PROFED

(Assessment and Evaluation

of Learning 1)

�BASIC CONCEPTS

�Test -an Instrument designed to measure any characteristic, quality, ability, knowledge or skill. It
comprised of Items in the area. it is designed to measure.

�Measurement -a process of quantifying the degree to which someone/something possesses a given

trait. ie., quality, characteristic, or feature.

�Assessment - process of gathering and organizing quantitative or qualitative data into an interpretable
form to have a basis for judgment or decision-making, it is a pre-requisite to evaluation. It provides the
information which enables evaluation to take place.

�Evaluation - a process of systematic interpretation, analysis, appraisal or judgment of the worth of

organized data as basis for decision-making. It Involves judgment about the desirability of changes in
students.

�Traditional Assessment - it refers to the use of pen-and-paper objective test.

�Alternative Assessment - It refers to the use of methods other than pen-and-paper objective test
which includes performance tests, projects, portfolios, journals, and the likes.

�Authentic Assessment - It refers to the use of an assessment method that simulate true-to-life
situations. This could be objective tests that reflect real-life situations or alternative methods that are
parallel to what we experience in real

life.
�PURPOSES OF CLASSROOM ASSESSMENT

1. Assessment FOR Learning - this Includes three types of assessment done before and during
instruction. These are placement, formative and diagnostic.

a. Placement - done prior to instruction

• Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.

• Teachers use this assessment to know what their students are bringing into the learning situation and
use this as a starting point, for instruction.

• The results of this assessment place students in specific learning groups to facilitate teaching and
learning.

b. Formative - done during instruction

• This assessment is where teachers continuously monitor the students' level of attainment of the
learning objectives (Stiggins, 2005)

• The results of this assessment are communicated clearty and promptly to the students for them to
know their strengths and weaknesses and the progress of their learning.

c. Diagnostic - done during instruction

• This is used to determine students’ recurring or persistent difficulties.

• It searches for the underlying causes of student’s learning problems that do not respond to first aid
treatment.

• It helps formulate a plan for detailed remedial instruction.

2. Assessment OF Learning - this is done after instruction. This is usually referred to as the summative
assessment.

• it is used to certify what students know and can do and the level of their proficiency or competency.

• Its results reveal whether or not instructions have successfully achieved, the curriculum outcomes.

• The information from assessment of learning is usually expressed as marks or letter grades.

• The results of which are communicated to the students, parents, and other stakeholders for decision
making.

•It is also a powerful factor that could pave the way for educational Reforms.

3. Assessment AS learning -this is done for teachers to understand and perform well their role of
assessing FOR and OF learning. It requires teachers to undergo

training on how to assess learning and be equipped with the following competencies needed in
performing their work as assessors.

�Standards for Teacher Competence In Educational Assessment of Students

(Developed by the American Federation Teachers National, Council on Measurement In Education,

National Education Association)

1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.

2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions.

3. Teachers should be skilled in administering, scoring and interpreting the results of both externally
produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about individual
students, planning teaching, developing curriculum, and school improvement.

5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments.

6. Teachers should be skilled in communicating assessment results to students, parents, other lay
audiences, and other educators.

7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment
methods and uses of assessment information.

ProfEd Assessment of Learning❤

1.Criterion reference test

-the students mastery of objectives

2.Define the instructional objective

-first step in planning an achievement test

3. Standard deviation

-Validity

4.Central tendency

-mean,median and mode

5.Positively skewed score distribution

-most of the scores are low

6.Normal distribution

- mean,median and mode are equal

7.Negatively skewed
�means that students perform well in the said examination or the scores of the students concentrated
on the right part of the curve.

�good performance of the students

8.Normal distribution curve, a T-score or 70

❤two SDsabove the mean

❤ T score=10z+50

❤z=2

9. Mean is to measure of central tendency as quartile deviation

10. Skewed to the right

-most of the students got scores below the mean,which means that the examinees performed very poor.

11. Median

-equivalent to the 50th percentile

12. Skewed score distribution

-scores are concentrated more at one

end or the other end.

13.Skewed to the left

-if the class is composed of bright students .High scores concentrated at the right part of the distribution.

14. -2SD and +2SD in the normal curve

- 95.44

From mean to 1SD is 34.13%

From mean to -1SD is also 34.13%

From 1SD to 2SD is 13.59%

From -ISD to -2SD is 13.59%

The are under the normal curve is

34.13%+34.13%+13.59%+ 13.59%=95.44%

15. Generousity error

�if a teacher gives additional grade to the students who performed well in the class or in the
examination,then he commits generousity error.

16. Mode

�defines as the number that occured most in the distribution most.The distribution is also classified as
unimodal.

17. Formative test

�is done after or during discussion.Feedback from the said exam can be used to determined whether
the students have mastery of the subject matter.

18. Positive discrimination index

�more from the upper group got the item correctly.

19.Norm-referenced statements

�you are comparing the performance of a certain students with the performance of other students.

20.Negatively skewed score distribution

�the student consist of academically good

students

�most of the scores of the students

concentrated at the right part of curve

21.Content validity

�validation that refers to the relationships between a test and the instructional objectives.

�establishes the test measures what it is

supposed to measure.

22. Measures of Variability

�variance

�standard deviation

�range

�interquartile range

�mean deviation
23.Range

�If teacher gets the difference between

the highest score and the lowest score.

�Formula=highest score-Lowest score

24.Positively skewed

�left side of the curve

25.Normal curve distribution -1SD to +1SD

�68.26%

�because -1SD to mean is 34.13%

and from mean to 1SD is also 34.13%

Thus the sum is 68.26%

26.Median

�The scores of the students is a tutorial

class are as follows 82,82,85,86,87,94,98

�the score 86 is the median

�it is the middle most score in the

distribution.

27. 0-.20

�difficulty index range

28. -0.46 discrimination index

�more students from the lower group

answered item correctly

29. Multimodal

�is a score distribution that consist of

more than modes.

30. Median is the most appropriate measure of central tendency to used when the distribution is skewed

31.Negatively skewed distribution

�most of the scores of the test-takers

above the mean

32.Positively skewed distribution

�the mean is greater than the median

33.TOS

�Table of Specification

34. Range(types of variation)

�is easily affected by the extreme scores,if there is a change in either the highest score or lower score
the value of the range easily change.

35. Mean(types pf central tendency)

�easily affected by the extreme scores.

�if there is a changes in highest score

� the mean vallue pulled up

�while if the lowest score become

smaller,the valueis pulled down.

36. Sentence completion test

❤word association test and thematic

appreciation test are all projective test.

37.Anecdotal report

❤are notes written by the teacher regarding incdents at the classroom that might be needs special
attention in the future.

38.Sinforoso Padilla

❤father of counselling in the Philippines

39.Authentic assessment
❤assessment applying real life situation

40. Standardized test

❤to engage in easy scoring

41.Scoring rubric

❤very important and indespensable

42.Assessment for learning

❤emphasis on grades and honors

43.Difficulty index of 1

❤the test is very easy

44.Split half method and Kuder Richardson

❤measure internal consistency of the

test scores of the students.

45. Test-retest measures method

❤stability of the test scores

46.Parallel method

❤measures equuvalence

47.Grading on the curve/norm referenced

grading

❤the performance of a certain student

compared to the performance of other

students in the group.

48.Constructing matching type of test

☝the option must be greater than the

descriptions

✌the direction must state the basis of

matching.

�the discription must be in Column A

and Options in Column B

49.Extended essay test

❤is the most effective measure of

HOTS of cognitive learning objectives.

50. Objective test,completion test and

achievement test

❤demonstrate the ability to recall

factual knowledge

51.Objective test

❤normally measures low-level thinking

skills such as:

�knowledge

�comprehension

�application

52.Standard deviation

❤most important and most stable

measurements of variation

❤It is the average of all the scores that

deviate from the mean value

PROF ED-Principles and strategies in teaching

MET Review summary

1. PART OF COMPREHENSION SKILLS

❤sequencing events

❤critical reading

❤finding the main idea

2.ALBERT BANDURA

❤Social learning theory

❤Modelling(essential in pedagogy)

3.OPERANT CONDITIONING

❤B.F Skinner

❤Reward

4.PERFORMANCE OBJECTIVES

❤Tangible performance changes when

learners undergo the learning process

5.COHERENCE

❤lesson plans to have consistent and

strong connection from start to finish

❤characteristics of the instructional plan

that shows interconnectedness

❤smooth flow from beggining to end

6.EVALUATION
❤finale of goal oriented instruction

7.KRATHWOHL'S AFFECTIVE DOMAIN

❤COVR

❤Characterization

❤Organization

❤Valuing

❤Responding

8.EXPERT POWER

❤shown when teacher makes his student feel that he is knowledgable about the lesson

9. REFERENT POWER

❤shown when teacher makes his students feel important and bieng a part of the group the way they
are.

10. SIGNAL INTERFERENCE

❤when teacher looks in his students eyes to tell them that he disapproves of their mischievous behavior

❤when the teacher put his index finger near the lips to sign silence

11. REWARD POWER

❤is the authority of teacher to give student grade that he/she deserves.

12. WITH-IT-NESS

❤eyes of the back of the head

13. BLOOMS COGNITIVE TAXONOMY

❤ES AnACK

1.Evaluation

2.Synthesis

3.Analysis

4.Application

5.Comprehension

6.Knowledge

14. TIME LINE

❤most appropriate use for Phil. Lit.

15. HARMONOUS CLASSROOM

MANAGEMENT

❤The application of lessons in students

daily life

16. SEQUENCE CHAIN

❤best use for Water Cycle

17. CRITIQUING SESSION

❤allows the evaluation of members

work by the group and it encourage the

giving of constructive comments on

how to improve the work.

18. COHERENCE

❤is shown when all the parts are

connected and related

19. SIMULATION

❤allowed students to put into use the

lesson taught by the teacher

❤game technique operates on the

principle "I am what I should be"

20. DRILL METHOD

❤repeat the procedures again and again which will lead to mastery eventually

21. ANECDOTAL RECORD

❤contains the significant /untoward incidents /report that happen with students

22. INTRAPERSONAL INTELLEGENT

❤independent

23. VENN DIAGRAM

❤used to compare and contrast

24. FISHBONE DIAGRAM

❤cause and effect

25. TEACHER

❤best classroom device

26. EFA /EDUACTION FOR ALL

❤practice of inclusive education

27. MOCK UP

❤best use of how blood circulates in the

heart

❤allow the student to manipulate the

device

28. REALIA

❤best to use in class when its feasible

29. MODEL

❤tangible and scaled replica of something

❤globe is very good example of a model

30. DIVERGENT QUESTION

❤HOTS

31. WATCHING DEMO(EDGAR DALES CONE

OF EXPERIENCE
❤allows the child to learn better rather

than hearing and listening

32. WITH-IT-NESS

❤A teacher is aware of what happening

is his classroom

33. REFERENT POWER

❤teacher shows loving attitude towards

students

❤teacher gives his students a feeling of

trust,compassion and acceptance

34. FIRST DAY OF SCHOOL

❤the best time for teachers to set routine

and rules for students to follow

35. LOW PROFILE DISCIPLINE

❤the teacher manages misbehaviour of

students without distrupting lesson

❤Example:signal interference and

proximity

36. ROLEPLAY

❤allows the child to show his/her own personal emotions and therefore is a good option when focusing
on attidunal change
37. PHILIP 66

❤technique wherein the group is divided into 6 and allows them to discuss within 6 mins.

38. CLOSED-ENDED QUESTION

❤limits the creativity of students response

39. JEROME BRUNER

❤Discovery learning

❤Spiral Curriculum

❤postulated that learning is a simultaneous process of AQUISITION,

TRANSFORMATION AND EVALUATION

40. HIGH SCHOOL YEARS(ERIKSON)

❤a person is faced with the dilemma of

finding his or her identity

41. ALBERT BANDURA(SLT)

❤Modeling

❤Social Learning Theory

42. PORMA OVER SUBSTANCE

❤focuses more on design and embellishment rather than the content of report

43. COHERENCE OR RELATEDNESS

❤of elements and parts from the start to the end must be observed in instructional plans

44. KRATHWOHLS AFFECTIVE DOMAIN

❤COVResRev

1. Characterization

2. Organizing

3. Valuing

4.Responding

5. Reviewing

45. CRITERION

❤an acceptable standard of

performance

❤degree of accuracy

46. BLOOMS TAXONOMY

❤ES An ACK

1. Evaluation

2. Synthesis

3. Analysis

4. Application

5. Comprehension

6. Knowledge

47. CONSENSUS DECISION MAKING

❤the teacher allows his students to arrive into one specific plan action through gathering the majority
desicion.

48. TASK ANALYSIS MODEL

❤FaCoPrinGe

1.Facts

2. Concepts

3. Principles

4. Generalization

49. IPPD

❤Individual Plan for Professional

Development

❤is a tool that serves as a guide for the

professionals continous learning and

development

❤structured that every professional

regularly and individually prepares,

implememts,monitors amd updates

the plan

50. IPT/INFORMATION PROCESSING

THEORY

❤asserts that when learners treat

information as personal and as a part

of his /her schema then retrieving

concepts contextually is a lot easier

51. GUIDANCE

❤enables teachers to help learners

acquire skills according to vygotsky

❤Scaffolding

52. SHARED VALUES

❤vision-core values

53. ALL STAKE HOLDERS

❤should practice TQSM-Total Quality

School Model

54. TECHNICAL SKILL

❤general term to adress the

competency needs of various industries

55. HIGHLIGHTING

❤uses colored writing instruments such

as "stabilo highlighter" to emphasize

key points

56. PEER REVIEW

❤allow classmates to critique another

classmates work

57. FLEXIBILITY

❤allow the students to show creativity

58. GLOBAL EDUCATION

❤allows students to be more

accepting/ tolerant of other cultures

59. STAKEHOLDERS

❤include teachers,parents,

administrators and members of the

community

❤are the key players of any system/

organization/process

60. QUALITY EDUCATIONAL SYSTEM

❤adequate

❤complete

❤integrate

61. ENRICHING ENVIRONMENT

❤something that allows a highly diverse

class to optimize their learnig

62. ALS-ALTERNATIVE LEARNING SYSTEM

❤lifelong and is acquired from real life

activities and interactions including play

63. FLUENT STAGE

❤wherein student is no longer

dependent on pictures while reading