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Assessment of Learning

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30 views19 pages

Assessment of Learning

Uploaded by

mfqtoledo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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ASSESSMENT OF

LEARNING
DENSOTLNE

Mary Florence Q. Toledo


SoTL
Assessment
“process of gathering data
to better understand the
strengths and weaknesses
of student learning”
The types of assessment tasks that we ask our students to do
determine how students will approach the learning task and what study
behaviours they will use.

“What and how students learn depends to a major extent on how they think
they will be assessed.”

(Harris and Hodges, 1995; Biggs, 1991)


Given the importance of assessment for student learning,
it is important to consider how to best measure the
learning that you want students to achieve.

Assessment should integrate grading, learning, and


motivation for the students.

Well-designed assessment methods provide valuable


information about student learning.

They tell us what students learned, how well they learned it,
and where they struggled.
some examples of various
kinds of learning that can be
assessed in university courses

Professional skills Writing skills


Factual Knowledge Problem solving skills
Application skills Critical reflection skills

Reasoning skills Conceptual understanding

Creativity Collaboration skills

Civic and global learning


Diagnostic Assessment
Pre-Assessment

Types of
Assessment Formative Assessment
Assessment FOR Learning
Assessment AS Learning

Summative Assessment
Assessment OF Learning
“To think about
assessments as
windows is to treat
them as opportunities
to see what the student
is doing and how the
student is doing.“

Shannon Dea (University of Waterloo)


Informed Decision-Making

SoTL Research and Inquiry

and
Enhancing Teaching Practices

Validating Teaching Strategies

Assessment Improving Assessment Methods

of Learning Evidence-Based Pedagogy/Andragogy

Professional Development

Educational Improvement and


Accountability
Valuing and Evaluating Teaching
Teacher evaluation is a vital
element in improving student
learning outcomes.

It is concerned with gathering evidence


from a range of sources
that inform on teacher performance
and using this to support improvements in practice.

• help schools improve


• identify opportunities for teachers of all levels to develop further
• deliver accountability for learner progress.
The evaluation should centre on:
the quality of the educational provision (the product) - which could
be the whole programme, a course (module), a class (lecture,
seminar, laboratory, etc.)
the performance of the provider(s) - the academic staff, tutors,
support staff, involved in the delivery of this
programme/course/class
the experience of the learners as partners in the process - their
experience of what is provided, and of the providers their
motivation and approach to learning
a combination of these things - provided that the various purposes
are made absolutely clear to those asked to make the evaluation.
key focus of the evaluation
Some approaches that can be used in evaluating
teaching:

classroom observations (by managers, other teachers or external


evaluators)
value-added models that try to measure gains in student
achievement
teacher self-evaluation and peer evaluation

student evaluations of teachers

judgements made by the teacher’s line manager or principal

teacher portfolios of work


Who will see the outcomes of the evaluation;
who will act upon them?
Before designing an evaluation it is necessary to define:

- how, and by whom, the raw data will be processed to generate


outcomes
- to whom the outcomes will be reported, and in what detail
- who bears responsibility for taking action in the light of the outcomes.

Both the evaluators, and the evaluated, as well as the person(s)


responsible for the management of the quality of the educational
provision, must have access to the outcomes of the evaluation.
Researching and Evaluating
Teaching Practices

SoTL
Improvement of Teaching
through Evidence

and
Enhancing Educational Quality

Scholarly Inquiry into Teaching

Valuing and Promoting Evidence-Based


Decision Making

Evaluating Peer Review and Collaboration


Advancing Professional
Teaching Development
Integration of Reflective
Practice
“If assessment is to be a positive
force in education, it must be
implemented properly. It can not be
used to merely sort students or to
criticize education. Its goals must be
to improve education. Rather than
‘teach to the test,’ we must ‘test what
we teach.”
Lockwood and McLean

Laus Deo Semper

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