Assessment Of Learning Reviewer k3r4v

Assessment of Learning

Measurement -devices, statistical tool (how much student learn) Assessment –synthesizing the data gathered (how much change); skills, tools, observation, psychological test, case study, interviews (learn something about the person), past records (cumulative records). Evaluation- make decision or judgment (how much adequate is the change to that person) Types: Traditional Assessment – Pencil and paper test Alternative Assessment – oral discussion, compile things (authenticate)

 Assessment for learning –for students; you have prior knowledge or learning (diagnostic test); prerogative of unannounced quiz.  Assessment of learning –for students; how much have you learned  Assessment as learning –for teachers; how much your students learn

Principles of Assessment               

Cognitive Targets –knowledge, ing, mastery, comprehension, application, analysis Skills –specific activities or tasks that a student can proficiently do Product –tangible & concrete evidence of a student’s ability. Outputs and project targets. Affective Aspects –values, interest of the student. Appropriateness of Assessment Methods Principles of Balance –Assessment of all domains, (difficult, moderate, easy) Principles of Participation –students also assess their classmates. Validity –based on maturity, intellectual level, background level Reliability –consistency, (otherwise known as dependability or stability) Principle of fairness –assessment procedure needs to be fair. Assessment must be authentic Ethics Practicality & Efficiency –experiences lead us to practicality & efficiency Positive consequences Assessment should be continuous process

Relationship of Assessment to Objective    

Objective(for teacher) Competency(students acquire after discussion) Goal(long term) Objective(short term)

Taxonomy of Instructional Domains      

Bloom identified the domain(level of cognitive domain) Knowledge-1st level Analysis-comprehend-2nd level Application-3rd level (previously acquired knowledge) Analysis-breakdown full materials into component parts, the students think critically Evaluation level –

 Lorin Anderson-Cognitive psychologists, tried if Blooms Cognitive Domain is still applicable in the 20th century.(verb form),change the cognitive  Bloom-noun form(cognitive domain) Classification of Examination  To determine the performance of the student  To determine the standards of the school According to Preparation  

Unstandardized Test- classroom (after discussion) Standardized Test-Norms, age bracket

According to Criteria      

Objectivity-answer to the question is based on the fact istrability -test possesses clear, simple, concise, instruction Scorability-easy to check, answer sheet Economy-answer sheet are being replaced from time to time. Utility –usability of the test. Adequacy

Take note: Difference is that standardized test has a presence of validity and reliability (VALIDITY AND RELIABILITY) 

Content Validity

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Concurrent Validity or Criterion Related Validity –parallel form of equivalent form methodpearson r spearman rho Predictive Validity – compare general ave. Of soc sci to gen. Ave of history Construct Validity – cannot be seen; intellectual invention; subject to pearson; spearman & Ttest

NB: Criterion Related-Standardized test, valid & reliable

 Test & Retest Method –concurrent  Parallel Form  Spearman Rho/Pearson R- degree of relationship. But it will not tell you if there is really an existing relationship. NB: If the computed value is less than the tabular value (accept) NB: If the computed value is greater than the tabular value. Null hypothesis (reject); There is an existing relationship 

T-Test- will tell you if there is a relationship.

REALIABILITY 1.) 2.) 3.) 4.)  

Parallel Form of Equivalent Form- two test on the same person Pre or Post Test – same person; set of test given Split-Half Method-How parallel the content of the test; 50students(test internal consistency) Internal Consistency Split-Half Kuder Richardson Formula 20 –getting the score of each correct, failure in each item

CHARACTERISTICS OF A GOOD TEST      

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According to manner of response According to nature of response (I.Q. Test) Personality Test Achievement Test- diagnostic NCEE,NSAT,NCAE- aptitude test According to construction a.) Structured – the examinee is designed based on the test b.) Unstructured-answer the question based on what you feel. Think. According to the number of person, to which the test is istered. A.) Draw a person test-individual

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According to Mode of Interpreting Result Criterion Reference- used in licensure exams Norm Reference

POINTERS IN CONSTRUCTING A TEST 1.) Objective Type A.) Recall Type a.) Simple recall type- based on previously direct form. (ex. Who discover the phils.) b.) Completion Type- consists of statements or problems, incomplete statements, fill in the blanks COMPLETION TYPE RULES: 1.) The sentence should be specific and omit words that are essential to the meaning. 2.) Avoid omitting or any words of the statement. It may lose its meaning. 3.) Be definite in stating the question. (Ex. Jose Rizal was born in________)