Classroom Assessment – Identifying, gathering, organizing & interpreting

Basic Concepts:

Test – tool, intrument, gather data

Evaluation – judge data

Assessment – interpret data

Measurement – quantify data

Shift of Educational Focus from Content to Learning Outcomes CMO 46 S 2012

OBE – a call for a quality and accountability in education, tranformational

-focuses on what students can actually do after taught.

Immediate Outcome – instant changr of behaviour of learning

Deffered Outcome – long term, by time

Outcome Based Teaching & Learning

-Intended Learning Outcomes

-Teaching & Learning Activities

-Assessments Task

(Constructive Alignment of the 3 above is required)

Learning Outcomes in Different Levels

Lesson Outcome – topic, most specific

Course Outcome - subject

Program Outcome – a graduate should attain at the end of the program

Degree Outcome (Institutional Outcomes – graduate attributes)

Institution’s Vision & Mission

-Relevant source of students learning expectations

Plan – outcomes

Act – improve

Do – teaching and learning

Assessment – check

Principles of OBE

Designing Down – specific

Clarity of Focus

High Expectations

Expanded Opportunities

Student Learning Outcomes – what we want our students able to do

Outcomes – clear leaning results that learners have to demonstrate.

Content Standards

Performance Standards

Learning Competence

Competence – master of knowledge, skills, attitude or a.k.a. 3 domains of learning.

Create

Evaluate

Analyze

Apply

Understand

Remember

6 levels in the Cognitive Domain

Creating
Evaluating

Analyzing

Applying

Understanding

Remembering

Bloom Affective Domain

Internalising

Organizing

Valuing

Responding

Receiving

Psychomotor Domain

Naturalisation

Articulation

Precision

Manipulation

Imitation

Marzano New Taxonomy

Knowledge Domain – provides content

Information, Mental & Physical Procedures

Cognitive Domain – processes all the necessary information.

Knowledge retrieval, comprehension, analysis, knowledge utilization

Metacognitive System Domain – set goals and keep track of how well they are being achieved
Self System – decides whether to continue the current or behaviour or engage in new activity

-beliefs about the importance of knowledge, Efficacy, emotions associated with knowledge

Determining the progress towards the attainment of Learning Outcomes

Purpose of Assessment:

Assessment FOR Learning (done before or during instruction)

Placement – place student in specific learning, Strength

Diagnostic – strengths & weakness

Formative – monitors progress

Assessment OF Learning (done after learning)

-INTEGRAL part of teaching – learning process

-find out if the learning objectives were achieved

-assigned grades

Summative Assessments

Exam

Assessment AS Learning (Self – Assessment)

Teacher – understand and perform well their role of FOR and OF Learning.

-reflection

Mode of Assessments

Traditional – pen and paper test

Authentic – real life situations

Alternative – methods other than paper & pen test, ex. Oral, Moving quiz

Performance – demonstration or product

Portfolio – multiple indicators of student progress

Assessing Student Learning Outcomes

Traditional Assessment

Selected Response Type :

Multiple Choice

Alternate Response

Matching Typye

Constructed Response Type:

Short Answer

Problem Solving

Enumeration

Paper & Pen Test, Recall, Contrived

Authentic Assessment

Essay, Performance, Simulation, Application

-ask students to perform real world task

-meaningful performance task

-clear standards and public criteria

-quality products and performance

-postive interaction

-emphasis on Metacognition

Non Test Assessment of Learning

-a formative assessment

-informal, impromptu feedback

-students ability is measured through real task

-portfolio, teacher observation, slates, daily assignments, journal, games, projects, debates, checklist,
panel discussion, demonstration, problem solving
Performance Assessment

Product – Output

Process – Demonstration

Demonstration

Creation

Criteria in Selecting Performance Assessment Task

Generalizability

Authenticity

Multiple Foci

Teachability

Feasibility

Scorability

Fairness

Criterion – score is compared to standard

Norm – students score is compared to another student’s score

Ipsative – own new score compared to own old score

Contextualized Assessment – focuses on students construction of functioning knowledge (Authentic)

Decontextualized Assessment – written exams (Tradition)

-focuses on declarative and procedural knowledge

-no direct connection to real life context

Portfolio Assessment – systematic and organized collection of students work.

Showcase – best output

Process – cognitive & psychomotor progress

Evaluation – diagnose students learning

Documentation – learning progress, has annotation (comments)

Included in Portfolio:

Artifacts – academic output

Reproductions – students work outside the classroom

Attestations – Evaluative notes of a teacher

Production – goals, reflections and captions

Elements of a Portfolio

Drafts

Dates

Entries

Table of Contents

Cover Letter

Reflections

Stages of Portfolio Development

Set Goals

Collect

Select

Organize

Reflect

Evaluate

Exhibit

Principles of Portfolio Assessment

Content – subject matter that student is important to learn

Learning – students become an active learner

Equity – Allow students to demonstrate their learning styles and multiple intelligences
Equality – fair given

Types of e Portfolio

School Centered – assessment OF learning driven, exam,

Student Centered – assessments FO learning driven

Assessment – support institutional outcomes assessment(intermal)

Learning - Self assessment (students)

Career – showcasing their achievements to employers

Scoring Rubric

Hollistic – general or overall impression

Analytic – specific and describes levels of performance

General – task or skill

Task – Specific – assess skills specificnto a given problem

Likert Scale – express in AGREE or DISAGREE

Rating Scale – almost same in LIKERT but in numeric

Types of Paper and Pencil Test

1. Selected Response Test

A. Binary Choice Items – gives students only two options
> True or False
-avoid giving clues
-avoid using specific determiners like always, never, all, usually
-avoid using trick questions
-keep item length similar
-avoid using negative statements and double negatives
-include only one sentence.

B. Multiple Choice Items

- students are asked to choose a correct or best answer out of the choices

Stem – question
Multiple Choice

Incomplete Statement form

Negative Stem

Group Options

Contained Options

Matching Type = Association Test

-has 2 columns

Column A – Premise

Column B – Response

Perfect Matching – a response is the only answer to a premise

Imperfect Matching – a response is the answer to more than one premise

Constructed Response Test – avoid open ended questions, put the blank at the end, use only one blank,
blanks for the answers should have equal length, provide sufficient answer space.

Short answer

Enumeration

Cloze Test

Fill in the blank

Identification

Essay

Do’s and Dont’s in Test construction

1. Thou shall not provide opaque directions

2. Thou shall not employ ambigous statements in your assessment items
3. Thou shall not provide students clue
4. Thou shall not employ complex syntax in your assessment item
5. Thou shall not use vocabulary that is more advanced than required.

Scoring Biases & Errors

Internal Errors:

Health

Mood

Motivation

Test taking skills

Anxiety

Fatigue

General Ability

External Errors:

Directions

Item Ambiguity

Heat in Room

Lightning

Sample of Items

Observer differences and Bias

Test Instruction

Phases of Making a test

Phase 1 – Planning Stage

Phase 2 – Test Construction

Phase 3 – Test Administration

Phase 4 – Evaluation Stage

Item Analysis: Difficulty and Discrimination Index

Negative Discrimination – more from the lower answered correctly

Positive Discrimination – more from the upper group answered correctly

0 -. 2 – very difficult – reject

. 21 -. 40 – difficult – revise

. 41 -. 60 – moderate/average – retain

. 61-. 80 – easy – revise

. 81-. 1.00- very easy – reject

Principles of a High Quality Assessment

Objectivity

Appropriate

Balance

Validity – intends to measure

-Face Validity (Physical Appearance)

-Construct Validity (Convergent = connected but not same, Divergent = same but not connected)

-Content Validity – align to intended learning outcomes

Reliability – consistency of score

-Test – Retest – repetition of the same test

-Parallel, Equivalent Forms – 2 parallel form of test to the same group of students

-Split Half – Set A Set B, divided into two equivalent halves

-Kuder Richardson – correlating the proportion/percentage of students passing and not passing

Fairness – eliminating personal biases and giving all students equal opportunity

Practicality & Efficiency – usability

Authenticity

Test Validity Enhancers

TOS
Appropriateness of test items

Directions

Reading Vocabulary

Sentence Structure

Identifiable Pattern of Answer

Improper Arrangement of Test Items

Inadequate Time Limits

Test Reliability Enhancers

Use a sufficient number of items

Make sure the assessment procedures

Types of Test

Administration

1. Individual
2. Group

Mode of Response

1. Oral
2. Written
3. Performance

Scoring

1. Objective
2. Subjective (Essay)

Sort of Responsesn Being Emphasized

1. Power – more time more difficult

2. Speed – limited time =easy

Test Construction

1. Standardized
2. Teacher Made

Types of test
Personality – emotional and social adjustments

Intelligence

Attitude

Achievement – mastery of skills

Sociometric – likes and dislikes

Career – occupational

Range – highest variable – lowest variable

Variance

Standard Deviation – more spread out = score heterogeneous

More clustered = score are homogeneous

Percentile – divide the set of scores into 100 (norm reference)

Quartile – divide the set of scorers into four

Decile – into 10

Stanine – divide into 9

Positive Correlation - increase

Negative Correlation – decrease

Non Correlation – no connection

Measure of Shapes

Leptokurtic -

Mesokurtic -

Platykurtic – the narrowest

Skewness

Positively skewed – low scores

Symmetrical Distribution
Negatively skewed – high scores

K12 grading system

Checklist and anecdotal records can br used for grading

Written Works

Performance Task

Quarterly Assessment