review on the principles of assessment
TRANSCRIPT
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OBJECTIVES
Define assessment and explain its
purpose.
Explain the guiding principles of
assessment.
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ASSESSMENT
Assessment is theprocess of gathering
quantitative and
qualitative data orevidence of what a
student can do
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Assessment is theprocess of gathering
quantitative and
qualitative data orevidence of what a
student can do.
ASSESSMENT
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Evaluation is theprocess of
interpreting the
evidence and making
judgments anddecisions based on
the evidence.
EVALUATION
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EVALUATION
Evaluation is theprocess of
interpreting the
evidence and making
judgments anddecisions based on
the evidence.
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MEASUREMENT
is a part of the educational
evaluation process whereby sometools or instruments are used to
provide a quantitative description
of the progress of students
towards desirable educationalgoals.
can either be objective (as in
testing) or subjective (as in
perceptions)
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Test or Testing
is a systematic procedure to
determine the presence orabsence of certain
characteristics or qualities in
a learner.
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Who Needs ToAssess? Purposes of Assessment
Policymakers Policymakers use assessment to:
Set standardsFocus on goals
Monitor the quality of education
Reward/sanction various practices
Formulate policiesDirect resources including
personnel and money
Determine effects of tests
Purposes of Assessment
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Purposes of Assessment
Who Needs To
Assess?
Purposes of Assessment
Administrators
and school
Monitor program effectiveness
planners use assessment to:
Identify program strengths and
weaknesses
Designate program priorities
Assess alternatives
Plan and improve programs
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Who Needs ToAssess? Purposes of Assessment
Teachers and
administrators
Make grouping decisions use
assessment to:
Perform individual diagnosis and
prescription
Monitor student progress
Carry out curriculum evaluation and
refinement
Provide mastery/promotion/grading
and other feedback
Motivate students
Determine grades
Purposes of Assessment
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Who Needs To
Assess?Purposes of Assessment
Parents and
students use
Gauge student progress assessment
to:
Assess student strengths and
weaknesses
Determine school accountability
Make informed educational and
career decisions
Purposes of Assessment
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Principles of Assessment
McMillan, 1997
Principle 1. Set clear and
appropriate learning targets.
Learning targets include:
what the students should know
be able to do
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Principles of Assessment
Principle 1. Set clear andappropriate learning targets.
Mueller (2000) distinguishes between and among
four sources of learning targets.1. Mission Statement is a brief and broad
statement that serves as a focal point to initiate
development as well as a check for progress.
Philippine School produces students who are effective
communicators, collaborators, and problem solvers.
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Principles of Assessment
Principle 1. Set clear andappropriate learning targets.
Mueller (2000) distinguishes between and among
four sources of learning targets.2. Goals flesh out the mission statement, but still
broadly define expectations for students.
Develop effective communication among students.
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Principles of Assessment
Principle 1. Set clear andappropriate learning targets.
Mueller (2000) distinguishes between and among
four sources of learning targets.
3. Standards tend to be content-specific to one or
a few grade levels and one content area. These
may be written at the level of a unit.
Use appropriate expressions in communicating with
others.
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Principles of Assessment
Principle 1. Set clear andappropriate learning targets.
Mueller (2000) distinguishes between and among
four sources of learning targets.
4. Objectives are the most specific statements that
are typically written at the level of the lesson plan
with one or more objectives for each lesson.
(cognitive, psychomotor and affective domains)
Use courteous expressions in talking with other people.
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Principles of Assessment
Principle 1. Set clear andappropriate learning targets.
BROAD
NARROW
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
Hmmmpaper andpen, performanceor task based?How shall I assess
them?
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
A. OBJECTIVE TESTS
Selected response types
Binary choice
Multiple choice
Matching type
A or B?A,B, C, or D?Column A and
Column B?
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
A. OBJECTIVE TESTS
Simple Supply
Gap-fill or completion type
Short answer response type
Fill in the
blanks withthe correctform of the
verb.
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
B. ESSAY Restricted typeExtended type
Write aparagraph
about
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
C. PERFORMANCE TYPE
Product-oriented
Process-oriented
Let meseeAha! Illask them topresent a
readerstheater.
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Principles of Assessment
Principle 2. Use appropriate assessment
methods by matching targets with methods.
D. ORAL QUESTIONING
Oral examinations
Interviews
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Principles of Assessment
Principle 3. Establish test validity.
Test validity is tied to the purposes
for which an assessment is used.
The content of the tests should
match the teacher's educational
objectives and instructional
emphases.
The test items should represent the
full range of knowledge and skills
that are the primary targets of
instruction.
Validity refers to the extent to which the test
measures what it is supposed to measure.
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Principles of Assessment
Principle 3. Establish test validity.
WAYS OF ESTABLISHING TEST VALIDITYWAYS OF ESTABLISHING TEST VALIDITY
Validity refers to the extent to which the test
measures what it is supposed to measure.
Face validity examining the physical attributes
of the test
Content validity examining the extent to which
the test measures the area of interestInstructional validity examining the extent to
which the test measures the instructional
objectives
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Principles of Assessment
Principle 3. Establish test validity.
WAYS OF ESTABLISHING TEST VALIDITYWAYS OF ESTABLISHING TEST VALIDITY
Validity refers to the extent to which the test
measures what it is supposed to measure.
Criterion-related validity examining the extent
to which the test is related to some other valued
measures
Construct validity examining the extent towhich a test can measure an unobservable trait
or behavior. It could be determined through
theoretical analysis, and statistical procedures.
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Principles of Assessment
Principle 4. Ensure test reliability.
Reliability refers to the extent to which a test is
dependable, stable, and consistent when administered
to the same individuals on different occasions.
W
AYS IN ESTABLISHING TEST RELIABILITYW
AYS IN ESTABLISHING TEST RELIABILITY
1. Test-retest test of stability
2. Parallel forms test of equivalence
3. Split-half test of internalconsistency
4. Kuder-Richardson test of internal
consistency
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Principles of Assessment
Principle 5. Ensure fairness and equity.
1. Provide all students with
equal opportunity todemonstrate achievement.
2. Present the content of the
assessment and the
scoring criteria muchahead of time.
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Principles of Assessment
Principle 5. Ensure fairness and equity.
3. The assessment procedures
and scoring rubrics should befree of extraneous factors
which unnecessarily confuse or
inadvertently cue student
responses.
4. Avoid all forms of bias in
language, assessment tasks,
and procedures.
5. Avoid teacher stereotypes
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Principles of Assessment
Principle 6. Stress positive consequences of
the test.
Tests should motivate students
to learn.
They should also promote and
encourage effective
teaching.
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Principles of Assessment
Principle 7. Consider practicality and efficiency
in the choice of assessment strategy.
The teacher needs to be
familiar with the method.
Consider the ease in
administering the exam, the
scoring and the
interpretation of the test.
Consider time requirement
and cost in administering
the exam.
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PERFORMANCE-BASED
ASSESSMENT
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P-E-R-F-O-R-M-A-N-C-E Hmmm.Why
performance-based?What is that?
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
BEHAVIORALBEHAVIORALCOGNITIVECOGNITIVE
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Active, not
passive
Construct knowledge
environment
LEARNERS
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Integrated assessment
SCOPE of ASSESSMENT
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
BELIEFS about KNOWING
Application of
skills and
knowledge.
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Attention to metacognition.
EMPHASIS of INSTRUCTION
What shallI do next?How is this
done?
Why do Ioften haveproblemssolving
this?
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Authentic, real life, meaningful.
On-going...
FREQUENCY of ASSESSMENT
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Group process skills on
collaborative tasks.
Multi-skills
WHO IS ASSESSED?
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TThehe CCognitiveognitive SShifthiftTThehe CCognitiveognitive SShifthift
Are we going to
make that big leap
from the traditional
to the non-
traditional?
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Balanced Assessment
ASSESSMENT
BALANCED
Traditional PortfolioPerformance
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Balanced Assessment
ASSESSMENT
CONGRUENCE
TARGETS METHODS
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT TO ASSESS?
COGNITIVE
PSYCHOMOTOR
AFFECTIVE
Domains ofLearning
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Balanced Assessment
Traditional PortfolioPerformance
Paper and pen
testingDemonstrating
the skills
Collecting evidence
of learning
Cognitive Psychomotor Affective
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Balanced Assessment
Traditional PortfolioPerformance
Paper and pentesting
Demonstrating
the skills
Collecting evidence
of learning
Cognitive Psychomotor Affective
KNOWLEDGE SKILLS AFFECTS
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT TO ASSESS?
Learning targets
Lesson objectives
Course goals
Competencies
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT TO ASSESS?
All domains of
intelligenceVerbal-linguisticLogical mathematicalSocial interpersonalIntrapersonalNatural
ExistentialBodily-kinestheticMusicalVisual-spatial
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Use different types ofassessment strategies.Paper and pen testPerformance assessment
Portfolio assessment
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Use varied and well-constructed tool forassessment.
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Use tools with varying levels ofdifficulty from easy averageto difficult levels.
U
se a variety of test formats Assess all levels of behavior
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Cognitive
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Assess all levels of behavior
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Affective
1. Receiving
2.R
esponding3. Valuing
4. Organization
5. Characterization
Assess all levels of behavior
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Involve others in makingdecisions on theassessment procedures.
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Balanced AssessmentBalanced Assessment
ProgramProgramWHAT are the STRATEGIES?
Get ideas from authenticsources of information.
B l d A t
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Balanced Assessment
ASSESSMENT
CONGRUENCE
TARGETS METHODS
HOW?