Educ 4. Assessment in Learning. Unit 1
Educ 4. Assessment in Learning. Unit 1
Educ 4. Assessment in Learning. Unit 1
ENERGIZER
JULY AN SERRANO
CLASSROOM RULES
RESPECT
RESPONSIVE
RESPONSIBLE
GREETINGS
LESSON OBJECTIVES
At the end of the lesson, the students can:
Prepared by:
Motivate students.
Research (Davies 2004 Stiggins et al 2004) has shown
that students will be motivated and confident
learners when they experience progress and
achievement, rather than the failure and defeat
associated with being compared to more successful
peers.
The Assessment
Process
An effective classroom assessment.
Addresses specific outcomes in the program of studies
shares intended outcomes and assessment criteria
with students prior to the assessment activity.
Assesses before, during and after instruction employs
a variety of assessment strategies to provide evidence
of student learning.
Provides frequent and descriptive feedback to
students.
Ensures students can describe their progress and
achievement and articulate what comes next in their
learning.
Informs teachers and provides insight that can be used
to modify instruction.
MEASUREMENT
MEASUREMENT
• Thorndike and Hagen (1960) define measurement as "the
process of quantifying observations and/or descriptions
about quality or attribute of a thing or person."
•Educational evaluation
- is the process of characterizing and appraising some
aspect or aspects of an educational process. It is a
systematic determination of merit, worth, and
significance of something or someone using criteria
against a set of standards.
- is a professional activity that individual educators
need to undertake if they intend to continuously review
and enhance the learning they are endeavoring to
facilitate.
Distinctions of Tests
Distinctions of Tests
1. Objective Test and Subjective Test
a. Objective Test.
It is a type of test in which two or more evaluators give an examinee the
same score because the answer is specific.
b. Subjective Test.
It is a type of test in which the scores are influenced by the judgment of the
evaluators because the answer is not specific.
2. Observation. Observation is a process of systematically viewing and recording students while they
work, for the purpose of making programming and instruction decisions. Observation can take place at
any time and in any setting.
3. Product Rating Scale. A product rating scale is a tool used for assessing end products of the
performance usually in the form of projects.
ADEQUATE
SAMPLING
Sampling facilitates the assessment process
when programs/classes have large numbers of
students and it is not feasible to assess all
students. Furthermore, sampling may be useful
when assessing artifacts (an object created by
students during the course of instruction and
must lasting, durable, public, and materially
present) that take a long time to review.
Census vs. Sampling
Assessing the entire population is called a census whereas assessing
only part of the population is called a sample.
Example of Using a Census:
• An Honors section of Music Appreciation ends the course
with four students, each of whom is required to write a 10‐15 page
paper. All four of the course‟s outcomes are to be assessed by the
paper using a rubric. An evaluation group reads all four student
papers.
Example of Using a Sample:
• The English Department runs five sections of Critical Thinking
Through Argument involving 98 students. Two of the course‟s four
outcomes are to be assessed by a 8‐10 page paper scored by a
rubric. The English department selects 20 papers randomly from the
five sections.
Sampling Procedures
Before evaluating artifacts or data for the SLO, you must:
1. Decide whether you will use a sample or the whole
population.
2. Choose an appropriate sample size based on
percentage, artifact size and complexity.
3. Choose an appropriate sampling method.
1. Simple Random Sampling. You randomly select a certain number of students or artifacts.
2. Stratified Sampling. Students are sorted into homogenous groups and then a random
sample is selected from each group.
3. Systematic Sampling. You select the nth (e.g. 7th, 9th, 20th) student or artifact from a
list.
4. Cluster Sampling. You randomly select clusters or groups (e.g. classes or sections), and
you evaluate the assignments of all the students in those randomly selected clusters or
groups.
OBJECTIVITY
Objectivity is a noun that means a lack of bias,
judgment, or prejudice. Maintaining one's
objectivity is the most important job of a teacher
during assessment process. The meaning of
objectivity is easy to remember, when you see
that the word "object" embedded within it.
Objectivity in assessment refers to the nature of
data gathered through an assessment process
OBJECTIVITY
So a test is considered objective when it makes for the elimination of the
scorer‟s personal opinion and bias judgement. In this context there are two
aspects of objectivity which should be kept in mind while constructing a
test.
i. Objectivity in scoring. Objectivity of scoring means same person or
different persons scoring the test at any time arrives at the same result
without any chance of error. A test to be objective must necessarily so
worded that only correct answer can be given to it.
ii. Objectivity in interpretation of test items by the testee. By item
objectivity we mean that the item must call for a definite single answer.
Well-constructed test items should lead themselves to one and only one
interpretation by students who know the material involved.
Purposes of Objectivity
1. To avoid bias.
2. To ensure accurate conclusion or results.
OBJECTIVITY 3. To ensure out comes purely based on facts.
Characteristics of Objectivity
1. Based on scientific facts rather than on one‟s opinion
2. Factual, free from personal bias.
3. Judgement based on observable phenomena uninfluenced by
emotions or personal prejudices.
4. Being objective is to do something that is not primary about
one self or ourselves, but for the world itself.
5. Has multi-dimensional viewing.