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focuses on the development and utilization of assessment tools to improve the teaching-learning process.
Assessment in Learning
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it emphasizes on the use of testing for measuring knowledge, comprehension and other thinking skills
Assessment in Learning
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formal and systematic instrumen, designed to assess the quality, ability, skill or knowledge of the students
Test
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administration, scoring, and interpretation of the procedures designed to get information about the extent of the performance of the students.
Testing
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process of quantifying or assigning intelligence achievement of the students
Measurement
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process of judging the quality of what is good and what is desirable.
Evaluating
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act/process of collecting and interpreting information about student learning
Assessment
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4 TYPES OF ASSESSMENT PROCEDURE
- Nature of Assessment
- Format Assessment
- Use in the classroom instruction
- Methods of interpreting results
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2 TYPES OF NATURE OF ASSESSMENT
- Maximum performance
- Typical performance
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used to determine what individuals can do when performing at their best
Maximum Performance
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used to determine what individuals will do under natural conditions
Typical Performance
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2 TYPES OF FORMAT OF ASSESSMeNT
- Fixed-Choice test
- Complex performance test
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assessment used to measure knowledge and skills effectively and efficiently.
Fixed-Choice test
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used to measure the performance of the and on problems valued in their own tight
Complex-Performance test
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4 ROLES OF ASSESSMENT USED IN INSTRUCTIONAL PROCESS
- Placement Assessment
- Formative Assessment
- Diagnostic Assessment
- Summative Assessment
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assessment procedure used to determine the learner’s prerequisite skills, degree of mastery of the course goals, and best modes of learning.
Placement Assessment
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used to determine the prerequisite skills trying to check their stock knowledge, certain knowledge, no background, usually conduct at the first year
Placement Assessment
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learner’s learning progress, provides feedback to reinforce learning, and corrects learning errors.
Formative assessment
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used to determine the causes of learners persistent learning ( intended concept needed to check) specific.
Diagnostic Assessment
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assessment procedure used to determine the causes of learner’s persistent learning difficulties
Diagnostic Assessment
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used to determine the end-of-course
Summative Assessment
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assessment procedure used to determine the end-of-course achievement for assigning grades or certifying mastery of objectives
Summative Assessment
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2 Methods of interpreting results
- Criterion referenced
- Norm referenced
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used to describe student performance according to a specified domain of clearly defined learning tasks.
criterion- referenced
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used to describe student's performance according to relative position in some known group.
Norm referenced
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a type of test developed by the classroom teachers
Non-standardized test
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type of test developed by test specialists. administered, scored and interpreted using certain standard condition.
Standardized test
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test in which two or more evaluators give an examinee the same score.
Objective test
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test in which the judgment of the evaluators, scores are influenced by the meaning there is no one correct answer.
Subjective test
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test that requires the examinees to supply an answer, such as an essay
Supply test
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test that requires the examinees to select an answer from a given option
Fixed-response test
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test administered to student on a one-on-one basis using oral questioning.
Individual test
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type of test administered to a group of individuals or group of students.
Group test
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type of achievement test that measures the degree of mastery of a limited set of learning outcomes
Mastery test
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criterion-reference to interpret the result.
Mastery test
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test that measures students’ general achievement over a broad range of learning outcomes
Survey test
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norm-reference to interpret the result.
Survey test
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test how an individual can complete over a certain period of time.
Speed test
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designed to measure the level of performance rather than speed
Power test
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test items that are arranged according to increasing degree of difficulty
Power test
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4 MODES OF ASSESSMENT
- Traditional Assessment
- Alternative Assessment
- Performance-based Assessment
- Portfolio Assessment
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assessment in which the students choose their answer from a given list of choices.
Traditional Assessment
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assessment in which the students students create an original response to answer a question
Alternative Assessment
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assessment in which the students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.
Performance-based Assessment
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purposeful collection of student work that exhibits the student’s efforts, progress, and achievements in one or more areas over a period of time
Portfolio
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systematic, longitudinal collection of student work created in response to specific, known instructional objectives and evaluated in relation to the same criteria
Portfolio Assessment
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Effective assessment requires a clear concept of all intended__
learning outcome.
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Effective assessment requires that a ___should be used.
variety of assessment procedures
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Effective assessment requires that the __ of the procedure should be considered.
instructional relevance
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Effective assessment requires an __ of student performance.
adequate sample
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Effective assessment requires that the procedures must be __to everyone.
fair
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Effective assessment requires specifications of__for judging successful performance.
criteria
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Effective performance requires__ to students emphasizing strengths of performance and weaknesses to be corrected.
feedback
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Effective assessment must be supported by comprehensive __ and __ system
grading and reporting system.
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