Assessment of student learning laos

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LEARNING ASSESSMENT FRAMEWORK (LeAF)

DEPARTMENT OF SECONDARY EDUCATION

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WHY WE ARE HERE…

• BESDP Strategy to improve quality of education:

– Update/Improve/Deliver:

• WHAT TO TEACH : CURRICULUM DESIGN, COMPETENCY-BASED, CLEAR MEASUREMENT STANDARDS (assessment) & PROCEDURES

• TOOLS FOR LEARNING: INSTRUCTIONAL MATERIALS; ASSESSMENT TOOLS

• HOW TO TEACH: PRE-SERVICE/IN-SERVICE TRAINING

– ALL OF THE ABOVE emphasize learner-centered approaches from curriculum to instructional materials, to teaching techniques to assessment methods.

The QUALITY ASSURANCE measures



• The assumption is that ALL OF YOU are equally grounded on the education philosophies and theories…– Cognitivism versus Behaviorism vs. Constructivism

– 21st century shift from Teacher-centered to Learner centered approaches, authentic learning, the basics of instructional design

– Authentic Assessment (WALT/WILF/RUBRICS)

– These have been covered under the BESDP in-service training modules in Lao text and should be more deeply acquired/mainstreamed during Pre-service training

OUR STRATEGY



ASSESSMENT OF

STUDENT LEARNING



What is Assessment?

• Assessment is a systematic process of gathering,interpreting, and acting upon data related to studentlearning and experience for the purpose ofdeveloping a deep understanding of what studentsknow, understand, and can do with their knowledgeas a result of their educational experience;

• the process culminates when assessment results areused to improve subsequent learning.

Huba and Freed, 2000



Sequence in Preparing Instructionally

Relevant Assessment

INSTRUCTION

Indicates the learning

outcomes to be attained

by students

LEARNING TASK

Specifies the particular set

of learning task(s) to be

assessed.

ASSESSMENT

Provides a procedure

designed to measure a

representative sample of

the instructionally relevant

learning tasks.

Is there

close

agreement

?



Key Points

• Assessment is an ongoing process aimed at understanding and improving student learningo Multiple methods

o Various Criteria and standards

o Evidence of what students know, can do and understand

• It’s more than just collecting data



A COMMON ERROR

What we typically (incorrectly) do

Identify content

Brainstorm activities & methods

Come up with an assessment

Without

Checking for

Alignment

Without

Checking for

Alignment



3 Stages of Backward Design/

Understanding By Design (UbD)

1. Identify desired accomplishments

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

Then and

only then

THE CORRECT SEQUENCE:



Importance of Assessment

• To find out what the students know

(knowledge)

• To find out what the students can do, and how

well they can do it (skill; performance)

• To find out how students go about the task of

doing their work (process)

• To find out how students feel about their work

(motivation, effort)

• To assess the physical environment



STRATEGIC VALUE

• To help us design and modify

programs to better promote

learning and student success

(relevant/updated)

• To provide common definitions

and benchmarks for student

abilities that will enable us to act

more coherently and effectively to

promote student learning.



• Diagnostic: tell us what the

student needs to learn

• Formative: tell us how well the

student is doing as work

progresses

• Summative: tell us how well the

student (or class/ school/ district/

province/sub-sector) did at the end

of a unit/task or instruction period



HOW IT IMPROVES LEARNING:

• Provides feedback, guidance, and mentoring to

students so as to help them better plan and

execute their own learning programs.

• Helps faculty track the effectiveness of their

work, instructional strategies and overall

performance…

• Provides administrators key ideas for improving

school performance and hard data/evidence to

backup resource investments



Assessment Process

Aims/learning

goals/outcomes

ASSESSMENT

ADJUSTMENT

Acceptable

Evidence of

Learning



What can be assessed?

• Student learning characteristics

o Ability differences

o Learning styles

• Student motivational characteristics

o Interest

o Self-efficacy

o goal orientation

• Learning

o Content knowledge

o Ability to apply content knowledge

o Skills

o Dispositions and attitudes

o Performances



How should we assess?• True –False Item

• Multiple Choice

• Completion

• Short Answer

• Essay

• Practical Exam

• Papers/Reports

• Projects

• Questionnaires

• Inventories

• Checklist

• Peer Rating

• Self Rating

• Journal

• Portfolio

• Observations

• Discussions

• Interviews



• It should be reliable.

• It should be valid.

• It should be simple to operate, and should not be too costly.

• It should be seen by students and society in general.

• It should benefit all students.

Intem Philippines



Who should be involved in assessment?

• The teacher

• The student

• The student’s peers

• Administrator

• Parents



What to do with the information

from our assessment…

• Use it to improve the focus of our

teaching (diagnosis)

• Use it to focus student attention of

strengths and weaknesses

(motivation)

• Use it to improve program planning

(program assessment)

• Use it for reporting to parents



How can we assess student learning?

• Traditional assessment:

o assess student knowledge and skills in relative isolation from real world context.

o Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. (measures lower order thinking

skills: remembering/understanding/ applying)



• Authentic assessment: o assess students’ ability to use what they’ve been

learning in tasks similar to those in the outside world (REAL LIFE SITUATIONS).

o Occurs when the authenticity of student learning has been observed. It requires information from a variety of sources such as content work samples, observation during class activities, and conferences with students.



• Informal Assessment:

teachers’ spontaneous, day to day observations of student performances.

Examples:o Verbal

Asking questions

Listening to student discussions

Conducting student conferences

o Nonverbal

Observing

-Task performances

-On-and off-task behavior

-student choices

-student body language



Informal Assessment

• Strengths

Facilitates responsive teaching

Can be done during teaching

Easy to individualize

• Weaknesses

Requires high level of teacher skill

Is vulnerable to

Bias

Inequities

Mistakes



• Formal assessment: assessment that is planned in advance and used to assess a predetermined content and/or skill domain.

Strengths allows the teacher to evaluate all students systematically

on the important skills and concepts

helps teachers determine how well students are progressing over the entire year

provides useful information to parents and administrators.

Scalable to district/province and national standards



Classroom Assessment HOW Tos:

Ask students to respond in writing to questions or problem Item level: Assessing lower vs. higher skills

Knowledge vs. application, analysis, synthesis, and evaluation

Authentic tasks

e.g. multiple choice, T/F, matching (recognition), short answer, essay, mindmaps,

Paper and Pencil Assessment



• Strengths

o Can cover a lot of material reasonably well

o Fair

o Effective in assessing declarative knowledge of content

o Easier to construct and administer than performance assessments

• Weaknesses

o Require forethought and skill

o Less effective in assessing procedural knowledge and creative thinking (except for mindmaps/concept maps which can demonstrate both creative and critical thinking)

o Items that do a good job of assessing higher level thinking (essay questions) are difficult to score. (unless you applied rubrics from the start)




In a mixed class, where there are

many kinds of learners, how do

we know their current level of

understanding of a lesson topic?

To assess prior learning, we use

the simplified K-W-H diagram

Establishing your baseline: demonstrating knowledge gained

means knowing the level where the class/students began…



MAKE YOUR GROUP’S

KWH DIAGRAM (5 minutes)

K W H

KNOWLEDGE

(what you already know

about ASSESSMENT, )

WANTS

(what you really want to

know about TOPIC)

HOW

(how you think you will

learn this)

1.

2.

3.

1.

2.

3.

1.

2.

3.

A KWH diagram is used to analyze & organize what we already know (or think we know) about a topic. POST these in our gallery




Another effective way is to do a

collaborative mind-map

Of the topic where the main

objective is to “discover” as many

aspects of the topic together prior

any input (lecture, exercise, etc.)


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• Write the column titles…

• Tape this near your group

• You will fill this out as we go along

(as it hits you, during the break or whenever you feel like it)

Learning board

A tool that effectively tells the teacher what is happening inside her students’ minds as the

lesson goes along. She can ask them to do this as a group or as individuals



Performance Assessments

assessment that elicits and evaluates actual student performances

Types of Performances:

Products: drawings, science experiments, term papers, poems, solution to authentic problems, craft-projects

Behavior: time trial for running a mile, reciting a poem, acting tryouts, dancing, playing musical instrument



• Strengths

-Effective for assessing higher level thinking and

authentic learning

-Effective for assessing skill and procedural learning

-Interesting and motivating for students

• Weaknesses

-Emphasize depth at the expense of breadth

-Difficult to construct

-Time consuming to administer

-Hard to score fairly (unless rubrics was collaboratively

designed and negotiated before the learning task)



Portfolios

• A collection of student samples representing or demonstrating student academic growth.

• It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other such items.

• Portfolios are systematic, purposeful, and meaningful collections of students’ work in one or more subject areas.



Importance of Portfolios

For Students

• Shows growth over time

• Displays student’s accomplishment

• Helps students make choices

• Encourages them to take

responsibility for their work

• Demonstrates how students think



For Teachers

• Highlights performance-based activities over

year

• Provides a framework for organizing

student’s work

• Encourages collaboration with students,

parents, and teachers

• Showcases an ongoing curriculum

• Facilitates student information for decision

making



For Parents

• Offer insight into what their

children do in school

• Facilitates communication

between home and school

• Gives the parents an

opportunity to react to what

their child is doing in school

and to their development

• Shows parents how to make a

portfolio so they may do one at

home at the same time



For Administrators

• Provides evidence that

teacher/school goals are being

met

• Shows growth of students and

teachers

• Provides data from various

sources



Three basic models:

• Showcase model, consisting of work

samples chosen by the student.

• Descriptive model, consisting of

representative work of the student, with no

attempt at evaluation.

• Evaluative model, consisting of

representative products that have been

evaluated by criteria.



Disadvantages of Portfolio

• Require more time for faculty to evaluate

than test or simple-sample assessment.

• Require students to compile their own

work, usually outside of class.

• Do not easily demonstrate lower-level

thinking, such as recall of knowledge.

• May threaten students who limit their

learning to cramming for doing it at the last

minute.



Rubric

• It is a scoring guide that seeks to evaluate a student’s performance based on the sum of a full range of criteria rather than a single numerical score.

• Negotiated with the Learners/Agreed upon at the start…

• It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.



Rubrics are scoring criteria for

• Free-response Questions

• Scientific reports

• Oral or Power point presentations

• Reflections/Journals

• Essay

• Laboratory-based performance tests

• Article review or reactions

• Portfolios

• Many others

Intem Philippines



Open-ended Question

During a storm, Wendy noticed that she always heard thunder shortly after she saw a flash of

lighting. Explain why there is a difference of time between

seeing lightning and hearing thunder.

Level of

Performance

Criteria Sample Answer

4Response includes the fact that light travels

faster than sound; makes the connection

with scenario

Light is faster than sound. You

can see the lightning bolt

before sound reaches you.

3Response only mentions the fact that light is

faster than sound; does not relate the

concept of hearing and seeing

Sound travels slower than

light

2Response is scientifically incorrect Sound is faster than light

1Question or parts of question restated Thunder follows lightning

0No answer or answer erased

Sample Scoring Rubric



Concept Mapping/Mind Mapping

• It requires students to explore

links between two or more related

concepts. When making concept

maps, they clarify in their minds

the links they have made of the

concepts and having visual

representation of these links, they

are better able to rearrange or

form new links when new

concepts are introduced.

Intem Philippines



Sample MindMaps



Laboratory Performance

• In this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance within a specific time frame and setting.

• Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation.



Inventories

• Diagnostic Inventories: Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an ability or interest in a particular field.

• Interest Inventories: student responses to questions designed to find out past experience and or current interest in a topic, subject or activity.



• Presentation: a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations.

• Peer Evaluation: judgments by students about one another’s performance relative to stated criteria and program outcomes



Journal Assessment

• This refer to student’s ongoing record of expressions experiences and reflections on a given topic.

• There are two types: one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing.



REFLECTIVE JOURNAL

What

happened?

How do I feel

about it?

What did I

learn?



SYNTHESIS JOURNAL

What I Did? What I

learned?

How I can

Use It?



SPECULATION ABOUT EFFECTS JOURNAL

What happened? What could happen

because of this?



Summary

• A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do.

• Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions.

• Assessment is integrated with student’s day-to-day learning experiences rather than a series of an end-of-course tests.



Why Link Assessment With Instruction?

Better assessment

means better teaching.

Better

teaching

means

better

learning.

Better learning

means

better students.

Better students

mean better

opportunities

for a better life.



Maraming salamat po!

THANK YOU VERY MUCH!

KOB CHAI LAI LAI


Education

Assessment of student learning laos