Assessment of student's learning a practical approach chapter 1 - (04-july-2015)

Test,

Non-Test,

Measurement,

Assessment

and

Evaluation Prepared by:Engr. Maria Reza J. Nebril, RME

[email protected] A Study Guide Approach

OBJECTIVES

• To be able to know and understand the basic concepts of

test, non-test, measurement, assessment and evaluation

• To be able to infer that evaluation based on assessment is

more comprehensive than evaluation based on

measurement

• To be able to differentiate the types of assessment that

can be applied for classroom evaluation 2Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Basic Concepts and Principles

Test, Non-Test,

Measurement, Assessment

and Evaluation

3Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Test

• A set of questions with an accepted

presumably correct answers, designed to

gather information about some individual

characteristics. - Posner

• A method to determine a student's ability to

complete certain tasks or demonstrate

mastery of a skill or knowledge of content.4Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

TEST can be:

WrittenOral

Performed


Non-Test

• Is an ongoing process

• Gives feedback to help students

increase competence.

• Based on teacher’s direct

observations as students perform the

assigned tasks


NON TEST TYPES

• Anecdotal Record• Checklist• Daily

Assignments• Debates• Demonstrations• Games

• Journal• Oral and written reports• Panel Discussion• Portfolio of Student’s

work• Projects• Teacher Observation


Anecdotal RecordsNotes written by the teacher regarding the student ‘s

unique behavior across time, to establish patterns and

causes.


Checklist


Daily AssignmentsStudents have time to spend for reinforced

learning at home or even in school during

vacant period


Debates

11

A debate involves students in

researching and analyzing

a controversial topic based

on a stance which will lead

to a series of oral

presentation of standpoints

and arguments by the two

opposite teams (sometimes

may involve interaction

with the audience as well).

Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

DemonstrationsStudents perform a visual enactment of a

particular activity and teacher observes and

rates the students performance.


Games


Journal- called reflective journal

- recording ideas, personal thoughts and experiences, as well as

reflections and insights a student have in the learning process

of a course.


Oral and Written ReportsTeacher assigns students to research a

certain topic and report the outcome in

an oral or written format.


Panel Discussion


Portfolio of student’s work- are collections of student projects and products

that reflect upon their own learning.


Projects• are usually designed so that the

students can apply many of the skills

they have developed in the course by

producing a product of some kind.


Teacher Observation• One potent skill expected of a good Teacher


Testing

• A process of administering a test


Measurement

• Is process of quantifying test results

• Quantifying of how much does

learner learned


Assessment

• Is a process of quantifying the results of test and

non-tests to portray the amount of quantity of

students’ learning and development.

• Focuses on determining the amount of learning in

the three domains.

• These domains are cognitive (thinking), affective

(emotion/feeling), and psychomotor

(physical/kinesthetic)22Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

ASSESSMENT TYPES

• norm-referenced• criterion-referenced• domain-referenced• diagnostic• formative

• summative • ipsative• authentic• performance


Norm-referenced• Gives us information on what a student can do in

comparison with other students

Example:

• 15% of the students will receive a mark of excellence,

which in class of 100 enrolled students will be 15

persons:

1.0 (Excellent)= Top 15 % of the class

1.50 (Good) = Next 15 % of the class

2.0 (Average) = Next 45 % of the class

3.0 ( Poor, pass) = Next 15 % of the class

5.0 (Failure) = Bottom 10 % of class 24Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Criterion-referenced• Uses a preset criteria from which student performance

is compared without referring to other students.

• It does not compare one student to other student


Domain-referenced• Determines learning in a

particular field or area of the

subject matter and the three

domains of learning.

• Is a test interpretation is the

concept that an examinee’s

scores on a test are interpreted

with reference to the particular

cognitive ability being assessed

rather than in comparison with

the performance of a

population of individuals

• For example, when

examining reading ability,

domain-referenced

interpretation is

exemplified when a

neuropsychologist

interprets an examinee’s

performance in terms of

reading mastery or how

the current reading level

compares to a previous

level of reading. 26Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Diagnostic• Identifies weaknesses, strenghts and problems of students’ learning.

• which examines what a student knows and can do prior to a learning

program being implemented.

• Teacher’s basis of planning what to do next in teaching and learning

process


Formative• assesment pinpoints

whether students have

achieved the objective

of lesson taught.

• to monitor student

learning to provide

ongoing feedback that

can be used by

instructors to improve

their teaching and by

students to improve

their learning.

• Examples of formative

assessment include:

• drawing a concept map

in class to represent

their understanding of a

topic

• submitting one or two

sentences identifying

the main point of a

lecture

• turning in a research

proposal for early

review and feedback


Summative

• Terminal

assessment of

learning.

• Provides data on

what the students

have achieved in a

given period of

time.


Ipsative

• Process of self-assessment.

• This type of assesment gives

students an apportunity to

evaluate their own learning.


Authentic• determines what

students can actually

do in real-life

situations.

• designed to assess

their ability to apply

standard-driven

knowledge and skills to

real-world challenges

• For example, when

presented with a real-

world problem to solve,

students are learning in

the process of

developing a solution,

teachers are facilitating

the process, and the

students' solutions to

the problem becomes an

assessment of how well

the students can

meaningfully apply the

concepts.


Performance• is undertaken to

determine whether

students can demonstrate

their learning through

performance in real or

simulated situations

• This requires the learner

to demonstrate

knowledge, learning and

understanding through

real task application.

• For example, a

student may be asked

to explain historical

events, generate

scientific hypotheses,

solve math problems,

converse in a foreign

language, or conduct

research on an

assigned topic.32Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Evaluation- A process of determing the changes of a child as a result of

teaching and his experiences.

- Act of judging the child’s acquistion of all forms of learning

outcomes based not only on definite data of the subject matter

achievement achievement in the learning of facts, skills and

abilities but also of descriptive, qualitative and data about his

personality changes such as social attitudes, interests, ideals,

ways of thinking, work habits and personal and social

adaptability.

- This concept of evaluation requires the use of assessment

tools to evaluate the total development of the child in the

cognitive, affective and psychomotor domaisn of learning.33Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

Evaluation based on Assessment

• Evaluation that is based on results of

assessment is more comprehensive

than evaluation based measurement.

• Therefore, teachers should aspire

that their evaluation be based on the

proper utilization of both test and

non-test in the process of assessing

student learning. 34Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

References• Assessment of student learning: A Practical Approach by Alberto A. Rico

• Assessing Learners with Special Needs: 6TH ED. By Terry Overton

• PAUL BOYD-BATSTONE Focused anecdotal records assessment: A tool for standards-based, authentic

assessment - © 2004 International Reading Association (pp. 230–239) doi:10.1598/RT.58.3.1

• https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/d67b765f-f0c7-4b2b-94e8-d5b00

d48db82/ims/content/resources/or_anecdotal_ex.htm

• http://www.fayar.net/east/teacher.web/math/standards/previous/CurrEvStds/evals10.htm

• http://ar.cetl.hku.hk/am_debate.htm

• http://ar.cetl.hku.hk/am_rj.htm

• https://student.unsw.edu.au/examples-reflective-writing

• http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagn

ostic-assessments

• https://www.ou.edu/content/cte/teaching/assessment/assessment-overview/formative-summative.html

• http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm

• https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html 35Prepared by: Engr. Maria Reza J. Nebril, RME/ Page

https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/d67b765f-f0c7-4b2b-94e8-d5b00d48db82/ims/content/resources/or_anecdotal_ex.htm

https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/d67b765f-f0c7-4b2b-94e8-d5b00d48db82/ims/content/resources/or_anecdotal_ex.htm

http://www.fayar.net/east/teacher.web/math/standards/previous/CurrEvStds/evals10.htm

http://ar.cetl.hku.hk/am_debate.htm

http://ar.cetl.hku.hk/am_rj.htm

https://student.unsw.edu.au/examples-reflective-writing

http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-assessments

http://www.education.nt.gov.au/parents-community/assessment-reporting/diagnostic-assessments/diagnostic-assessments

https://www.ou.edu/content/cte/teaching/assessment/assessment-overview/formative-summative.html

http://jfmueller.faculty.noctrl.edu/toolbox/tasks.htm

https://www2.ed.gov/pubs/OR/ConsumerGuides/perfasse.html

Thank you.


Education

Assessment of student's learning a practical approach chapter 1 - (04-july-2015)