ASSESSMENT OF STUDENT LEARNING (ED 103)
(Course Syllabus)
Module 1: Overview in Assessment of Learning
Lesson 1. The Overview of the Assessment of Learning
a. Introduction
b. Definition of Terms
c. Guiding Principles in Assessment of Learning
Lesson 2. Types of Measurement and their Differences
Lesson 3. Common Characteristics and Differences of Norm and Criterion References
Lesson 4. Types of Assessment
Lesson 5. Modes of Assessment
Lesson 6. Formative and Summative Assessment
Module 2: ESTABLISHING THE LEARNING TARGETS
Lesson 1. Definition and Types of Learning Targets
Lesson 2. Definition and Role of Instructional Objectives
Lesson 3. Characteristics of a Well Written and Useful Instructional Objectives
Lesson 4. The Three Student Learning Outcome: Cognitive, Affective, & Psychomotor
Module 3: Keys to Effective Testing
Lesson 1. Tests and their Uses in Educational Assessment
Lesson 2. General Steps in Preparation of Tests
Lesson 3. The Keys to Effective Testing
Lesson 4. Factors to Consider when Constructing a Good Test
Lesson 5. Use and Classification of Tests
Lesson 6. Table of Specification
Module 4. Development of Assessment Tools
Lesson 1. Multiple Choice Tests (MCT)
a. Advantages and Disadvantages of MCT b. Suggestions for Writing MCT
c. Types of MCT d. Checklist for Writing MCT
Lesson 2. True or False Tests (TFT)
a. Advantages/Disadvantages of TFT b. Pointers for TFT
c. Types of TFT c. Checklist for Writing TFT
Lesson 3. Matching Type Tests (MTT)
a. Advantages/Disadvantages of MTT b. Pointers and Suggestions for MTT
c. Types of MTT d. Checklist for MTT
Lesson 4. Completion Tests (CT)
a. Advantages and Disadvantages of CT b. Pointers and Suggestions for CT c. Types of CT
Lesson 5. Cloze Test
Lesson 6. Essay Tests (ET)
a. Advantages and Disadvantages of ET b. Uses of ET c. Pointers on Writing ET
d. Suggestion for rating ET e. Factors to Consider in Assigning Points
f. Checklist for Writing ET
Lesson 7. Other Assessment Tools and Techniques
a. Filling the blanks b. Standardized Tests c. Intelligence and Aptitude Test
d. Personality Test e. Interest Inventory f. Anecdotal Records
g. Case Study h. Questionnaire i. Rating Scale j. Sociogram
Module 5. Characteristics of a Good Test
Lesson 1. Validity of the Test
a. Important thing to Remember about Validity b. Types of Validity
c. Factors Affecting the Validity of a Item d. Ways to Reduce the Validity of the Test Items
Lesson 2. Reliability of the Test
a. Factors Affecting the Reliability of the Test
b. Four Methods of Establishing Reliability
Lesson 3. Objectivity of the Test
Module 6. Analyzing and Using of Test Item Data
Lesson 1. Procedures in Item Analysis
Lesson 2. Computation for the Index of Difficulty (Df) and Index of Discrimination (Di)
Lesson 3. Interpreting Test Scores
Module 7. Educational Statistics
Lesson 1. Descriptive Statistics vs. Inferential Statistics
Lesson 2. Measures of Central Tendency
a. Meaning and Properties of Mean b. Meaning and Properties of Median
c.. Meaning and Properties of Mode
Lesson 3. Measures of Variability
a. Meaning and Properties of Range b. The Quartile Deviation
c. The Standard Deviation
Lesson 4. Measures of Correlation
Module 8. Rubrics, Portfolio and Performance-Based Assessment
Lesson 1. Meaning and Types of Rubrics
Lesson 2. Steps and Advantages in Developing a Rubrics
Lesson 3. Definition and Comparison of Portfolio Assessment
Lesson 4. Types, Guidelines and Uses of Portfolio
Lesson 5. Meaning and Framework of Performance-Based Assessment (PBA)
Lesson 6. Forms, Uses and Focus of PBA
Module 9. Grading and Reporting Practices
Lesson 1. Nature and Functions of Grade/Marks
Lesson 2. Purpose and Types of Grades and Marks
Lesson 3. Advantages/Disadvantages of Grades and Marks
Lesson 4. Common Grading-Related Problems
Lesson 5. Guidelines for Effective Grading
Lesson 6. Criteria for a Marking-Reporting System
Abby: A little excited. Well, its not everyday we will make a blog, right?
Lyka: this blog making activity that our instructor has given to us was new to me. As with my past subjects, i haven't experienced this king of activity. Yet, it helped me learn more about my subject and also taught me how to be acquainted well in our new technology.
Iysa: when hearing about the activity which is blog making. I got confused because of the fact that i do not have the knowledge of making it. And got excited because it is going to be fun.
Jean: It will enhance and develop our skills in making a blog and it will help us to adapt the new environment in social networking.
Bert: It is indeed a hard task that was given to us.
Eun: At first when our prof. told our section that were going to have the online blog, of course there is a little bit surprising. because at the first place as a student we have been focusing our learning only inside the four corners of the classroom. This is our first time to get involved on classroom discussion with the environment of the online blog. For me, having this kind of activity. Is an opportunity and privilege to us to be aware of the edvance technology which is really adapted in our society.
2. Are you having some difficulty configuring the use of web blogging? explain.
Abby: Uhmm..not much. There are instructions and I have research first hand about making a blog so its a little easy.
Lyka: yes. As what I have said, I'm not used with the blog making activity. This means that I am also not well equiped with the computer and the web.
Iysa: Sometimes, because of so many instructions in the blog that leads me to get confused which instructions to follow especially in logging in.
Jean: because of the blog I've learned that technology helped us to make things easier.
Bert: Yes, for Im not that familiar in the sorrounding.
Eun: No, because im already oriented on computer. I used to explore many important things in the internet so if ever there is a new environment which needed to surf i would easily discovered that place and to learn with my own way.
3. Did the activity gave you a deeper understanding about used of blogs? Why?
Abby: I can say it did gave me an idea of how people run things now with the use of the computer. Blogs are quite cool especially for reasearsch.
Lyka: yes. In the process of this activity we were also push to learn and understand blogmaking. For us, of course to create our own blog by this, we're able to understand deeply the use of blogs.
Iysa: yes, because the activity help us to know what is the use of blogs anmd what is the important of this.
Bert: yes.
Eun: Yes. Most probably this activity give me a deeper understanding not just about its uses and significance but also its function and the learning of the students.
4. Did the activity increases or decreases your entusiam, willingness or effort to learn more about technology? Why?
Abby: My enthusiam, willingness and effort are constantly increasing since then. I think, maybe this activity put more push to it. It did arose my goal to learn something new.
Lyka: This activity increase my enthusiam, willingness and my effort to learn more about technology because first my grade is the one which is at risk in completing this activity, second of course if im willing to make my grades higher surely i will work willinglly, enthusiastically and with effort, third thjis activity helped a lot for me not to be ignorant in our technology.
Iysa: yes, because through this activity i was able to realize that i need to know more about using the technology at the present so that i will not be innocent when the time come that no more classroom, and ballpens and papers to be used in schooling.
Jean: Increaser because of the blog i encourage and willing to know more about the technology, if what is the implication of this in our society. if the technology can help us to improve our lives.
Bert: It increase my enthusiam because im much eager to explore more about it.
Eun: Indeed, this kind of activity increases my enthusiam, willingness to learn more about technology because it gives us insights about the coming generation were students learn will no longer hold notebooks and ballpen instead the rigth clicking and surfing the net.
5. What important tools have you learned from this activity?
Abby: I've learned that blog is cool, a little patience for unparticipative groupmates and buffering internet signal and lastly moey counts.
Lyka: Blogmaking activity taught me three important things (1) it is important bthat you have enough knowledge in computer manipulation and web surfing. (2) when you engaged with this activity you can explore much and will have knowledge of the things trhat you have no idea before (3) with this activity you will appreciate the importance of technology.
Iysa: I learned that cooperation is highly needed in group activity and technology is not all about entertainment. I have learned also that you should always have load.
Jean: because of the blog I've learned that technology help us to make the things easier.
Bert: Its the blended really help the student.
Eun: Cooperation is Must! being responsible, understanding, humility and willingness of the members then the leader needs also to be open to comments and suggestion of the body then of course without unity it is impossible to finish one task successfully.
6. What generalization can you formulate with this activity?
Abby: Well, blog making is kind'a ok and ED103 isn't the usual behind the desk scenario. Its quite cool.
Lyka: As a whole, this activity enriches my thoughts with new knowledge and skills about the blogs and the use of webs.
Iysa: Technology in the present has a big role in the different aspects of life and also it has a big role in educating a person.
Jean: Therefore i conclude that because of using blog we will know the importance of technology in our daily lives.
Bert: Making blog can help the students learn about the help of technology in learning.
Eun: Generally, having this online blog produces another knowledge, skills and experience from the world of technology.
MODULE 1- Overview in Assessment of LEARNING
This module has taught us that teachers also have tools which they use in their teaching profession. The first thing a teacher needs is a goal. What does a teacher want from the students? What does the student’s expectation? What do they need to know about the class? The subjects? The skills? This thing serves as guidelines which by when it reached our time it is called objectives. In this module too, we have learned about the professionalism, the virtues and the assessment. Now, what is it? It is the common tool in measuring, evaluating and serves as a basis in the student’s development and the teacher’s teaching skills too. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. In this chapter too, we are able to distinguish its difference from measurement and evaluating. These ideas have given us the first and foremost basic things in teaching.
MODULE 2- Establishing the LEARNING Targets
This module had taught us about the importance of learning targets. This have made us understand that learning target is not just a simple statement which oftentimes mistaken as a goal, on the contrary it is a statement of student performance that includes both a description of what students should know or able to do at the end of a unit of instruction and criteria for judging the level performances demonstrated. By this means it serves as specific statements of what students are expected to do after the instruction which must be measurable, observable and student-response. This module also taught us about the three learning outcomes: the cognitive, affective and psychomotor which is referring to the intellectual, abstract reasoning and skills of the students that must be projected by them by the end of the subject/ class. These tools in teaching are one of the basic things to be learned.
Module 3: Keys to Effective Testing.
Module 3: Keys to Effective Testing.
This module has taught us about the definition
of test, its importance in student’s and teacher’s evaluation, its uses and its types. Now , this things have opened our eyes in the true definition of test, that it is not a bad luck, it’s not a torture but it is a simple basic measuring device used by the teachers to measure the development of our previous learning. On the other hand, this test can also identify the effectiveness of the teacher in teaching his/ her students. if the students have low scores this may be interpreted that the teacher is not good enough in making the students understand the lesson. The test also serves as the basic basis of curriculum development and teacher’s effectively.
of test, its importance in student’s and teacher’s evaluation, its uses and its types. Now , this things have opened our eyes in the true definition of test, that it is not a bad luck, it’s not a torture but it is a simple basic measuring device used by the teachers to measure the development of our previous learning. On the other hand, this test can also identify the effectiveness of the teacher in teaching his/ her students. if the students have low scores this may be interpreted that the teacher is not good enough in making the students understand the lesson. The test also serves as the basic basis of curriculum development and teacher’s effectively.
MODULE 4: DEVELOPMENT OF ASSESSMENT TOOLS
This module had taught us about the kinds of assessment tools.
The Multiple Choice Test, True or False, Matching-type test, Completion and Cloze Test and finally the Essay test are the basic most widely developed and used assessment tools. Multiple choices is a form of assessment in which respondents are asked to select the best possible answer (or answers) out of the choices from a list. The multiple choice format is most frequently used in educational testing, in market research, and in elections-- when a person chooses between multiple candidates, parties, or policies. The simple true-false test is a type of multiple choice tests with two choices – one is true and one is false. That means that monkey trained to use a pencil, should be able to average 50% right – not bad for a non-reader. The point is that teachers need to take chance into consideration when considering how much a true-false test is really worth as an assessment tool. The Matching-type test is similar to the multiple choice test. In this kind of test, the examinee associates an item in one column with a choice in the second column. Sentence completion tests are a class of semi-structured projective techniques. Sentence completion tests typically provide respondents with beginnings of sentences, referred to as “stems,” and respondents then complete the sentences in ways that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations, or other mental states. There is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized as projective tests. Lastly, an essay is a traditional form of assessment in relatively academic and some professional areas. It takes the form of a piece of writing specially composed by the student to address a question or topic set by the teacher, usually within a set word-limit. It is extremely flexible and easy to set: unfortunately this also leads to a great deal of sloppiness in its use. All and all this assessment tools are effective in teaching.
LESSON 5: CHARACTERISTICS OF A GOOD TEST
In this module we have learned about the characteristics of a good test. We have learned about validity and the factors affecting it and reliability. Validity encompasses the entire experimental concept and establishes whether the results obtained meet all of the requirements of the scientific research method.
For example, there must have been randomization of the sample groups and appropriate care and diligence shown in the allocation of controls.
Internal validity dictates how an experimental design is structured and encompasses all of the steps of the scientific research method.
Even if your results are great, sloppy and inconsistent design will compromise your integrity in the eyes of the scientific community. Internal validity and reliability are at the core of any experimental design.
External validity is the process of examining the results and questioning whether there are any other possible causal relationships.
Control groups and randomization will lessen external validity problems but no method can be completely successful. This is why the statistical proofs of a hypothesis called significant, not absolute truth.
Any scientific research design only puts forward a possible cause for the studied effect.
There is always the chance that another unknown factor contributed to the results and findings. This extraneous causal relationship may become more apparent, as techniques are refined and honed. On the other hand, The idea behind reliability is that any significant results must be more than a one-off finding and be inherently repeatable.
Other researchers must be able to perform exactly the same experiment, under the same conditions and generate the same results. This will reinforce the findings and ensure that the wider scientific community will accept the hypothesis.
Without this replication of statistically significant results, the experiment and research have not fulfilled all of the requirements of testability.
This prerequisite is essential to a hypothesis establishing itself as an accepted scientific truth.
For example, if you are performing a time critical experiment, you will be using some type of stopwatch. Generally, it is reasonable to assume that the instruments are reliable and will keep true and accurate time. However, diligent scientists take measurements many times, to minimize the chances of malfunction and maintain validity and reliability.
At the other extreme, any experiment that uses human judgment is always going to come under question.
For example, if observers rate certain aspects, like in Bandura’s Bobo Doll Experiment, then the reliability of the test is compromised. Human judgment can vary wildly between observers, and the same individual may rate things differently depending upon time of day and current mood.
MODULE 6: ANALYZING AND USING OF TEST ITEM DATA
MODULE 6: ANALYZING AND USING OF TEST ITEM DATA
This module had taught us about the item analysis. Item Analysis allows us to observe the characteristics of a particular question (item) and can be used to ensure that questions are of an appropriate standard and select items for test inclusion. Tem Analysis describes the statistical analyses which allow measurement of the effectiveness of individual test items. An understanding of the factors which govern effectiveness (and a means of measuring them) can enable us to create more effective test questions and also regulate and standardize existing tests. We have focused in the Classic Test Model. Classical Test Theory
Classical Test Theory (traditionally the main method used in the United Kingdom) utilizes two main statistics - Facility and Discrimination.
Classical Test Theory (traditionally the main method used in the United Kingdom) utilizes two main statistics - Facility and Discrimination.
Facility is essentially a measure of the difficulty of an item, arrived at by dividing the mean mark obtained by a sample of candidates and the maximum mark available. As a whole, a test should aim to have an overall facility of around 0.5, however it is acceptable for individual items to have higher or lower facility (ranging from 0.2 to 0.8).Discrimination measures how performance on one item correlates to performance in the test as a whole. There should always be some correlation between item and test performance, however it is expected that discrimination will fall in a range between 0.2 and 1.0.
The main problems with Classical Test Theory are that the conclusions drawn depend very much on the sample used to collect information. There is an inter-dependence of item and candidate. This have enable us to know the effectively of the test questions.
Module 7: EDUCATIONAL STATISTICS
In this module we have learned that statistics is also applied in education mostly in learning and teaching. A statistic is a one-number description of a set of data, or numbers used as measurements or counts - lengths of arms, number of days, number of fish in a catch - or, rarely, a number in that set. Mathematicians use the statistic to describe data much as you might use one word to describe a situation or thing or person. It's not a perfect summary, but it is all that might be needed. We have learned about Number, n, is the statistic describing how big the set of numbers is, how many pieces of data are in the set. Average is the statistic which describes the center of a set of data, a set of numbers which are measurements or counts. The most commonly used averages are the mean (arithmetic average), mode (most frequent number), median (middle number when numbers are listed smallest to largest).[Please visit each link in the above paragraph to see how each statistic is computed.]Each average, you see, has a different meaning -- describes a different center.The mean, for example, is the average computed by adding each piece of data, each number in the set, then dividing the total by n, the number of numbers. See mean.For a sample of numbers, add the numbers, divide by the number of numbers, n.For the entire set (a population) of numbers, add the numbers divide by the number of numbers, n. Range and standard deviation are statistics which measure spread - how the data is distributed.To compute the range, subtract the smallest number from the largest number to find the difference between the largest and smallest numbers.To compute the standard deviation, average the difference between each piece of data and the mean and do it in the standard way. All in all the statistic in its complex form helps is an important educational tool that both benefit the teachers and students.
Module 8: Rubrics, Portfolio and Performance Based Assessment
In this module we have learned about the rubrics, for everything varies from each other, rubrics are invented to give answer the problem. A rubric is an explicit set of criteria used for assessing a particular type of work or performance. A rubric usually also includes levels of potential achievement for each criterion, and sometimes also includes work or performance samples that typify each of those levels. Levels of achievement are often given numerical scores. A summary score for the work being assessed may be produced by adding the scores for each criterion. The rubric may also include space for the judge to describe the reasons for each judgment or to make suggestions for the author. This enables the teachers to sight the differences and to identify the levels of difference. It is an educational tool.
Module 9: Grading and Reporting Practices
We have learned in this module that in education it is important to evaluate the student’s performance. That is why there is grade. Grades in the realm of education are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or E, or F), as a range (for example 4.0–1.0), as a number out of a possible total (for example out of 20 or 100), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). GPA is calculated by taking the number of grade points a student earned in a given period of time divided by the total number of credits taken. The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. A Cumulative Grade Point Average is a calculation of the average of all of a student's grades for all semesters and courses completed up to a given academic term, whereas the GPA may only refer to one term. Reporting is also important in student development. Reporting is an effective way to relay information. in the discussions in this module we have learned the overall importance of evaluating, grading and marking the student’s as well as the teacher’s performance.
In this module we have learned about the rubrics, for everything varies from each other, rubrics are invented to give answer the problem. A rubric is an explicit set of criteria used for assessing a particular type of work or performance. A rubric usually also includes levels of potential achievement for each criterion, and sometimes also includes work or performance samples that typify each of those levels. Levels of achievement are often given numerical scores. A summary score for the work being assessed may be produced by adding the scores for each criterion. The rubric may also include space for the judge to describe the reasons for each judgment or to make suggestions for the author. This enables the teachers to sight the differences and to identify the levels of difference. It is an educational tool.
Module 9: Grading and Reporting Practices
We have learned in this module that in education it is important to evaluate the student’s performance. That is why there is grade. Grades in the realm of education are standardized measurements of varying levels of comprehension within a subject area. Grades can be assigned in letters (for example, A, B, C, D, or E, or F), as a range (for example 4.0–1.0), as a number out of a possible total (for example out of 20 or 100), as descriptors (excellent, great, satisfactory, needs improvement), in percentages, or, as is common in some post-secondary institutions in some countries, as a Grade Point Average (GPA). GPA is calculated by taking the number of grade points a student earned in a given period of time divided by the total number of credits taken. The GPA can be used by potential employers or further post-secondary institutions to assess and compare applicants. A Cumulative Grade Point Average is a calculation of the average of all of a student's grades for all semesters and courses completed up to a given academic term, whereas the GPA may only refer to one term. Reporting is also important in student development. Reporting is an effective way to relay information. in the discussions in this module we have learned the overall importance of evaluating, grading and marking the student’s as well as the teacher’s performance.
