Assessment in Learning 1, Papers of Education Planning And Management

Download Assessment in Learning 1 and more Papers Education Planning And Management in PDF only on Docsity!

Assessment in

Learning 1

(Prof Ed 6)

Dr. Theresa L. Castro

Mr. Marlon V. Rufino

Mrs. Diezabel V. Esguerra

Ms. Romellen T. Gonzalvo

COURSE BRIEF OUTLINE

I. PRELIMINARIES

A. Curriculum Program : BSED/BSIE/BEED

B. Course Code : Prof Ed 6

C. Course Title : Assessment of Learning 1

D. Credit Unit : 3 Units

E. Time Duration : 3 hrs/week (54 hrs/sem)

F. Pre-requisite : N/A

II. COURSE DESCRIPTION

III. This is a course that focuses on the principles, development and utilization of

conventional assessment tools to improve the teaching-learning process. It

emphasizes on the use of Assessment of, as and for, in measuring knowledge,

comprehension, and other thinking skills in the cognitive, psychomotor or affective

domains. It allows students to go through the standard steps in test construction and

development and the application in grading systems.

IV. COURSE OUTCOMES

CO 1 Demonstrate current, research-based knowledge and understanding of the

basic concepts and principles of assessment and how they are applied in

teaching and learning;

CO 2 Identify learning outcomes that are aligned with learning competencies;

CO 3 Demonstrate knowledge in designing, developing, selecting and using

appropriate diagnostic, formative and summative assessment strategies in line

with K to 12 standards, guidelines and requirements;

CO 4 Demonstrate knowledge of monitoring and evaluating learner progress using

learner attainment data; and

CO 5 Demonstrate understanding of the role of assessment in making instructional

decisions.

V. STUDENT OUTCOMES

Student Outcomes

After graduation, the students should have

1. Acquired knowledge on the basic concepts and principles on test,

measurement, assessment and evaluation.

2. Acquired skills in constructing pen and paper test.

3. Used assessment data in developing different assessment tools.

4. Disseminated concepts and principles on test, measurement, assessment and

evaluation to peers.

5. Established linkages and/or partnership with other programs in developing

standardized tests.

B. True or False Directions. Analyze the following sentences. Write True if the statement is correct, and False if the statement is incorrect. Place your answers before the number.

___________ 1. Learning targets must be stated in behavioral terms. ___________ 2. Assessment method must be congruent to the instructional objectives given by the teacher. ___________ 3. Learning targets are the lessons that the teacher would like the students to learn in a subject. ___________4. The suitability of assessment tool for the topics discussed is least considered when preparing a test. ___________ 5. Learning targets must be a clear description of what teachers should know and able to do. ___________6. Traditional method of assessment involves the demonstration of student’s actual performance of what he/she learns in class. ___________7. One purpose of assessment is to determine students who perform high in class. ___________8. Outcome based education is student-centered. ___________9. Objective measurement is more stable than subjective measurement. ___________10. We use the results of assessments to judge the quality of pupils’ performance in class. __________11. We administer placement test to assess if the students achieve the course objectives. __________12. The right assessment methods aligned with the learning objective is a component of high quality assessment. __________13. Paper and pencil test is a tool of assessment used in traditional method. __________14. In implementing outcome based education, we need to identify the educational objectives of the course. __________15. Assessment helps determine the students’ strength and weakness.

EXPANDING YOUR KNOWLEDGE

A. BASIC CONCEPTS

Assessment has always been a regular activity of your student life. Have you ever thought why are you being assessed? The overview of assessment will clarify fundamental ideas about assessment which will give you greater understanding about what assessment is, its classification, and purpose. There are other sub-topics of assessment that will not be mentioned in this module but will be included in your assignments and further readings. So begin your journey and start reading!

Assessment is a method of gathering your school performance data that aims to collect information to specify and verify problems concerning your learning achievement. Thus, your teacher can make decisions regarding your learning performance. It is essentially taking a sample of what you do, making inferences, and estimating the worth of your actions. Some proof of your learning success can be manifested in your tests, written works, journals, portfolios, and other learning tasks (Navarro, et al., 2017).

They are:

Assessment For Learning – This is being used by the teacher to find out the extent of what you know and what you can do and thereby see the gaps in learning that you might have. Teacher creates assessments that will determine if the intended learning targets are achieved by you and to address the gaps that occur during the process of your learning formation. This is also referred as formative assessment ; wherein its result serves as a proof that you have achieved the desired learnings targeted by your teacher.

To illustrate this type of assessment is when your teachers use questioning, quizzes, and other means which are useful and essential in curriculum design and instruction. It may also include pre-test and post-test.

Assessment Of Learning – It is usually given towards the end of a course or a unit in a semestral term. It is being done to determine if you have achieved the instructional goals and for your teachers to give you an equivalent mark or grade. What is the best example for this_? Your mid-term or final examinations._

Assessment As Learning – Its main focus is on how you efficiently manage your own learning. It gives important emphasis on metacognition (an awareness of one’s thoughts and processes). It assumes that learning is not only about someone who is knowledgeable in transferring ideas to someone who is not. It means that you, as students, should not only be passive learners but should be actively engaged in your

To know more about our lessons for this unit, let us begin our discussion. Read and understand very well each topic to gain more meaningful and fruitful learnings.

There are various approaches to Assessment which you need to know

1. ASSESSMENT

Purposes of Assessment

You can gain a better understanding of assessment by studying its purposes. Let us read and learn. We need to conduct an assessment to the learners so we, the teachers, can:

inspire and motivate you to focus on your study predict success in your future employment

provide feedbacks to improve your learning provide feedbacks for your lecturer/s

diagnose your strengths and weaknesses help improve our methods of teaching

help you develop your skills of self-assessment make the course appear creditworthy to other institutions and employees.

provide a profile of what you have learned help you select future courses

determine if you are capable of receiving a passing or failing mark. help you acquire license to practice profession

I am sure that you are already acquainted with the preceding words, but still confused about their meanings and their relationships with assessment. Go on with your reading and find out the meaning and the differences of the following terms:

It is an organized method of obtaining information from your progress in terms of knowledge, skills, behavior, and aptitude by exposing you to a particular set of questions to obtain a score. It is used to interpret whether you have or have not achieved the learning targets and competencies set by your teacher.

Tests may be categorized into :

Standardized Testing – The same test is uniformly administered to all students which means the questions, the allotted time, and the mode of scoring are all the same.

What are the Examples of Standardized Test

a. College Admission Test

b. Aptitude Test

c. International Comparison Test

d. Psychological Test High Stakes Testing – a man-made test which utilized the test results for important judgment or decision concerning the following matters:

a. Students getting promoted to the next grade level b. Students receiving a high school diploma c. Accreditation of schools d. Financial incentives for schools based on students' test performance on high-stakes test. e. Principal and teachers being reassigned to other school as promotion f. Hiring employees/teachers in an organization

TEST is one of the many types of assessment and the FYI most commonly used method of making measurements in Education.

2. TESTING

As a student, there are several types of test that are given to you for specific purposes. Read the following topics to know more.

Common Types of Test

a. Diagnostic Test – It is used to determine your individual difficulties by knowing your strengths and weaknesses prior to instruction so proper intervention can be done by your teacher. b. Placement Test – It is a test intended to assess your particular knowledge or capability in different subjects so as to assign you to fitting courses or classes.

c. Proficiency Test – It is designed to gauge your insight and capacity in a language.

d. Achievement Test – It is a test given at the end of a course to assess if you are able to achieve the course objectives.

e. Aptitude Test –– It is intended to evaluate your capacity, of what you can do, and what you can achieve in your learning to determine how well you perform in the future.

Measurement - is the assignment of a quantitative description of the pupils’/learners’ performance. The most common example in classroom is when your teacher administers a quiz test or term examinations and gives a score. On the other hand, when we measure objects, we use some standard instrument to find out the length, mass, temperature, degree, behavior, and other things that we would like to find out. Such instruments may be a ruler, scale, thermometer, pressure gauge, etc.

Types of Measurement

Objective (as in testing)

Objective measurements are those that reveal nearly the same results even if it is done repeatedly. It involves impartial measurement and to determine the objectivity of a measure, one needs to assess its reliability.

Subjective (as in perceptions)

Subjective measurement - indicates measures concerning the actual experience of an individual, his feelings or emotions, and opinions that are commonly subject to disagreement.

Another terminology that you need to know is………

NOTE: Since we are discussing assessment of learning, our discussion is focused on measurement and evaluation related to the school performance of the learners and instruction in education.

3. WHAT ABOUT MEASUREMENT?

When we say trend, it means that there is a movement toward development or change. The curriculum has undergone several changes. We have been used to the traditional kind of education in which the teacher is the sole source of knowledge. What you have been doing in the past years of your school life is to listen attentively to your teacher during the discussion of your lessons. Once you have completed all the lessons, activities, take the exams, and pass, your teacher assumed that you have achieved the desired knowledge and skills that you should possess. Let us take a look at this development in education if the traditional method of instruction still fits in.

Envision yourself as a newly hired teacher to teach a third-grade class. You are in quandary as to what a third-grade needs to learn. How would you plan your lessons and how would you assess them? How would you give feedback to their parents about their achievements in learning? If you have a complete guide of the set of learning and competencies they need to acquire in the whole duration of their learning experiences, not only in grade 3 but for their entire k-12 experience, then you can adhere to the standards the education institution prescribed. The standard will guide you to ensure the quality of education you can provide to your pupils. So to give you more idea about standards and some developments in education, read our lecture below.

1. Standard Based Education - is a system of teaching and learning that focuses all elements of the educational experience, including teaching, assessment, grading, and reporting on standards that span all throughout a student's schooling. But what is a standard? A standard is a succinct, clearly

written description of what a student should know and be able to do after the lessons are taught

Outcome-Based Education (OBE) - is a learner-centered approach to education which emphasizes what learners can demonstrate of “knowing and doing.” OBE reforms sets well-defined guidelines for observable and quantifiable outcomes. Outcomes may include parameters of competencies and capabilities, such as “Student can apply basics of nutrition related to sports” or “Student can explain the basics in playing basketball sport.”

a. Implementing Outcome Based Education

Description

1. Identify educational objectives of the subject or course

Educational Objectives are stated this way: At the end of the lesson, student can understand the concept and other terminologies in Assessment of Learning

2. List learning outcomes for each subject or course

Learning outcome is stated this way: At the end of the unit, the student can explain the differences among assessment, measurement, and evaluation

3. Drafting outcomes assessment You need to identify the data necessary in the selection of

We are moving up to the next lessons and the last topics of this unit. This has something to do with TREND. Read and know the meaning of that word and get ready with our succeeding lessons.

6. RECENT TRENDS AND FOCUS IN EDUCATION

Another shift of educational focus is from content to learning outcomes. Traditionally, the focus of

instruction was content and subject matter, but it has evolved and changed to what we call “ Outcome

Based Education.” But what is Outcome Based Education? Let us proceed.

According to Navarro, R.L., Santos, R.G & Corpuz, B.B., (2017), to implement outcome-based education on the subject or course the following are recommended:

Hansen (1989) stated that outcome-based education stresses curriculum alignment and instructional method which would center on the goal and the result. Outcome-based education to curriculum aligned puts emphasis on teaching the stated or written curriculum. According to Hansen, the following are:

b. Principles of outcome-based education

1. Outcomes or objectives are publicly and clearly stated
2. Teaching is focused on the stated objectives
3. Frequently monitors student’s learning
4. Adjustment of the learning process to allow students obtain proficiency of learning the objectives
5. Assessment is aligned to the objectives and the authentic student learning

William Spady (1994), on the other hand, also gave the following:

Four OBE Fundamental Principle

c.1 Clarity of focus c.2 Designing down c.3 High Expectations c.4 Expanded Opportunities

Outcome-Based Education in the Philippines in an aftermath of the pervading clamor of education change worldwide which led to the creation of the Enhanced Basic Education Act of 2013, Philippine Qualification Framework and the CHED Order No. 46.

OBE is an approach to education that aims to produce students that satisfy the demands of highest standard required in the specific field of work. The standards are incorporated in the program outcomes which are translated into instructional goals and objectives. These same components should lead to selecting topics, what topics to include, how to teach, and assess them at the highest standards required by the actual workplace.

d. Institutional, Program, Course and Learning Outcome – An institution is expecting you to demonstrate the following outcomes in three or more than three years after graduation: d.1 institutional outcome; d.2 program outcome; d.3 course; and d.4 learning/instructional/lesson outcomes.

procedure assessment tools.

Assessing Learning

Name: _________________________________________________________________

Section: ____________________________ Date: ___________________________

Activity 2

Directions : Using a concept map, illustrate the relationships of Test, Measurement, Assessment, and Evaluation. Write a short paragraph explaining your answers. Use the space below.

RUBRIC FOR ACTIVITY 1

Criteria + points Description

Completeness (4)

The question is directly answered and the response is meaningful and makes sense. Answers show that the student spent time thinking and preparing the answers.

Knowledge or ideas (10)

The response shows complete understanding of the concept and is expressed in own words. If possible, there is a real-life example to show connection and understanding of the concept.

Writing Skills (3) The sentences are complete with few grammatical and spelling errors.

Neatness (3) Answers are written neatly and legibly.

http://qm.riosalado.edu/resources/SyllabusDB/SocialSciences / Rubric_Short_Answer.pdf (with slight modification)

RUBRIC FOR ACTIVITY 2

Concept Map

Criteria + points Description

Identification of concepts (5)

Map identifies the important concepts and provides evidence of understanding of knowledge domain on multiple levels.

Evidence of hierarchical organization and use of example (5)

All concepts are organized hierarchically with clarity and with extensive number of relevant examples and links.

Descriptive connectivity of links (5) Succinct and accurate description of all relationships through links.

Critical Thinking and Communication (5)

Map provides evidence of complex critical thinking that allows for exceptional level of understanding

Adapted from Jennings, D. (2012) Short URL: https://carleton.ca/experientialeducation/?p=

OVERVIEW

As the master of his craft, the teacher is considered to be knowledgeable and expert in

terms of the content and its delivery. As a requirement for successful teaching and learning, the

teacher should carefully plan all his teaching activities and students' tasks.

Referring to all the standards in content delivery and targets set will be the initial step to

ensure the plan's accomplishment. Perfect execution of teaching tasks and students' activities

should be carefully implemented. To ensure the success of its achievement and acquisition, proper

assessment procedures must also be carried out.

SETTING UP

A. Direction: What type of learning is associated with each of the following objectives? AF = affective or PS = psychomotor? Write the LETTER only in the space provided. Given an oral description of a material, the students will sketch it. The student will accurately adjust a microscope. The student will justify the importance of at least one governmental policy. The student will eventually abide by a set of legal and ethical standards. The students will create an original game requiring physical movements. The student will listen while others express their point of view. The student will respond to the call for volunteers to plant a tree in a public park. The student will identify a type of fabric by its feel. The learner will compute the volume of a pyramid, cone, and cube correctly.

B. Direction: Classify each objective as to its dominant level of learning in the cognitive domain. Write the LETTERS only on the space provided. K = Knowledge An = Analysis C = Comprehension

S = Synthesis AP = Application E = Evaluation The learner will list five major cities in the National Capital Region. Given local materials, the learner will design a basket. The student will construct a graph showing the imports of the Philippines for the last five years. Given a poem, the learner will identify the figurative language used by the author. After the discussion on the charter change, the learner will write a one – paragraph composition on his stand on the issue. After studying the 1896 Philippines revolution, the student shall be able to explain the reason for its failure. The learner will compose a motto on saving mother earth. The learner will solve four-digit multiplication problems. The learner will correctly calculate the measurements of a pyramid, cone, and cube. After reading a brief story, the learner will classify its plot.

UNIT II – TARGET SETTINGS

LEARNING OBJECTIVES

At the end of the unit, I am able to:

1. analyze the difference between standards-based and content-based assessment;
2. illustrate clear learning targets;
3. give examples of constructive alignment;
4. compare the assessment of, assessment for and assessment as learning; and
5. apply correct procedures in writing clear learning targets concerning course outcomes.

EXPANDING YOUR KNOWLEDGE

A. STANDARDS - BASED ASSESSMENT

Any assessment process in the field of Education must be

based on a set of standards. Assessment without standards will

yield uncategorized certification of accomplishments or

competencies to be acquired by the learners. It is vital in every

teaching and learning aspect to identify a set of standards to

anticipate and prepare the flow of proceedings in teaching-

learning situations.

Standards-based assessment must be rooted in the learning

outcomes that have to be given to learners. Learning outcomes are

commonly derived from the policies made by educational learners

cascaded down to the learning institutions. The thrust of today's

learning is all about Outcomes-Based

Education (OBE).

One of which is the Most Essential Learning

Competencies or MELC from the Department of Education

(DepEd). According to DepEd, “MELC is defined as what the

students need, considered indispensable, in the teaching-

learning process to build skills, to equip learners for

subsequent grade levels and, subsequently, lifelong learning.

Moreover, they added, "The MELCs will enable the Department

to focus instruction on the most essential and indispensable

competencies that our learners must acquire, as we anticipate

challenges in learning delivery."

For higher learning institutions, the assessment standardization basis is aligned in the

policies in operation and establishments of courses. HEI Curriculum consists of standards, policies,

and procedures regarding the setup of curriculum offerings up to evaluation, leading to the

standardization of assessments.

Standards-based assessment requires technicalities in its development. The teacher or the

facilitators of learning a particular subject, facilitating one specific subject matter, must be

equipped with basic and advanced knowledge regarding the clustering of competencies. The

grouping of skills also requires setting up of clear learning targets. Both teachers and learners

must appropriately identify clear learning targets. Clearer learning targets will supplement the

setting up of the standards-based assessment.

 Clarity of Learning Targets

Standard learning targets are targets given by education authorities to maintain the consistency of expected performances manifested by the learners. According to Bonnie Houck, Ed. D. (https://www.houcked.com/blog/learning-targets/), “ a learning target is a statement of planned learning for students based on the standards. A learning target stipulates and unpacks the outcomes and stipulates what students can do during and after the lesson or lesson series. Learning targets are in student-friendly

To know more about our lessons for this unit, let us begin our discussion. Read and understand each topic very well to gain more meaningful and fruitful learnings.

( Source: creativecommon.com)

( Source: creativecommon.com)

In figure 3, an illustration depicts the difference between aligned and unaligned intended

learning outcomes.

The diagram in figure 5 simply implies that the teacher's intention is entirely off–tangent to the outcomes to be assessed in the future. Students will simply rely on the assessment's objective but lose a hand on the true essence of the learning target. So, the activity resorted to "pass the test only." The diagram on the right is entirely the opposite of the first one. You can see the intentions of all aspects are the same. It is carefully aligned with the aims of the teacher, students' activity and exam assessment.

TYPES OF STANDARDS

Teachers of any educational setting should ensure that the learning standards are in place and adequately identified. To make up a more comprehensive and feasible learning standard, then it should be composed of the content and performance standards.

CONTENT STANDARDS

Standards for content selection are actions related to educational processes and practices for instruction and assessment. The effort aims to deliver contents or topics in such a way that topics are generally the same across all parts of the locality but can be modified into a local context without changing the curriculum's aim. The selection of contents or lessons is very vital to the attainment of learning outcomes. Content standards were constructed to increase students' success by recognizing the knowledge, ideas, and skills that students should get at each grade level. Content standardization leads to assessment standardization.

The following are the observations from the concepts and discussions regarding content standards:

1. Content standardization is based on the existing policies issued by educational authorities.
2. The Philosophy of the school, vision and mission is also the basis of the selection of the content.
3. Content standardization was also aligned with the approved curriculum of education authorities.
4. Standardization also involves the participation of school stakeholders.

In the Philippines, the observations mentioned above are pretty much evident. Our educational system is hooked up with the process of following the standards for selecting the content. As to the criteria in the selection of the content, Alvior (2015) suggested the following:

a) INTEREST. Content should also arouse and realize the importance of it to the learners. The fundamental significance should be emphasized to sustain interest. b) SELF-SUFFICIENCY. The term simply means the topics are well adequate to provide the accomplishments of intended learning outcomes. It can attain the domains of the learning objective, namely the affective, cognitive, and psychomotor. c) SIGNIFICANCE. The application of the content to the real-life situation of the learner can be well utilized. d) VALIDITY. The lesson assigned is corresponding to the learning outcomes to be attained. e) UTILITY. Content should also provide the application to a real-life situation. It must provide activities that will simulate the actual work that learners may end up in the future.

Source: http://www.itu.dk/~brabr and/teaconc.pdf FIGURE 5: An aligned vs. aligned course

f) LEARNABILITY. The topic should also be catering to diverse types of learners. It should be presented in a manner wherein fast, average, and the slow learner will learn the topic in their pace. g) FEASIBILITY. Content as much as possible should be accurate or applicable to the context of the learning situation. It should be applied to the settings wherein the learner will use it most.

PERFORMANCE STANDARDS

The standards are written to support and promote specific desirable learners' behaviors in a particular task. In teaching and learning, the basis for standards is the attainment of minimum competencies required by the course learning outcomes.

Performance standards are the teacher's definitive guide and the learner regarding what has to be acted and carried out required by the competencies in the target learning outcomes. Teachers should see to it that any assessment instrument's creation should agree with the targeted standards of the performance.

The course's learning outcomes show the range of objectives for students; the criteria describe the performance that will be assessed. These must align with, and provide coverage of the learning outcomes. The standards then discuss the characteristics of performance in terms of each of these criteria at each rating level.

Characteristics of Good Performance Standards

According to Hicks (2020), all excellent performance standards have many of the following ten characteristics:

1. Clear performance standards are easy to understand.
2. Clear performance standards are related to the explicit values of the organization.
3. Clear performance standards relate directly to the mission.
4. Tools and technology must support clear performance standards.
5. Clear performance standards are measurable.
6. Precise performance standards measurements must inspire confidence.
7. Clear performance standards are attainable.
8. Clear performance standards are trainable.
9. Performance standards are consistent.
10. Clear performance standards should not be confused with one another. In summary, the content standard adds to the teaching technique that students should know and do. It provides the most meaningful and stable learning, topics, principles, skills, and ways of thinking. Performance standards give the teacher a hint of how well the students have to do their job. It also offers product or performance as proof of learning or achievement of the standard of content.

Shown in Figure 6 is the relationship between learning competencies, content, and performance standards:

FIGURE 6: Relationship of Learning Competencies, Performance Standards and Content Standards