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Preliminary Concepts and Recent Trends, Summaries of Educational Mathematics

Foundation University (FU)Educational Mathematics

At the end of the lesson, students should be able to: a. Explain the basic concepts and principles in educational assessment; b. Discuss on the role of assessment in making instructional decisions to improve teaching and learning; and c. Reflect on and discuss the applications and implications of the recent trends and focus of assessment.

Typology: Summaries

2021/2022

Uploaded on 11/13/2022

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jason-diputado 🇵🇭

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ASSESSMENT IN
LEARNING 1
WAB Learns: MYP Assessment: Principles. (2022). Libapps. https://learn.wab.edu/myp/assess/Principles Getting started with Assessment for Learning. (n.d.). Cambridge Community. https://cambridge-community.org.uk/professional-development/gswafl/index.html
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ASSESSMENT IN

LEARNING 1

WAB Learns: MYP Assessment: Principles. (2022). Libapps. https://learn.wab.edu/myp/assess/Principles Getting started with Assessment for Learning. (n.d.). Cambridge Community. https://cambridge-community.org.uk/professional-development/gswafl/index.html

Unit 1:Preliminary concepts and recent trends

Objectives

At the end of the lesson, students should be able to:

  • Explain the basic concepts and principles in educational assessment;
  • Discuss on the role of assessment in making instructional decisions to improve

teaching and learning; and

  • reflect on and discuss the applications and implications of assessment to

teaching and learning.

What is educational assessment?

▪ Basic Principles

▪ Types of Assessment

  • Assessment FOR/OF/AS learning

▪ Uses of educational assessment

  • Assessment should be reliable. ➢ Assessment must measures consistently the performance of the learners.
  • Assessment should be valid. ➢ Assessment and associated criteria must measure learners attainment of the intended learning outcomes effectively at the appropriate level. Basic Principles Validity ▪ Face Validity ▪ Content Validity ▪ Construct Validity ▪ Concurrent Validity ▪ Predictive Validity Reliability ▪ Test-Retest Reliability ▪ Parallel Reliability ▪ Inter-rater Reliability ▪ Intra-rater Reliability ▪ Split-half Reliability Factors affecting reliability ▪ Test factor ▪ Teacher and student factor ▪ Environment ▪ Test Administration
  • Assessment should be inclusive and equitable. ➢ Assessment must ensure that tasks and procedures do not disadvantage any individual and his/her culture.
  • Information about assessment should be explicit, accessible, and transparent. ➢ A reliable assessment and procedures should be made available to learners and educators.
  • Assessment should enhance student learning. ➢ Assessment task must be primarily reflect the nature of the discipline or subject but should also ensure that students have the opportunity to develop a range of generic skills and capabilities.

Types of Assessment ➢Assessment FOR learning ➢Assessment AS learning ➢Assessment OF learning

Assessment FOR learning

  • According to Faith(2017), Assessment FOR learning involves formative tasks which inform both the student and the teacher about where the student is at in their learning, remind them of where they are aiming to go, and help them better understand what they can do in order to get there. BACK

Assessment AS learning

  • Involves both teachers and learners in the learning process where they reflect and monitor their own progress to inform their future learning goals.
  • Self-motivation
  • Metacognition BACK