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ASSESSMENT OF STUDENT LEARNING

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Presentation on theme: "ASSESSMENT OF STUDENT LEARNING"— Presentation transcript:

Assessing Student Performance

Assessment types and activities

Evaluation Overview - Basics. Purpose of Testing Diagnostic Formative Summative.

Performance Assessment

Assessment Adapted from text Effective Teaching Methods Research-Based Practices by Gary D. Borich and How to Differentiate Instruction in Mixed Ability.

(IN)FORMATIVE ASSESSMENT August Are You… ASSESSMENT SAVVY? Skilled in gathering accurate information about students learning? Using it effectively.

CHAPTER 3 ~~~~~ INFORMAL ASSESSMENT: SELECTING, SCORING, REPORTING.

6/1/ PORTFOLIO ASSESSMENT: validating teacher knowledge Dr. Holli Schauber, 2006 workshop.

Dr. Pratibha Gupta Associate professor Deptt. of Community Medicine ELMC & H, Lucknow.

Assessing Student Learning

Principles of Assessment

Chapter 4 Evaluating and Creating Interactive and Content- Based Assessment.

Assessment Tools. Contents Overview Objectives What makes for good assessment? Assessment methods/Tools Conclusions.

Classroom Assessment and Grading

Interstate New Teacher Assessment and Support Consortium (INTASC)

Central concepts:  Assessment can measure habits of mind or habits of recall.  Tests have their limits.  It is important to know the purpose the test.

ASSESSMENT IN EDUCATION ASSESSMENT IN EDUCATION. Copyright Keith Morrison, 2004 PERFORMANCE ASSESSMENT... Concerns direct reality rather than disconnected.

ASSESSMENT OF STUDENT LEARNING Manal bait Gharim.

EDU 385 Education Assessment in the Classroom

About project

teacherhead

Zest for learning… into the rainforest of teaching.

Understanding Assessment: 20 CPD slides.

I’ve delivered multiple presentations and webinars about assessment for schools as training and, more recently, as part of a joint initiative with Century Learning . I’ve used these slides on multiple occasions – so I thought I’d share them here with brief explanatory notes.

Assessment serves different purposes. Some assessments – mostly the formative kind – provide feedback to students and teachers informing the teaching and learning process; it’s the most important. Some assessment modes can serve to report progress to parents and various stakeholders.. but it’s much much less likely to have an impact on future learning. So we must focus assessment on doing the most important thing – not morph it into a tool designed primarily around reporting.

Schema-building

A component of learning, as students build their schema for any given knowledge domain, is a metacognitive process that drives motivation and intentionality: a knowledge of self – what do I know? What do I need to know/do/focus my attention and effort on in order to achieve goals? Assessment needs to provide feedback to students as they engage in this process – so it has to be meaningful in terms they understand, highlighting actions they can take.

Feedback is for teachers too.

As well as students knowing themselves, teachers need information about students’ learning that can help direct and redirect their instructional inputs and curriculum design. Again, the form this takes has to have maximum meaning to them – in their curriculum area.

It’s an inherent feature of any group of people that their characteristics vary – and this includes their rate of progress or depth of learning in any given process. Every group is a mixed-attainment group. Comparative performance in learning informs our sense of standards but the way we give meaning to performance across the range is subjective, driven by various, often competing, values: our desire to reward excellence and to want everyone to succeed.

Even absolute measures become relative

Nobody tells you their baby is 65cm long. Why? Because at 3 mths this is 95th percentile (very big) and 7 mths, this is 5th percentile (very small). The absolute measure is only meaningful in comparison to the cohort. There is nothing intrinsically good or bad about being big or small but some form of comparison is implicit in how we generally understand human measures of many kinds. This applies to nearly all educational assessment measures too: we only know how to gauge our response -ideas of success, achievement, standards – against a backdrop of the range of performance in a cohort.

The Bell Curve and Grades

Scores of several thousand students taking the same maths test, scaled so the range of scores is 0-100 form a classic bell-curve: not imposed on the data; it’s an outcome of cohort performance, not dissimilar to height variation. The grades however are entirely arbitrary: the number of grades and where they are placed have no fundamental basis; we invent them as a proxy for ideas about standards spanning the range of performance. Pass/fail thresholds are similarly arbitrary – determined by policy makers; accepted conceptually by stakeholders engaged in the system. Boundaries might shift when different tests are set and then compared, in order to maintain validity in asserting that standards are common between them.

Crucially, 20% of children will always be in the bottom 20% (yup!) and so we need to find ways to give their learning value, motivating them to engage in the process of learning more – outside the framework of comparison with the cohort.

Heath Robinson!

Many data collection systems in schools are the equivalent of this Professor Branestawm potato peeler -way too complex for the job they do. Teachers already know most of the issues their students face – and the data machinery often doesn’t help them.

Data Delusions

Very often we make assumptions about data validity that isn’t there eg that a 6 in Geography has parity with a 6 in History – when no mechanisms exist to moderate the assessments. The flagging systems rarely tell teachers new information and, relative to the time taken to establish these data sets, the impact on learning for individual students is very low. None of these data points communicates anything actionable in curriculum terms – because the original assessment information has been distorted into proxies that don’t carry enough meaning.

Authentic Data

This teacher markbook contains authentic assessment data: information that makes sense to the teacher in terms of specific aspects of the curriculum and student learning: some grades some ‘complete/not complete’ checks, some scores on varying scales – meaningful in terms of the specific assessments they relate to. If all this is morphed into an externally imposed standardised scale, the authenticity and meaning are massively diminished.

Triangulation

A more complete understanding of a student’s learning and progress is formed by triangulating between data, samples of work (the organic, qualitative holistic sense of standards) and interactions in class dialogues. Sometimes these elements contradict each other.. but it’s a truer sense of how we evaluate what a student knows and what they need to do to learn more.

Meaningful Measures and Goals

We must be clear to set ambitious goals for all (we’re all aiming for the top of the mountain) but to reach the top, at varying rates of progress, we need to understand the pragmatism and motivational value of aiming for short term success in reaching achievable next steps along the path. We need assessment information to help both teachers and students to work out where they are on the path and what their next steps are – in terms of the content of the curriculum content. This is fine-grained information about knowledge and skills.

Our ideas about difficulty are located in the specifics of the questions students can answer; the problems they can solve. Often there’s a logical ladder of difficulty through a curriculum; sometimes it’s empirical. Student’s sense of success and progress is located in getting questions right. Progress means moving onto more difficult questions up the ladder.

Marks and tests

Allocating marks to questions is arbitrary; a pragmatic proxy, assigning degrees of success, difficulty and relative significance in a domain of knowledge that teachers establish from experience of what students should be able to do. A test typically comprises multiple elements that aggregate numerous proxies of this kind and the language of scores is well understood – provided we know what is covered on the test. We can extrapolate a sense of ‘standards’ from test scores if lots of students take them in the same conditions. However, even a one-off test with one group has meaning on its own terms – we learn about what students know.

There is no correct mark for an essay or piece of writing – it’s a matter of judgement. Whilst marks and grades might give a broad sense of standards as a loose proxy, students and teachers understand the actual quality of a piece of work in the detail by matching its features to the features of other exemplars . There’s a complex combination of overall quality with a sense of detailed criteria being met; repeated engagement in the evaluation process produces a schema for what ‘success’ looks like in the context of specific tasks.

Independence

This poem was one my son wrote in Year 2. It’s brilliant! But –heavily scaffolded. He’s achieved a high standard of writing with lots of support – but learning a lot in the process. The next step on the journey is to apply the learning independently or with less scaffolding. Progress can be gauged by succeeding at the same task with less and less help.

Knowledge progression

Within a typical topic area -there’s a set of knowledge students typically need to gain for us and them to say ‘they know it’. However this is not an absolute measure; the is no actual limit and no real sense to ‘I know X’ or ‘I can do Y’ when there is nearly always ever more to know; ever greater depth to explore and explain. Progress manifests itself as knowing more, explaining in greater depth or with greater fluency. Again we need to compare examples to gain a sense of what level of depth constitutes success or excellence in a given context, in response to specific questions and challenges. However, whatever grade any student is given or score they gain on a test, there is always more they can know.. and that knowledge is definable and meaningful in ways that cannot be conveyed by grades and score themselves.

Set the standards

Establishing standards (What does excellence look like? ) is an important part of a learning process. This takes form differently in difficulty model and quality model assessments.

Engaging students in understanding ideas about success and excellence helps them to self-check as part of their ongoing self-regulation as they undertake the learning. Ultimately they are the people who need to know – not the teacher. Is it right? It is good enough? Is it excellent? Have I improved?

In multiple areas, exemplars serve as a powerful reference point for developing a shared understanding of what standards mean – what is mediocre; what is excellent. This can be hard to achieve through rubrics and success criteria or descriptors. Showing multiple contrasting examples brings the criteria off the page, allowing students to compare their work and see for themselves where they might improve.

Moderating Standards

As with the KS2 moderation materials for writing, it is essential for there to be a process that allows teachers to share ideas about standards, linking impressionistic, holistic ideas of quality to detailed identifiable elements that can be taught – so students can see how to improve. In the absence of moderating exemplars and a process for comparing different samples teachers can’t know that their sense of the standards is the same as anyone else’s – and that then feeds into their students’ understanding.

Formative Assessment Tools.

Assessment obviously embraces the formative assessment that happens minute by minute during lessons through questioning, low-stakes retrieval tests and performances and dynamic, responsive feedback. The repertoire of techniques teachers can deploy is extensive. Doing these things well day in day out, matters a lot more than submitting ‘accurate data’ into the central database a few times a year.

And here’s Part Two….. focusing on student agency

Understanding Assessment Part Two: Building student agency.

This blog is the second of a set of ideas used as material for webinars delivered with Century Learning where I set out some key ideas about assessment that might be useful to support teacher CPD. Here is the first post: And here is Part Two. (Slide deck at the bottom) Assessment for student agency.…

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Assessment FOR Learning vs. Assessment OF Learning

December 8, 2017, 12:21 , 12:21 by Jana Bennett

Do you and your team of educators distinguish between assessments for learning and assessments of learning? If so, how does each assessment type help you evaluate the impact of teaching and learning?

Academic Learning

What is Assessment for Learning vs. Assessment of Learning?

Assessments have become integral to today's teaching, learning, and data-driven decision-making efforts. Within the world of assessments, there are two paramount ideologies at work: assessments for learning and assessments of learning .

Both forms of assessments serve a distinct and powerful purpose, and it's important to understand how they play off one another and ultimately enhance instruction, intervention, and student achievement.

Assessments of Learning

Assessments of learning are typically administered at the end of a unit or grading period and evaluate a student’s understanding by comparing his or her achievement against a class-, district-, or nationwide benchmark or standard, 1 as noted by the Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University.

Benchmark assessments are examples of assessments of learning, where students are assessed three times per year for universal screening (early identification).

Assessments for Learning

Assessments for learning – also described as assessments as learning – assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process .

According to the Eberly Center at Carnegie Mellon, this provides educators with ongoing feedback and allows them to:

Identify at-risk students early
Adjust instruction accordingly and immediately
Monitor student progress 1

Can a teaching strategy utilize both assessments for and assessments of learning?

Certainly. Assessments for and of learning both have a place within instructional and intervention plans. When the two are balanced and administered properly, a comprehensive assessment strategy develops that details:

How a student is progressing with key foundational skills and measures
Where a student’s achievement level is compared to state standards and end-of-year targets

Catherine Garrison and Michael Ehringhaus, PhD, authors of Formative and Summative Assessments in the Classroom , point out that the more information we can gather about students as they engage and advance in the learning process, the more equipped educators are with vital insight and data to adjust instruction and intervention plans. This will help every student continue to move forward in their education. 2

How Data-Driven Assessments Fuel Student Success

“If assessment is to be a positive force in education, it must be implemented properly. It cannot 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, authors of Why We Assess Students -- And How: The Competing Measures of Student Performance 3

When discussing how assessments for learning and assessments of learning help you and your team of educators evaluate the impact of teaching and learning, it’s beneficial to ask yourselves if you’re administering the right assessments and measures via the right technology .

This crucial question can help you understand if you’re truly fueling your instructional decisions and promoting student progress with effective, reliable, easy-to-understand data .

A data-driven assessment process will fuel student success by empowering all educators to:

Identify students with specific needs early
Adjust instruction and set appropriate goals to close their learning gaps
Track the effectiveness of their intervention and instruction
Monitor student progress
Report responsiveness to intervention
Predict performance on key indicators

You can drive improved learning outcomes for your students and help them make significant gains by establishing a seamless assessment for and of process.

Discover an all-in-one web-based benchmarking and progress monitoring assessment system that allows you to screen all of your students with short, accurate assessments that:

Evaluate a student’s understanding by comparing his or her achievement against a class-, district- or nation-wide benchmark or standard, and
Assess a student’s comprehension and understanding of a skill or lesson during the learning and teaching process.

1 Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University. “What is the difference between formative and summative assessment?” Accessed May 3, 2017. https://www.cmu.edu/teaching/assessment/basics/formative-summative.html .

2 Ehringhaus, Michael Ph. D., Garrison, Catherine. NYC Department of Education. “Formative and Summative Assessments in the Classroom.” Accessed May 4, 2017.

3 Lockwood, Robert E., McLean, James E. “Why We Assess Students -- And How: The Competing Measures of Student Performance.” Accessed May 4, 2017. https://books.google.com/books/about/Why_We_Assess_Students_And_How.html?id=WFGdAAAAMAAJ .

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Assessment for Learning, Assessment as Learning and Assessment of Learning

Assessment for Learning, Assessment as Learning and Assessment of Learning - its function and difference Read less

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1. Suresh Babu G Assistant Professor CTE CPAS Paippad , Kottayam Assessment for Learning and Assessment of Learning
2. Functions of Assessment Monitoring the progress Decision making Screening Diagnostic process Placement of students in remedial courses Instructional planning Evaluation of instructional programme. Feedback Motivation Function.
3. Approaches of Assessment  Assessment for learning – Formative Assessment  Assessment as learning – Students Metacognitions  Assessment of learning – Summative Assessment
4. Assessment for Learning • Assessment for learning involves teachers using evidence about students knowledge , understanding and skills to inform their teaching. • Also referred to as ‘formative assessment’, it usually occurs throughout the teaching and learning process to clarify student learning and understanding.
5. Functions of Assessment for Learning  Reflects a view of learning in which assessment helps students learn better, rather than just achieve better marks.  Involves formal and informal assessment activities as part of learning and to inform the planning of future learning.  Includes clear goals for the learning activity.  Provides effective feedback that motivates the leaner and can lead to improvement.
6. Reflects a brief that all students can improve. Encourage self assessment and peer assessment as part of regular classroom routines. Involves teachers, students and parents reflecting on evidence. Is inclusive of all learners.
9. Assessment as Learning Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use range of strategies to decide what they known and can do, and how to use assessment for new learning.
10. Functions of Assessment as Learning  Encourage students to take responsibility for their own learning.  Requires students to ask questions about their learning.  Involves teachers and students creating learning goals to encourage growth and development.  Provides ways for students to use formal and informal feedback and self- assessment to help them understand the next steps in learning.  Encourages peer assessment, self assessment and reflection
11. Assessment of Learning  Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and students.  Also referred to as summative assessment, it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may used to rank or grade students.  The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities.  Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.
12. Functions of Assessment of Learning  Find the achievements of students.  For promotion and placement.  Used to plan future learning goals and pathways for students.  Provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups.  Provides a transparent interpretation across all audiences.
14. Difference Between Assessment for Learning and Assessment of Learning Assessment for Learning Assessment of Learning During learning (Formative) After learning (summative) Forward looking Backward looking Teachers, Students and Parents are users Teachers, Principal, policy makers are users Used for what and how to improve achievement Used to certify students competence Used to identify and respond to students needs Used to rank and sort students Purpose is to improve learning Purpose : Document achievement of standards Primary motivator: belief that success is achievable Primary motivator : threat of punishment, promise of reward. Continuous Periodic Examples: Peer assessment, using rubrics with students, descriptive feedback Example : final exams, placement tests, state assessments, unit tests.
16. Assessment for learning and assessment as learning approaches, in particular, help teachers and students to know if current understanding is a suitable basis for the future learning. Teachers, using their professional judgment in a standards-referenced framework, are able to extend the process of assessment for learning into assessment of learning.

Assessment Learning
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FREE Online Presentation: Free Online Presentation: Creating Sustainable and Inclusive Assessment of Online Learning with LIS Students

1. FREE Online Presentation: Free Online Presentation: Creating Sustainable and Inclusive Assessment of Online Learning with LIS Students

Presented by Samantha Harlow & Jenny Dale, University of North Carolina, Greensboro

Wednesday, May 8, 2024, 1-2 p.m. CST

Sponsored by the ACRL ULS Professional Development Committee

Asynchronous online learning has been an increasingly popular mode of education delivery in recent years and has many advantages for accessible and engaging learning experiences, particularly within academic libraries. More than ever, librarians are creating online learning objects and course content that can be used at the point of need, embedded in online courses, and assigned to students in a flipped classroom approach. But with the popularity of online learning, is this content diverse, accessible, inclusive, and useful to academic library users? How can librarians find the time to incorporate sustainable assessment of asynchronous learning spaces to determine its value? In this webinar, an online learning librarian and head of research, outreach, and instruction at an academic, mid-sized public university will discuss a strategy to create a diversity, equity, and inclusion audit for a suite of research tutorials, as well as an accessibility audit used on SpringShare LibGuides. All of these projects involved Library and Information Science (LIS) graduate students, so a collaborative approach to this kind of assessment and evaluation of content will be discussed. The presenters will describe our work with these emerging LIS professionals through a combination of graduate assistantships, paid internships, and practicum experiences. We will include some interactive polls that allow for large audiences, share what we have learned from working with graduate students on inclusive learning projects and assessment work, and discuss future plans for collaborative approaches to creating and evaluating inclusive online learning content.

Presenter Bios:

Samantha Harlow (she/her/hers) is currently the Online Learning Librarian at the University of North Carolina at Greensboro (UNC Greensboro) in Greensboro, North Carolina, as well as serving as a liaison. In this job she works with the Research, Outreach, and Instruction (ROI) UNCG University Libraries department to train and assist liaison librarians with online learning, including creating accessible digital objects, managing the UNCG Libraries Research Tutorials, integrating the library in the learning management system (LMS) Canvas, and hosting a variety of virtual events for online and face-to-face students and instructors.

Jenny Dale (she/her/hers) is Head of Research, Outreach, and Instruction (ROI) at the University of North Carolina, Greensboro. In this role, she supervises liaison librarians and other ROI personnel and provides leadership on research, student success, and information literacy initiatives. She also serves as a liaison to several academic programs. Prior to taking on this role, she served as the Information Literacy Coordinator at UNCG Libraries.

This free presentation is sponsored by the ACRL University Libraries Section Professional Development Committee. It will take place on Wednesday, May 8, 2024, 1-2 p.m. CST . Register here: https://ala-events.zoom.us/webinar/register/WN_rGC1BzBXRyWY1Xedb_sUlA

If you can't make this session but wish to view a recording later, please register so that you'll receive an email that includes a link to the video of the presentation.

Please direct questions and concerns to Jane Hammons ( [email protected] ). A full list of the committee's past programs is available on the ULS website.

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PROFESSIONAL EDUCATION VI “ASSESSMENT OF LEARNING” (Basic Concepts) Prof. Yonardo Agustin Gabuyo

Feb 12, 2013

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PROFESSIONAL EDUCATION VI “ASSESSMENT OF LEARNING” (Basic Concepts) Prof. Yonardo Agustin Gabuyo. Basic Concepts in Assessment of Learning. Assessment  refers to the collection of data to describe or better understand an issue.

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PROFESSIONAL EDUCATION VI “ASSESSMENT OF LEARNING”(Basic Concepts) Prof. Yonardo Agustin Gabuyo

Basic Concepts in Assessment of Learning Assessment  refers to the collection of data to describe or better understand an issue. measures "where we are in relation to where we should be?" Many consider it the same as Formative Evaluation.

 is a process by which information is obtained relative to some known objective or goal. teacher’s way of gathering information about what students have learned , and they use them to make important decisions-about students’ grades, the content of future lessons, the revision of the structure or content of a course.

Measurement  refers to the process by which the attributes or dimensions of some physical object are determine. is a process of measuring the individual’s intelligence, personality, attitudes and values, achievement and anything that can be expressed quantitatively.  it answer the question, “ how much”?

Evaluation  determines "how well did we do what we set out to do?" Evaluation is tied to stated goals and objectives. Many equate this to summative evaluation.

Evaluation  it refers to the process of determining the extent to which instructional objectives are attained.  refers to the comparison of data to standard for purpose of judging worth or quality.

Test is an instrument designed to measure any quality, ability, skill or knowledge. Testing is a method used to measure the level of performance or achievement of the learner.

TESTING refers to the administration, scoring and interpretation of an instrument (procedure) designed to elicit information about performance in a sample of a particular area of behavior.

MODES OF ASSESSMENT A. Traditional Assessment preparation of the instrument is time consuming and prone to cheating. the objective paper-and-pen test which usually assess low level thinking skills. scoring is objective and administration is easy because students can take the test at the same time.

B. Performance Assessment the learner performs a behavior to be measured in a "real-world" context.

 The learner demonstrates the desired behavior in a real-life context and the locus of control is with the student.

B. Performance Assessment A mode of assessment that requires actual demonstration of skills or creation of products of learning. Scoring tends to be subjective without rubrics. Preparation of the instrument is relatively easy and it measures behavior that cannot be deceived.

C. Portfolio Assessment A process of gathering multiple indicators of students progress to support course goals in dynamic, ongoing and collaborative processes. Development is time consuming and rating tends to be subjective without rubrics. Measures student’s growth and development .

TYPES OF ASSESSMENT PROCESSES Determine the entry behavior of the students. Determine the student’s performance at the beginning of instruction. A. Placement Assessment

Determine the position of the students in the instructional sequence. Determine the mode of evaluation beneficial for each student.

B. Diagnostic Assessment is given at the start:  to determine the student’s levels of competence.  to identify those who have already achieve mastery of the requisite learning.  to help classify students into tentative small group of instruction.

C.Formative Assessment is given to:  monitor learning progress of the students.  provide feedback to both parents and students.

it answer the question "Where we are in relation to where we should be?” this type of assessment can be done informally and need not use traditional instruments such as quizzes and tests.

D. Summative Assessment • given at the end of a unit: • to determine if the objectives were achieved. • tends to be formal and use traditional instruments such as tests and quizzes.

it answer the question "How well did we do what we set out to do?" determine the extent of the student’s achievement and competence. provide a basis for assigning grades.

provide the data from which reports to parents and transcripts can be prepared.

Principles of Quality Assessment 1.Clarity of the Learning Target 2.Appropriateness of the Assessment Method 3. Validity 4. Reliability 5. Fairness 6. Practicality and Efficiency

Principles of Quality Assessment 1.Clarity of the Learning Target Learning Target.Clearly stated, focuses on student learning objective rather than teacher activity, meaningful and important target. Skill Assessed. Clearly presented, can you "see" how students would demonstrate the skill in the task itself?

Performance Task - Clarity. Could students tell exactly what they are supposed to do and how the final product should be done? Rubric - Clarity. Would students understand how they are to be evaluated? Are the criteria observable and clearly described?

2.Appropriateness of the Assessment Method  Does it work with type of task and learning target?  Does it allow for several levels of performance?  Does it assess skills as stated?  The type of test used should much the learning objective of the subject matter.

Two general categories of test items: 1.Objective items  require students to select the correct response from several alternatives or to supply a word or short phrase to answer a question or complete a statement. 2.Subjective or essay items  which permit the student to organize and present an original answer.

Objective Test • include true-false, fill-in-the-blank, matching type, and multiple choice questions. • the word objective refers to the scoring and indicates there is only one correct answer. • Objective tests rely heavily on your skill to read quickly and to reason out the answer.

 measure both your ability to remember facts and figures and your understanding of course materials.  prepare yourself for high level critical reasoning and making fine discriminations to determine the best answer.

a) Multiple-Choice Items used to measure knowledge outcomes and various types of learning outcomes. they are most widely used for measuring knowledge , comprehension, and application outcomes. scoring is easy, objective, and reliable.

Principles of Quality Assessment Advantages in Using Multiple-Choice Items • Multiple-choice items can provide ... • versatility in measuring all levels of cognitive ability. •  highly reliable test scores. •  scoring efficiency and accuracy. •  objective measurement of student achievement or ability.

Multiple-choice items can provide…  a wide sampling of content or objectives.  a reduced guessing factor when compared to true-false items.  different response alternatives which can provide diagnostic feedback.

b. True-False Items  typically used to measure the ability to identify whether statements of fact are correct.  the basic format is simply a declarative statement that the student must judge are true or false. item is useful for outcomes where there are two possible alternatives.

True-False Items…..  do not discriminate between students of varying ability as well as other item types. • can often include more irrelevant clues than do other item types.  can often lead an instructor to favor testing of trivial knowledge.

c. Matching Type Items  consist of a column of key words presented on the left side of the page and a column of options place at the right side of the page. Students are required to match the options associated with a given key word(s).  provide objective measurement of students achievement.  provide efficient and accurate test scores.

Matching Type Items  if options can not be used more than once, the items are not mutually exclusive; getting one answer incorrect automatically means a second question is incorrect.  all items should be of the same class, and all options should be of the same class. (e.g., a list of events to be matched with a list of dates.

d. Short Answer Items  requires the examinee to supply the appropriate words, numbers, or symbols to answer a question or complete a statement.  items should require a single word answer or brief and definite statement.  can efficiently measure lower level of cognitive domain.

B) Essays or Subjective test • may include either short answer questions or long general questions.  these exams have no one specific answer per student. • they are usually scored on an opinion basis, although there will be certain facts and understanding expected in the answer.

 essay test are generally easier and less time consuming to construct than are most objective test items. the main reason students fail essay tests is not because they cannot write, but because they fail to answer the questions fully and specifically, their answer is not well organized.

students with good writing skills have an advantage over students who have difficulty expressing themselves through writing. • essays are more subjective in nature due to their susceptibility to scoring influences.

C) PERFORMANCE TEST also known as alternative or authentic assessment  is designed to assess the ability of a student to perform correctly in a simulated situation (i.e., a situation in which the student will be ultimately expected to apply his/her learning).

a performance test will simulate to some degree a real life situation to accomplish the assessment.  in theory, a performance test could be constructed for any skill and real life situation.

 most performance tests have been developed for the assessment of vocational, managerial, administrative, leadership, communication, interpersonal and physical education skills in various simulated situations.

Advantages in Using Performance Test Items Performance test items: can appropriately measure learning objectives which focus on the ability of the students to apply skills or knowledge in real life situations.

usually provide a degree of test validity not possible with standard paper and pencil test items. are useful for measuring learning objectives in the psychomotor domain.

SUGGESTIONS FOR WRITINGPERFORMANCE TEST ITEMS 1.Prepare items that elicit the type of behavior you want to measure. 2. Clearly identify and explain the simulated situation to the student. 3. Make the simulated situation as "life-like" as possible.

4. Provide directions which clearly inform the students of the type of response called for. 5. When appropriate, clearly state time and activity limitations in the directions. 6. Adequately train the observer(s)/scorer(s) to ensure that they are fair in scoring the appropriate behaviors.

D) Oral questioning • the most commonly-used of all forms of assessment in class. • assumes that the learner can hear, of course, and shares a common language with the assessor.

the ability to communicate orally is relevant to this type of assessment.

 The other major role for the "oral" in summative assessment is in language learning, where the capacity to carry on a conversation at an appropriate level of fluency is relatively distinct from the ability to read and write the language.

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Assessment for Student Learning Kick-Off: Assessment Fellows Assessment Coordinators. Pat Hulsebosch Ex. Director-Office of Academic Quality August 28, 2008. Congratulations and Thank you!. Assessment Accomplishments . Connection to the higher education community

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The Competency Assessment Toolkit for Professional Psychology

The Competency Assessment Toolkit for Professional Psychology. Catherine L. Grus, Ph.D., Associate Executive Director for Professional Education and Training Education Directorate American Psychological Association. THANK YOU. Many thanks to Nadya Fouad, University of Wisconsin

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Unit One. Basic Concepts. Basic Concepts Learning Objectives In this unit, basic concepts and ideas about language, communication and translation methodology are required with the aim of achieving specific learning objectives. Upon the completion of this unit, you will be able to:

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Basic Principles of Assessment

Basic Principles of Assessment. Communicating Assessment Results. Feedback Sessions. Oral or written Comprehensible and useful Need to consider: Purposes of assessment What does it mean to the test taker, education, career…. Should be soon after assessment.

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Co-Curricular Learning Assessment

Co-Curricular Learning Assessment. Academy for Student Centered Learning Fall 2013. Co-Curricular Learning. Includes both formal and informal out-of-class learning opportunities that contribute to the professional and personal growth of students. . Two Guiding Assumptions.

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Assessment For Learning

Assessment For Learning. Instruction, Assessment, and Reporting that SUPPORTS Learning Misty McBrierty Director of Curriculum. “ Changing in Education is like engine repair in flight”.

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Professional Learning Communities for Change

Professional Learning Communities for Change. Erin Spies, Monte Poitra, Joshua Grover & Charlotte Otremba. PLC Learning Outcomes. Theory Format Framework Use as A Change Agent. Agenda. Pre-Assessment Presentation of information Evaluation of effective PLC’s Post-Assessment

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Assessment and learning – getting quality in both

Assessment and learning – getting quality in both. Oslo Adult Education - 2 Nov. 2010 Professor Gordon Stobart Institute of Education, University of London. Focus on learning

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Role of Assessment

Role of Assessment. Abigail Ferrari. The LLUK states that teachers in the lifelong learning sector value: “learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning.” ( Domain A: Professional values and practice). Assessment.

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Assessment and Concepts About Print

Assessment and Concepts About Print. January 25, 2012. Announcements. Tutoring Kit questions or great finds?. Discuss Assessment Cycle and Constructive Assessment Define Concepts About Print Identify methods for Assessing Concepts About Print (CAP)

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Professional Education Unit Assessment System Model

Professional Education Unit Assessment System Model. Operationalizing the Conceptual Framework http://jan.ucc.nau.edu/~ceep/aci/er/cf/index.php. Learning professionals committed to student success in changing environments.

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Assessment, learning and identity: sociocultural perspectives on learning mathematics

Assessment, learning and identity: sociocultural perspectives on learning mathematics. Dylan Wiliam Institute of Education, University of London. Assessment in education. There is no such thing as assessment “degree zero” Assessments are “objects of history” (Cherryholmes, 1989)

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Aboriginal Education and Assessment for Learning

Aboriginal Education and Assessment for Learning. Chas Desjarlais And Renee Diemert. Making Connections. Our goals district wide and school wide are to connect the Aboriginal Education Enhancement Agreement with Assessment for Learning (AFL) The goal of our presentation today is to:

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University of Akureyri

University of Akureyri. Teachers’ Professional Development Conference April 2007. Assessment for Learning Workshop: Part 1. The relationship between teaching, learning and assessment Val Brooks. Note on Terminology. Assessment for Learning (A4L)/Formative Assessment

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Learning outcomes and introduction to assessment

Learning outcomes and introduction to assessment. Pg Certificate in Higher Education Professional Practice Jannie Roed and Sue Moron-Garcia 6 th May 2009. Session outline:. This session and your assignments Learning outcomes – background and basic principles Writing learning outcomes

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LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT

By : Dra.Hj Zulhelmi M.Pd. LEARNING OUTCOMES ASSESSMENT OF PHYSICS SUBJECT. Physical Education Program D EPARTEMENT OF MATHEMATICS AND SCIENCE EDUCATION FACULTY OF TRANING AND EDUCATION RIAU UNIVERSITY 2013. CHAPTER I Classroom-Based Assessment.

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Formative Assessment in Adult Basic Education Literature Review German-Language Areas

Formative Assessment in Adult Basic Education Literature Review German-Language Areas. Paris, October 2006. Key debates. Key debates are centered around a new learning culture with an active and self-directed learner (Pragmatism, Subject-Scientific Theory, Constructivism, Situated Cognition)

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Environmental Impact Assessment Technician Professional Education

Environmental Impact Assessment Technician Professional Education. 2009. 11. Min-Dae Park. Korean Association of Environment Impact Assessment. Ⅰ. EIAA education. Ⅱ. Ⅲ. Ⅳ. Ⅴ. Ⅵ. Contents. The needs for private education. Training Cases1. Training Cases2.

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IMAGES

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Assessment For Learning PowerPoint Template
Assessment For Learning PowerPoint Template
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Assessment For Learning PowerPoint Template
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VIDEO

PowerPoint Presentation Assessment
Self Assessment For Job Promotion PowerPoint Presentation Slides
Learning PowerPoint 2016: Inserting Video Clips
Assessment Of learning, Assessment For learning and Assessment As learning| Learn Share Learn
Video Demonstration Skills (How to make your PowerPoint more fun and engaging) Classnovation
Difference between Assessment of learning and Assessment for learning

COMMENTS

Assessment of learning
23 likes • 29,368 views. suresh kumar. Follow. For B.Ed students. Education. 1 of 59. Download Now. Download to read offline. Assessment of learning - Download as a PDF or view online for free.
Assessment of Learning
Assessment of Learning. Sep 21, 2013 •. 52 likes • 69,760 views. YaKu Loveria. Education Technology. 1 of 14. Download Now. Download to read offline. Assessment of Learning - Download as a PDF or view online for free.
ASSESSMENT OF STUDENT LEARNING
30 Classroom Assessment Presentation: a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, PowerPoint or ...
PDF Competency-Based Education and Assessment Model: Teaching, Learning
In your teaching presentation, you described the learning outcomes for the audience and explained why medication safety is important. You went through the four steps in your safety checklist (taking as prescribed, storage, side effects and interactions, and keeping a med list) and gave examples to illustrate each.
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Assessment for Learning. An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Download presentation by click this link.
Understanding Assessment: 20 CPD slides.
Understanding Assessment: 20 CPD slides. I've delivered multiple presentations and webinars about assessment for schools as training and, more recently, as part of a joint initiative with Century Learning. I've used these slides on multiple occasions - so I thought I'd share them here with brief explanatory notes. Purpose.
PDF Session 9
ability peer matching. Provide training, examples, practice, guidelines and checklists. Specify activities and timescale, making clear what needs to be done, within what time-scale, and what records, if any, need to be kept. Monitor the process and coach as necessary. Evaluate and give feedback to students on their performance.
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Assessment of Learning…. • Also known as summative, is a 'summary' of what students have learned. • Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students' assessment results.
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Presentation Transcript. Guiding principles in the assessment of learning • Assessment of learning is an integral part of the teaching - learning process. • Assessment tool should match with performance objective. • The result of assessment must be fed back to the learners. • In assessing learning, teachers must consider learners ...
Classification and Assessment of Learning Difficulties
Pink Geometric Pastel Memphis Abstract Education School Workshop Background Teacher Slidesclass Editable in Canva. Take advantage of the content of this presentation to discuss the classification and assessment of learning difficulties. Template for Google Slides and PPT.
Assessment of Learning and Assessment For Learning
Assessment of learning and assessment for learning.ppt - Free download as Powerpoint Presentation (.ppt), PDF File (.pdf), Text File (.txt) or view presentation slides online. Scribd is the world's largest social reading and publishing site.
How to Assess Student Learning with Presentations
Sharon has an Masters of Science in Mathematics and a Masters in Education. Teachers use differing methods to accurately assess student understanding. This lesson explains what presentations in ...
Assessment FOR Learning vs. Assessment OF Learning
Assessments for and of learning both have a place within instructional and intervention plans. When the two are balanced and administered properly, a comprehensive assessment strategy develops that details: How a student is progressing with key foundational skills and measures. Where a student's achievement level is compared to state ...
Assessment For Learning PowerPoint Template
Learning Competencies PowerPoint and Google Slides Template. Leverage our Assessment for Learning (AFL) PowerPoint template to describe the teaching and learning approach that assesses learning effectiveness to improve the students' performance. Educational researchers can use this 100% customizable deck to discuss how AFL maximizes the student ...
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The Role of Assessment in Promoting Learning. The Role of Assessment in Promoting Learning. New Faculty Institute September 2010. William S. Moore, Ph.D. Policy Associate, Assessment, Teaching & Learning WA State Board for Community & Technical Colleges [email protected] 360-704-4346. 331 views • 15 slides
Students Powerpoint Presentations As Assessment Tool for Learning
Abstract. PowerPoint presentations for evaluating students are largely considered to be a modern and effective method in the literature of specialty. We used the method during the last academic ...
Assessment for Learning, Assessment as Learning and ...
May 2, 2020 • Download as PPTX, PDF •. 30 likes • 19,531 views. Suresh Babu. Assessment for Learning, Assessment as Learning and Assessment of Learning - its function and difference. Education. 1 of 16. Download now. Assessment for Learning, Assessment as Learning and Assessment of Learning - Download as a PDF or view online for free.
Assessment Learning PowerPoint Presentation and Slides
This is a assessment learning process ppt powerpoint slides templates. This is a five stage process. The stages in this process are feedback, self assessment, eliciting evidence, sharing learning expectations, peer assessment. Slide 1 of 7. Assessment for learning diagram presentation design.
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The Promise of FA Kids who are taught in classrooms with formative assessment will learn more than kids who are taught in classrooms without formative assessment. Colleen [email protected] 515-281-3249. Mary [email protected] 515-281-3927. Assessment for Learning. To improve student learning.
FREE Online Presentation: Free Online Presentation: Creating
The mission of the Library Instruction Round Table (LIRT) is to provide a forum for discussion of activities, programs, and problems of instruction in the use of libraries; to contribute to the education and training of librarians for library instruction; to promote instruction in the use of libraries as an essential library service, and to serve as a channel of communication on library ...
Online Learning PPT Diagram for free
This 'Online Learning PPT Diagram' Preview: This template can be used for school classes, business purposes, and commercial purposes . However, this template cannot be distributed absolutely .
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PROFESSIONAL EDUCATION VI "ASSESSMENT OF LEARNING"(Basic Concepts) Prof. Yonardo Agustin Gabuyo. Basic Concepts in Assessment of Learning Assessment refers to the collection of data to describe or better understand an issue. measures "where we are in relation to where we should be?" Many consider it the same as Formative Evaluation. is a process by which information is obtained relative to ...