Assessment lecture1
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The document discusses various topics related to assessment of student learning, including: 1. It defines assessment as a process to obtain information about learning objectives or goals, and notes that testing is a special form of assessment conducted under controlled conditions. 2. It distinguishes between different types of assessment including formative assessment to guide instruction, summative assessment to evaluate learning, and diagnostic assessment to identify gaps. 3. It also discusses different scales of measurement used in educational assessment, including nominal, ordinal, interval, and ratio scales, and notes challenges in measuring intangible constructs.
Assessment lecture1
- 1. Assessment of learning 1 CHRISTOPHER D. BALUBAYAN, AB, MEdALS Instructor Educ7A-Assessment of Student Learning Outcomes St. Peter’s College of Toril 1st Term 1st Semester SY 2014-2015 REFERENCES Authentic Assessment of Student Learning Outcomes: Assessment of Learning 2 By R.L. Navarro , Ph.D. & R. De Guzman-Santos, Ph.D., 2013 Assessment of Learning 1 By Rosita de Guzman-Santos, Ph.D., 2007 Measurement, Assessment, and Evaluation in Education By Dr. Bob Kizlik, 2014 en.wikipedia.org/wiki/Educational Measurement 2014 National Council on Measurement Education
- 2. RATIONALE • As teachers, we are continually faced with the challenge of assessing the progress of our students as well as our own effectiveness as teachers.(De Guzman-Santos, 2007) • (the progress of a student often equated with how effective a teacher is) • WHY DECIDE FOR ASSESSMENT? 1. Assessment decisions could substantially improve student’s performance 2. It guide the teachers in enhancing the teaching-learning process 3. It assist policy makers in improving the educational system Poor assessment procedures could adversely affect the students, teachers and administrators.
- 3. RATIONALE • Assessment of learning is a tricky business,(WHY?) indeed, for it requires measuring concepts, ideas, and abstract constructs quite unlike the assessment of physical quantities which can be done with appropriate degree of accuracy. • In assessment of learning, we deal with intangibles and attempt to characterize them in a manner that would be widely understood. RATIONALE
- 4. • Traditionally, assessment of learning was confined to techniques and procedures for determining whether or not cognitive knowledge (e.g. Memorization of facts and theories) was successfully acquired. • BLOOM, 1954 – Assessment was essentially confined to pencil-paper testing of the cognitive levels of learning. • However, educators recognized that not only we are expected to know facts and figures in today’s society, but we are also expected to function effectively in the modern world, interact with other people, and adjust to situations. • In the 1990s – It was proven that students identified with high potential cognitive level through traditional pencil-paper test have not been successful in coping with the demands of modern world. – Therefore, paper-pencil testing is inadequate to measure other important skills needed for people to function effectively in today’s world. INTRODUCTION
- 5. • As educators, we need to have a thorough grasp of the why, what, and how of assessing student’s learning. • The underlying philosophy is that of “assessment for learning” rather than “assessment of learning” per se. – Assessment for learning • Students are assessed in order to enhance the teaching=learning process guided by the principle that education is a lifelong activity and does not cease after one’s graduation from school. – Assessment of learning • The building block by which we introduce the idea of assessment fro learning in Philippine schools. – Assessment as learning • can be used in conjunction to support student achievement • is used for the purposes of greater learning achievement • is a process of developing and supporting students’ active participation • Is used for purposes of providing evidence of achievement for reporting. INTRODUCTION
- 6. • The most common method in assessing student learning is through tests – Teacher-Made Test • Teacher made test are prepared by teacher with regard to curriculum .teacher made test may reveal specific areas of instruction in which a students need remedial help. • (Curriculum refers to teh course taught by a school) – Standardize Test • Designed to test on the subject matter without regard to standard reference or curriculum. • SHEPARD, 2000 – Despite some criticisms levelled against using tests in determining if students are learning or if schools are successful, these tests will continue to be used in the foreseeable future. • Test results provide an easy and easily understood means of informing the student about his progress or the school about his performance • JASON, 2003 – Standardize test, in particular, provide clear targets to aim for when teachers and administrators want improvement. • Test, coupled with other observational performance-based techniques, provide a powerful combination for objective and precise assessment procedure INTRODUCTION
- 7. EDUCATIONAL MEASUREMENT • Refers to the use of educational assessments and the analysis of data such as scores obtained from educational assessments to infer the abilities and proficiencies of students. • It is the science underlying the valid and reliable assessment of teaching and learning for individuals in grades K through 12, higher education, and certain professions, such as for licensing and certification. • The approaches overlap with those in Psychometrics • The science of educational measurement • Educational measurement is the assigning of numerals to traits such as achievement, interest, attitudes, aptitudes, intelligence and performance.
- 8. MEASUREMENT • Refers to the process by which the attributes or dimensions of some physical object are determined. One exception seems to be in the use of the word measure in determining the IQ of a person. The phrase, "this test measures IQ" is commonly used. Measuring such things as attitudes or preferences also applies. • However, when we measure, we generally use some standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. • Standard Instruments – Refer to physical devices such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. • We measure how big a classroom is in terms of square feet, we measure the temperature of the room by using a thermometer, and we use an Ohm meter to determine the voltage, amperage, and resistance in a circuit.
- 9. Measurement Scale Descriptions • Nominal measurement scales – Refer to those measurements when the only meaningful results are the delineations that one thing is different from another. For example, if you have a bag of apples and a bucket of coal, the only measurement possible involves the nominal scale. All you can say is that one set is apples and the other is coal. It is a measurement where the only conclusion you can reach is that one thing is different from another. • Ordinal measurement scales – Refer to those measurements where the results indicate only that one thing is either greater or lesser than another. This always means a measurement that explicitly implies that the objects, events or processes and be placed into some order. The assigning of grades based on scores is an example of this scale, with for example the observation that a grade of "A" represents not only a different value than a grade of "C" but that it also represents a higher or greater value. • Interval measurement scales – Refer to those measurements where there are equal intervals between given values. Interval scales are used in almost every aspect of common measurement. A ruler employs an interval scale. That means that the distance between three inches and six inches is the same as the distance between none inches and twelve inches. In a room thermometer, the difference in degrees between 72 Fahrenheit and 78 Fahrenheit is the same as that between 90 degrees Fahrenheit and 96 degrees. The intervals are the same. • Ratio measurement scales – Are the same as ordinal scales with one important difference. The difference is that ratio measurement scales contain a zero. the inclusion of a zero allows for negative values to be expressed in relation to a positive value. The most obvious and easily understood example of a ratio measurement scale an outdoor thermometer. The intervals are equal, but whether Fahrenheit or Celsius, measurement values can be expressed as a negative, as in -10 degree Celsius.
- 10. • In all of these examples, we are not assessing anything; we are simply collecting information relative to some established rule or standard. Assessment is therefore quite different from measurement, and has uses that suggest very different purposes. • When used in a learning objective: Measure • defines as to apply a standard scale or measuring device to an object, series of objects, events, or conditions, according to practices accepted by those who are skilled in the use of the device or scale. • In the field of educational measurement , the quantities and qualities of interest are more abstract, unseen, and cannot be touched. They cannot be observed thus makes the measurement process in education much more difficult. • TESTING – The most common procedure in measuring student’s knowledge of the subject matter. • PERCEPTION – Student’s knowledge of the subject matter is measured by asking group of experts to rate them in a scale of 1 to 5, with 1 being the lowest and 5 the highest. MEASUREMENT
- 11. TYPES OF MEASUREMENT • OBJECTIVE – More stable type of measurements in the sense that repeated measurements of the same quantity or quality of interest will produce more or less the same outcome (e.g. Testing) – It is the most preferred type of measurement whenever they are available, and it does not depend on the person or individual taking the measurements, regardless of who is taking it, the same measurement values should be obtained when using it. • SUBJECTIVE – Unstable and dependent on the perception of the one doing the rating, and it differs from one assessor to the next even if the same quantity or quality of interest is being measured. • NOTE: – Regardless of the type of measurement procedure one utilizes, the underlying principle in educational measurement is summarized by the following: • Measurement of Quantity or Quality of Interest = True Value Plus Random Error – Each measurement of the quantity or quality of interest has two components: 1. A true value of the quantity or quality component • True knowledge of the subject matter which is as closely as possible be estimated or approximated which is the object of educational measurement. 1. A random error component • Errors in measurement that lead to measurable values being inconsistent when repeated measures of a constant attribute or quantity are taken. This word indicates that they are inherently unpredictable, and have null expected value, namely, they are scattered about the true value, and tend to have null arithmetic mean when a measurement is repeated several times with the same instrument. • All measurements are prone to random error.
- 12. INDICATORS, VARIABLES, and FACTORS • VARIABLES – A quantity or function that may assume any given value or set of values. – An educational variables (denoted by an English alphabet, like X) is a measurable characteristic of a student. – It may be directly measurable (e.g. X=age of student, X=height of student). – Most often cannot be directly measured ( e.g. X=class participation of a student). • INDICATORS – The building blocks of educational measurement upon which all other forms of measurement are built. – A group of indicators constitute a variable – They were introduced when direct measurements are not feasible – An indicator I=denotes the presence or absence of a measured characteristics. Thus: I=I, if the characteristic is present I=0, if the characteristic is absent – For the variable X=class participation, we can let I₁, I₂, ........ I┐ denote the participation of a student in n recitations and let X=sum of the I’s divided by n recitations. Thus, if there were n=10 recitations and the students participated in 5 of theses 10 then X=5/10 or 50%. • FACTORS – A group of variables form a construct or a factor – Formed through a group of variables, and the variables which form a factor correlate highly with each other but have low correlations with variables in another group
- 13. • Example – The following variables were measured in a battery of tests: X1 = Computational Skills X2 = Reading Skills X3 = Vocabulary X4 = Logic and Reasoning X5 = Sequences and Series X6 = Manual Dexterity – These variables can be grouped and be referred to as follows: Group1 : X1, X4, X5 = Mathematical ability Factor Group2 : X2, X3 = Language Ability Factor Group3 : X6 = Psychomotor Ability Factor • In educational measurement, we shall be concerned with indicators, variables, and factors of interest in the field of education. INDICATORS, VARIABLES, and FACTORS
- 14. ASSESSMENT • Is a process by which information is obtained relative to some known objective or goal. • Is a broad term that includes testing. – A test is a special form of assessment. – Tests are assessments made under contrived circumstances especially so that they may be administered. IMPORTANT POINT TO PONDER In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing.
- 15. • Once measurement are taken of an educational quantity or quality of interest, then the next step is to assess the status of that educational phenomenon. • FOR EXAMPLE: – Suppose that the quantity of interest is the level of performance of 4th Year High School students of Dona Carmen Denia National High School in English subject. – The proposed measurements are test scores obtained by administering a standardized achievement test in English for 4th Year students in the said school. – The Division EPS in English decided to target an achievement level of 80% with a descriptive equivalent of Progressing for the 4th Year students of DCDNHS. – Based on the achievement test results, the school officials of DCDNHS can assess whether their 4th Year students are within the reasonable range of this target, that is to say, whether they are above or below the achievement level target • Ranges: – Percentage Descriptive Equivalent – 70-75 Struggling Level – 76-80 Progressing Level – 80-85 Mastering Level
- 16. Assessment is the systematic gathering and analyzing of information (excluding course grades) to inform and improve student learning or programs of student learning in light of goal- oriented expectations ASSESSMENT • To know if students can apply what they have learned in authentic situations. WHY DO WE ASSESS? To Improve To Inform To Prove
- 17. Why Is It Important To Assess? • To find out what the students know • Knowledge • To find out what the students can do, and how well they can do it • Skill; Performance • To find out how students go about the task of doing their work • Process • To find out how students feel about their work • Motivation, Effort How Should We Assess? 1. Day-to-day Observation 2. Tests and Quizzes 3. Rubrics 4. Rating Scales 5. Project Work 6. Portfolios
- 18. Assessment Diagnostic Summative Formative Placement What Are The Functions Of Assessment? • Diagnostic: • Determining the gaps in learning or learning processes, hopefully, to be able to bridge this gap. • Tells us what the student needs to learn . • Formative: • Allows the teacher to redirect and refocus the course of teaching a subject matter • Tells us how well the student is doing as work progresses. • Summative: • Determine the extent to which learning objectives for a course are met and why. • Tells us how well the student did at the end of a unit/task. • Placement: • Determining the appropriate area where the student could do well both in in terms of achievement and aptitude • Tells us where a student would most likely excel
- 19. Comparison Between The Three Types Of Assessment Assessment of learning Assessment as learning Assessment for learning *Assessment of learning occurs at end of year or at key stages. It is summative. It is for grading and Report cards. *Assessment as learning actively involves students. It is ongoing, and it involves self and peer assessment. *Assessment for learning is ongoing, diagnostic, and formative. *summative *teacher assessment *self-assessment *the development of self-assessment skills *diagnostic and formative *teacher assessment, student self- assessment, and/or student peer assessment
- 20. What Is Authentic Assessment? Authentic assessment aims to evaluate students' abilities in 'real-world' contexts. In other words, students learn how to apply their skills to authentic tasks and projects. In Authentic Assessment, Students: a) Do science experiments b) Conduct social-science research c) Write stories and reports d) Read and interpret literature e) Solve math problems that have real-world applications