Learning Goals And Assessments

Learning Goals and Assessments

* What is Assessment? * Why Assessment is important to teaching-learning process?

- Assessment is the process of gathering, analyzing and interpreting data. (Angelo,1995) ex. Performance assessment Observations interviews

portfolios

- Testing utilizes one kind of test usually paper and pencil test.

-Assessment employs two or more instruments to describe students performance in the classroom.

* What is the role of the assessment in the curriculum? Objectives Context and Materials

Assessment Methods and Strategies

* What Assessment type will you use? * Is it aligned to the objectives or Learning competencies?

In making an assessment we should always consider the objectives and learning competencies in the Curriculum Guide. Learning Competencies Assessments 1. Rote count up to 20. 2. Count objects with one-to-one correspondence up to quantities of 10. 3. Compare two groups of objects to decide which is more or less, or if they are equal. - Identify sets with one more or one less element.

Recitation: Recite the numbers 1-20. Count objects 1-20. Performance Test: Point to objects with one-to-one correspondence using manipulatives. Paper and Pencil Test: Encircle/color the group of objects with more or less objects.

2 types of Assessment Formative Assessment

Summative Assessment

Happens during instruction

Happens after instruction

The goal is to improve

The goal is to prove

Use to check student’s understanding of topic

Use to evaluate learning at the end of the lesson

Helps teachers plan instruction

Shows a level of mastery for a particular skill or standard

Provides leaners feedback

Student often receive a grade

Classroom Assessment  joined process that involves both teachers and learners  should be in unity with instruction  used to track learners’ progress  provides bases for the profiling student performance  promotes self-reflection and personal accountability  it measures achievement of competencies by learners  can be done individually or collaboratively

What is Standardized-Test? RA 10533 DepEd order No. 29, s. 2017 “Policy Guidelines on System Assessment in the K to 12 Basic Education Program”

Curriculum

CI

CA Assessment

AI

Instruction

Assessment in the K-12 Program recognizes:  diversity of learners

 the need for multiple ways of measuring

 the role of the learners as co-participants in the assessment process

Assessment in the K-12 Program Curriculum: Assessment FOR Learning

HOLISTIC

Assessment AS Learning

Assessment OF Learning

Assessment in the K-12 Program Curriculum: Written Work/Self

HOLISTIC

Performance Task/Peer

Quarterly Assessment/Teacher

Principles of Assessment (Magno, 2015)

Principle 1  Assessment should be well aligned with students’ objectives, competencies and educational standards.

Principle 2  The formative assessment needs to scaffold students in the summative assessment.

Principle 3  Assessment should become more like instruction.

Principle 4  Assessment results needs to be used by teachers to help students learn better.

Principle 5  Assessment is NOT used to threaten and intimidate students.

Principle 6  The teacher should encourage the learning community to engage in assessment.

Principle 7  Assessment is a technical competency.

Teacher’s Role  teachers determine what students are understanding and what they still need to learn to master a goal or outcome.

 teachers plan strategies that are quick and easy to use and fit seamlessly into the instruction process.  teachers provide descriptive feedback to let students know whether they have mastered an outcome whether they require more practice. (Regier, 2012)

Sample Formative Assessment Strategies  Checklist  One minute essay  Peer teaching

 questioning

 Analogies

 drawing  K-W-L chart  Graffiti wall  Insideoutside circle  Think-pairshare

 AnticipationReaction-Guides

 Thumbs up, Thumbs down

 Traffic Light  Show of hands

Components of Summative Assessment 1.

Written works

Chapter Test Written Experiments Essays, Literacy Articles Written Report Reaction Papers Research Outputs

2. Performance Tasks Investigatory projects Research Portfolio Scrapbooks Presentations Drawings Skill Demonstration

3. Quarterly Assessment Multiple Choice Items Short Answer Cloze Procedure Dichotomous Choices Matching Type Test Constructed/Extended Response Item

Multiple-Choice Items (Linn-Miller, 2005) 

most common types of objective test

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Quick and efficient

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Consist of a stem and a number of response option.

The stem is not ambiguous, it clarifies the problem, may be written as either a direct question or incomplete statements.

Guidelines for writing Multiple-Choice Items 1. Write the stem first. The stem should: • Present a problem • Stand on its own without qualification • Be as short as possible • Be clearly worded • Phrases or words that begin every choice should be a part of the stem 2. Avoid using negative constructions (not) in the stem. If used, underline not to alert readers’ attention to it. 3. Include only one clearly correct or best response.

4. Make all alternatives grammatical form consistent with the stem. Each choices should have the same grammatical form (such as verb) at its beginning. 5. Make all incorrect responses equally plausible. Do not include responses that are absurd or unbelievable. 6. Place the correct response in each possible position equally. 7. Avoid using expression none of these a s alternative because too often it reduces the possible correct choice to one or two items. 8. Never have the answer to one question depend on knowing the answer to another.

9. Avoid using: a. No-exception words such as never, all, none, and always (they signal an incorrect response) b. Qualifying words such as often, seldom, sometimes, typically, generally and ordinarily (they signal correct response)

Advantages of Multiple-Choice Items o Allows the comparison and evaluation of related ideas, concepts or theories. o Permits manipulation of difficulty level by adjusting the degree of similarity among response options.

o Amenable to item analysis .

Disadvantages of Multiple-Choice Items o Quality items are difficult and time-consuming to develop o Assessment results may be biased by students’ reading ability and test savvy. o May overestimate learning due to the ability to utilize an elimination process for answer selection. o Does not measure the ability to organize and express idea. o Generally does not provide effective feedback to correct errors in understanding.

Short-Answer Items (Linn-Miller, 2005) In a short-answer and completion items students are required to supply a brief answer consisting of a name, word, phrases, or symbol. e.g. Direction: Supply each blank line with the correct word, phrase, number or symbol. A figure that has three sides is called a _________.

Advantages of Short-Answer Items (Mandernach,2003b.) o o o o o o o

scores less likely to be influenced by guessing. Requires increased cognitive ability to generate answer. Provides diagnostic information when looking at types of error . Effective for assessing who, what, where and when information. Relatively easy to construct. Effective as either a written or oral assessment. Quicker for students to complete than multiple-choice questions.

Disadvantages of Short-Answer Items (Mandernach,2003b.) o Makes scoring more difficult and time consuming. o Accuracy of assessment may be influenced by handwriting/spelling skills.

Guidelines for writing Short-Answer Question 1. Ensure only one answer is correct. 2. Ask a direct question. 3. Use blank of equal length. 4. Ensure the answer is brief and definitive . 5. Have one blank per sentence. 6. In computation problem state the degree of precision expected.

Cloze Procedure 

Key words are deleted from a passage. Students insert a key words as they read the text.

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This test is intended to measure students’ ability to decode interrupted or mutilated messages by making the most acceptable substitutions from all the context clues available. Cloze test items consists of words that are deleted from text after allowing a few sentences on introduction.

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Variable-ratio method

- It only omits certain kind of words which the constructor thinks of the importance for a certain purposes, such as nouns, verbs, adjectives, adverbs, preposition, etc.

Modified fixed -ratio - It words are deleted on

a regular basis, but certain items are skipped. These items include names of person, places, objects dates, months, etc.

Exact word scoring method

- Answer is counted as correct as long as it is exactly the same as the original word being deleted from the text.

Approximate word scoring method - The correctness of the answer is out on the basis of its suitability to the total surrounding of the text.

Advantages of Cloze Test o easy to construct and easy to score if the exact word scoring method is applied. o it is claimed as a valid measure for reading comprehension test. o with the 5th word deletion, a large number of items can be taken on a relatively short text.

Disadvantages of Cloze Test o it is difficult to determine whether a certain word id appropriate to the text or not, so that it takes a long time to check.

Dichotomous Choices  Alternative-response items  Binary-choice items  True-or-false test

Advantages of Dichotomous-Choice Items o Limits bias due to poor writing and reading skills. o Highly efficient as large amount of knowledge can be sampled in a short amount of time. o Amenable to item analysis, which allows for improvement of the assessment device.

Disadvantages of Dichotomous-Choice Items o may overestimate learning due to the influence of guessing. o difficult to differentiate between effective difficult items and trick items.

o often leads to testing of trivial facts or bits of information.

Guidelines for writing True or False test items 1. Use statement that are clearly true or false without qualification. 2. Avoid absolute words such as all, always, and never. 3. Restrict each statement to a single idea. 4. Use an approximately equal number of true or false items. 5. Do not use the exact wording of the textbook in the questions. 6. Make all items approximately of the same length. 7. Avoid trivial and general statements. 8. Have students make false statements true to encourage higher-level thinking.

Matching Type  Premises (Left-hand side)  Response (Right-hand side)  Indicate in the directions the basis for matching to avoid laundrylisting

Advantages of Matching Type Test o Relatively easy to write and develop. o Quick to score. o Objectives nature limits bias in scoring. o Easily administered to large numbers of students.

Advantages of Matching Type Test o Limits bias due to poor writing and reading skills. o Highly efficient as large amount of knowledge can be sampled in a short amount of time. o Amenable to item analysis, which allows for improvement of the assessment device.

Disdvantages of Matching Type Test o may overestimate learning due to the influence of guessing.

o Generally less discriminating than multiple choice.

o often criticized for encouraging rote memorization.

Guidelines for writing Matching Type items 1. Keep the list as short as possible (6 items or less). 2. Keep the lists as homogenous as possible (do not mix names with dates). 3. List more response than concept to reduce guessing. 4. Arrange the lists in alphabetical or chronological order. 5. State in the directions the basis on which the matching is to be done.

Extended-response test  Consolidates understanding of a topic, organizes thinking, synthesizes/evaluates information, expresses opinions, assesses complex learning outcome, such as application, synthesis ad evaluation levels.

 State questions directly. Avoid unnecessary words or phrases.  Limit your items to questions that assess understanding  Provide a holistic criteria for scoring

Advantages of Extended response items o provides good opportunities for meaning, making and subjective representation o reveals in depth understanding of content.

Disadvantages of Extended response items o scoring is difficult. o Assessment bias caused by poor writing skills.