portfolios
ADVANTAGES AND DISADVANTAGES:Measures students’ growth and
developmentIntelligence-fair
Development is time-consuming
Rating tends to be subjective without rubrics
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
Assessment
Traditional Alternative
Performance-based
Portfolio
Authentic
Mod
es o
f assessm
en
t
DESCRIPTION: Assessment methods
that simulate true-to-life situations
EXAMPLES:Could be objective tests
that reflect real life situations or alternative
methods that are close to what we experience in
real life
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
PLACEMENT-Done before instruction-Determines mastery of prerequisites FORMATIVE-Done before instruction-Reinforce successful learning DIAGNOSTIC-Done before instruction-Determines persistent difficulties
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
For teachers to understand and
perform well their role in assessment
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
Purposes of Assessment
Purposes of assessment
FOR Learning
OF Learning
AS Learning
Summative -Done after instruction -Certifies mastery of learning outcomes
PRINCIPLES OF HIGH QUALITY ASSESSMENT
Continuous process Takes place prior, during and after instruction
Appropriate methods Good match between learning targets and assessment method
Practicality and efficiency The information should be worth the resources and time required to obtain it
Appropriate and clear learning targets
Learning targets should be clearly stated and centers on what is important
Balance Should set targets in all learning and intelligence domains
Fairness Should provide students with equal opportunity to demonstrate achievement
PRINCIPLES OF HIGH QUALITY ASSESSMENT
Communication Targets, standards and results should be communicated to students
Authenticity Meaningful task, clear standards, transferable learning
Positive consequences Should motivate both students and teachers to improve
Ethics Should free students from misuse of assessment procedures
Reliability
Validity
PERFORMANCE-BASED ASSESSMENT
Description Reasons for using
Types Methodology
Others
Process of gathering info about learning through actual demonstration of skills and/or creation of products
-Dissatisfaction with limited info obtained from certain tests-Negative impact of conventional testsAppropriatene-ss in certain approaches like PBL
Demonstra-tion type
Creation type
1. Identify the competency to be demonstrated
2. Describe the task to be performed
3. Develop a scoring rubric reflecting the criteria and the scores
Criteria in selecting a task:
-Generalizability-Authenticity-Feasibility-Scorability-Fairness-teachability
PORTFOLIO-BASED ASSESSMENT
Description Reasons for using
Types Methodology
Others
Purposeful, ongoing, dynamic, and collaborative process of gathering multiple indicators of the learner’s growth and development
Offers multiple indicators of students’ progress;Offers opportunities for students to document reflections of theirs;Offers teachers new roles in the assessment process
Working portfolio(day-to-day);Show portfolio (best works)Documentary (combination)
1. set goals
2. Collect3. Select4. Organiz
e5. Reflect6. Evaluat
e7. exhibit
Underlying principles:Content (should reflect important subject matter)Learning (should enable students become active learners)Equity (should allow students to demonstrate their learning styles
OBJECTIVE-Multiple choice-true or false-matching-short answer-completion test
Assessment Methods
ESSAY--restricted response-extended response
ORAL QUESTION-Oral examination-Interview
Assessment Methods
PERFORMANCE-BASED-Projects-Presentations-Portfolios
Assessment Methods
OBSERVATION-Informal observation-Formal observation
SELF-REPORT-Questionnaires-Attitude survey-Sociometric devices
Assessment Methods
What is a rubric?
-is a measuring instrument usually used in rating
performance-based tasks-is a cross between a
checklist and a rating scale
Contains characteristics of a desirable performance or
productRater checks the ones observe in
one’s performance or product
Measure the degree to which a trait has been satisfied by one’s
work or performanceUses at least 3 levels
Types of rubric
Holistic Rubric-describes the overall quality of a performance or product; there is only one rating given
to the entire work or performance
Holistic Rubric
-allows fast assessment-provides one score to describe the overall
performance or quality of work
-can indicate the general strengths and weaknesses of
the work or performance
Holistic Rubric
-does not clearly describe the degree of the criterion
satisfied or not satisfied by the performance or product-does not permit differential weighting of he qualities of a
product or performance
Types of rubricAnalytic Rubric
-describes the quality of a performance or product in
terms of the identified dimensions and/or criteria
which are rated independently to give a
better picture of the quality of work or performance
Analytic rubric-Clearly describes the degree of the criterion satisfied or not satisfied by the performance
or product -permits differential
weighting of the qualities of a product or a performance
-helps raters pinpoint specific areas of strengths and
weaknesses
Analytic rubric
--more time consuming to use
-more difficult to construct
Important elements found in a rubric
-competency to be tested (requires either a
demonstration or creation of products of learning
-performance task (should be authentic and feasible)
-evaluative criteria and their indicators (should be made
clear using observable traits)
Important elements found in a rubric
-performance levels (at least 3)
-qualitative and quantitative descriptions of each
performance level (must be observable)
What is a test?
-a test is an instrument or systematic procedure, which
typically consists a set of questions for measuring any characteristic, quality, ability,
skill or knowledge
Different types of tests
purpose
Time limit & level of
difficulty
manner of administra
tion
interpretation
Manner of
construction
language mode
Effect of biases
scope & content
According to
According to purpose
What the test measuresEducational test-aims to measure the results of instruction; administered after the instructional process
Achievement test-what the student has achieved at the end of instruction; what has been learned
According to purpose
What the test measuresEx:Aptitude test-areas where the student will likely succeed; specifically measures different mental processes like verbal, numerical, spatial, and mechanical reasoning; also judgment, analysis & logicPersonality test- student’s personal traitsIntelligence test- student’s mental ability; innate/inherent capacity of the mind without any background training
According to purpose
What the test measures
Psychological test-aims to measure students’ intelligence or mental ability in a large degree without reference to what the student has learned; intangible aspects of an individual; administered before the instructional process
According to interpretation
How the test is interpretedNorm-referenced test-result is interpreted by comparing one student with other students-some will really pass-there is competition for a limited percentage of high score-describes student’s performance compared to others
According to interpretation
How the test is interpretedCriterion-referenced test-result is interpreted by comparing a student against a set of criteria-all or none may pass-there is NO competition for a limited percentage of high score-describes student’s mastery of the course objective
According to the scope and content
Survey-covers a broad range of objectives-measures general achievement in certain subjects-is constructed by trained professionalMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher
According to time limit and level of difficulty
Power-consists of items of increasing level of difficulty but taken with ample time-measures a student’s ability to answer more and more difficult itemsMastery Test-covers a specific learning objective-measures fundamental skills and abilities-is typically constructed by the teacher