Principles Of High Quality Assessment 5g3y34

Principles of High Quality Assessment 1. Clarity of Learning Targets Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. The learning targets, involving knowledge, reasoning, skills, products and effects, need to be stated in behavioral which denote something which can be observed through the behavior of the students. a. Cognitive Targets Benjamin Bloom (1954) proposed a hierarchy of educational objectives at the cognitive level. These are: - Knowledge – acquisition of facts, concepts and theories - Comprehension understanding, involves cognition or awareness of the interrelationships - Application – transfer of knowledge from one field of study to another of from one concept to another concept in the same discipline - Analysis – breaking down of a concept or idea into its components and explaining g the concept as a composition of these concepts - Synthesis – opposite of analysis, entails putting together the components in order to summarize the concept - Evaluation and Reasoning – valuing and judgment or putting the “worth” of a

concept or principle. b. Skills, Competencies and Abilities Targets - Skills – specific activities or tasks that a student can proficiently do - Competencies – cluster of skills - Abilities – made up of relate competencies categorized as: i. Cognitive ii. Affective iii. Psychomotor c. Products, Outputs and Project Targets - tangible and concrete evidence of a student’s ability - need to clearly specify the level of workmanship of projects i. expert ii. skilled iii. novice 2. Appropriateness of Assessment Methods a. Written-Response Instruments - Objective tests – appropriate for assessing the various levels of hierarchy of educational objectives - Essays – can test the students’ grasp of the higher level cognitive skills - Checklists – list of several characteristics or activities presented to the subjects of a study, where they will analyze and place a mark opposite to the characteristics. b. Product Rating Scales - Used to rate products like

book reports, maps, charts, diagrams, notebooks, creative endeavors - Need to be developed to assess various products over the years c. Performance Tests Performance checklist - Consists of a list of behaviors that make up a certain type of performance - Used to determine whether or not an individual behaves in a certain way when asked to complete a particular task d. Oral Questioning – appropriate assessment method when the objectives are to: - Assess the students’ stock knowledge and/or - Determine the students’ ability to communicate ideas in coherent verbal sentences. e. Observation and Self Reports - Useful supplementary methods when used in conjunction with oral questioning and performance tests 3. Properties of Assessment Methods a. Validity – appropriateness, correctness, meaningfulness and usefulness of the specific conclusions that a teacher reaches regarding the teaching-learning situation. - Content validity – content and format of the instrument

i. Students’ adequate experience ii. Coverage of sufficient material iii. Reflect the degree of emphasis - Face validity – outward appearance of the test, the lowest form of test validity - Criterion-related validity – the test is judge against a specific criterion - Construct validity – the test is loaded on a “construct” or factor b. Reliability – consistency, dependability, stability which can be estimated by - Split-half method - Calculated using the i. Spearman-Brown prophecy formula ii. Kuder-Richardson – KR 20 and KR21 - Consistency of test results when the same test is istered at two different time periods i. Test-retest method ii. Correlating the two test results c. Fairness – assessment procedure needs to be fair, which means: - Students need to know exactly what the learning targets are and wat method of assessment will be used - Assessment has to be viewed as an opportunity to learn rather than an opportunity to weed out

poor and slow learners - Freedom from teacherstereotyping d. Practicality and Efficiency - Teachers should be familiar with the test, - does not require too much time - implementable e. Ethics in Assessment – “right and wrong” - Conforming to the standards of conduct of a given profession or group - Ethical issues that may be raised i. Possible harm to the participants. ii. Confidentiality. iii. Presence of concealment or deception. iv. Temptation to assist students. Clarity of Learning Targets

Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible. To this end, we consider learning targets involving knowledge, reasoning, skills products and effects. Learning targets need to be stated in behavioral or which denote something which can be observed

through the behavior of the students. Thus the objective “to understand the concept of buoyancy” is not stated in behavioral . It is not clear how one measures “understanding”. On the other hand, if we restate the targets as “to determines the volume of water displaced by a given object submerged” then we can easily measure the extent to which a student understands “buoyancy” a.

Cognitive Targets

Bloom’s Taxonomy – Cognitive Domain Bloom’s Taxonomy 1956 Cognitive Domain is as follows. An adjusted model was produced by Anderson and Krathwhol in 2001 in which the levels five and six (synthesis and evaluation) were inverted (reference: Anderson & Krathwohl, A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, 2001). This is why you will see different versions of this Cognitive Domain model. Debate continues as to the order of levels five and six, which is interesting given that Bloom’s Taxonomy states

that the levels must be mastered in order. In my humble opinion it’s possible to argue either case (Synthesis then Evaluation, or vice-versa) depending on the circumstances and the precise criteria stated or represented in the levels concerned, plus the extent of ‘creative thinking’ and ‘strategic authority’ attributed to or expected at the ‘Synthesis’ level. In short – pick the order which suits your situation.

Cognitive Domain

Behaviour Descriptions

Examples of activity to be trained, or demonstration and evidence to be measured

‘Key words’ (verbs which describe the activity to be trained or measured at each level)

recall or recognize information

multiple-choice test, recount facts or statistics, recall a process, rules, definitions; quote law or procedure

arrange, define, describe, label, list, memorize, recognize, relate, reproduce, select, state

Comprehension

understand meaning, re-state data in one’s own words, interpret, extrapolate, translate

explain or interpret meaning from a given scenario or statement, suggest treatment, reaction or solution to given problem, create examples or metaphors

explain, reiterate, reword, critique, classify, summarize, illustrate, translate, review, report, discuss, re-write, estimate, interpret, theories, paraphrase, reference, example

3

Application

use or apply put a theory into practical knowledge, put theory effect, demonstrate, solve into practice, use a problem, manage an knowledge in response activity to real circumstances

4

Analysis

interpret elements,

Level Category or ‘Level’

1

2

Knowledge

use, apply, discover, manage, execute, solve, produce, implement, construct, change, prepare, conduct, perform, react, respond, role-play

identify constituent parts analyze, break down,

organizational principles, structure, construction, internal relationships; quality, reliability of individual components

5

6

and functions of a process or concept, or deconstruct a methodology or process, making qualitative assessment of elements, relationships, values and effects; measure requirements or needs

catalogue, compare, quantify, measure, test, examine, experiment, relate, graph, diagram, plot, extrapolate, value, divide

develop plans or develop, plan, build, procedures, design create, design, organize, solutions, integrate revise, formulate, propose, methods, resources, ideas, establish, assemble, parts; create teams or new integrate, re-arrange, approaches, write modify protocols or contingencies

Synthesis (create/build)

develop new unique structures, systems, models, approaches, ideas; creative thinking, operations

Evaluation

review strategic options or plans in of efficacy, return on investment or assess effectiveness of cost-effectiveness, whole concepts, in practicability; assess relation to values, sustainability; perform review, justify, assess, outputs, efficacy, a SWOT analysis in relation present a case for, defend, viability; critical to alternatives; produce a report on, investigate, thinking, strategic financial justification for a direct, appraise, argue, comparison and proposition or venture, project-manage review; judgment calculate the effects of a relating to external plan or strategy; perform a detailed and coasted risk criteria analysis with recommendations and justifications

b. Skills/Competencies/A bilities Target c. Products/Outputs/Projects Target

Clarity of Learning targets? The efficiency of assessments depends upon the clarity of the learning targets. We have to consider that clarity in the

powerful means of directing teaching and improving learning in the classroom. In

specific and valued learning targets are essential for effective classroom

planning a learning topic or unit, the teacher needs to integrate their assessment strategy

assessment.

elements of learning targets: a. Knowledge: it is the acquisition of facts, concepts and theories. In preparing the assessment, the teacher should define what is the specific knowledge he wants

with their teaching or lesson plan to maximise the development of understanding in their learners.

b. Reasoning: the ability of the explain a concept from his own understanding. How can a test be prepared without a clear concept of the level of

SETTING LEARNING TARGETS The starting point of deg any assessment strategy is to identify the learning

reasoning of the students? c. Skills: it refers to specific activities or tasks that a student can proficiently do. It is important to recognize the students' skills so that

targets. A learning target is defined as a description of performance that includes what

assessment can be efficient for them. d. Products: these are the tangible evidence of the ability of the students.

PLANNING & DEG ASSESSMENT Assessment is not simply a process of checking what learners have learnt but rather a

lesson, 8 to 12 learning targets per unit or topic and 40 to 60 learning targets per year. There are five different types of learning targets.

the student to acquire. students to understand and

As a rough guideline, a teacher should select about 1 to 3 learning targets per

learners should know and be able to do and includes some aspects of the criteria to be used to judge the performance. The clarity of the learning targets determines the success of assessment clear,

1. Knowledge (& Simple Understanding) Learning Targets This learning target focuses on what the learner knows and simply understands. All learning in a subject is built on a basic foundation of knowledge. This knowing may be demonstrated through recall of facts or through simple understanding of information. Simple understanding refers to the ability to make sense out of something. The factual knowledge is the basic elements of the subject – the terminology, the

symbols and signs; and their details – events, locations, dates, persons and sources of information.

The verbs that can identify it are: • illustrate; • represent;

The verbs that can identify it are:

• translate;

• ;

• select;

• recall;

• conduct;

• recognise;

• use;

• identify; © 2010 Tracey Butchart, Rubricating Works CC

• classify;

• retrieve; • name; • select; • state; • define Simple understanding is lower-order thinking skills of comprehension and application. It involves knowing the interrelationships between the basic elements that enables them to function together e.g. classifications; categories; principles; generalisations; theories, models and structures.

• distinguish;

Reasoning is the mental manipulation of knowledge. It is the use of knowledge to engage in creative and critical thinking. Deep understanding refers to a further degree of understanding whereby knowledge or information can be used in new ways to explain relationships and in problem-solving. It involves higher-order

• compare; • contrast;

thinking skills of analysis, synthesis and evaluation.

• summarise;

Identifying verbs are:

• explain

• compare;

The teacher needs to clearly define what specific knowledge he or she wants the

• relate;

learner to acquire. 2. Reasoning (& Deep Understanding) Learning Targets This learning target focuses on how the learner uses what they know and understand to creatively solve problems in new and novel situations.

• analyse; • differentiate; • organise; • attribute; • discriminate; © 2010 Tracey Butchart, Rubricating Works CC • distinguish; • deconstruct; • create; • infer; • interpret;

• deduce; • develop; • synthesise; • justify; • evaluate 3. Skills Learning Targets This learning target focuses on what the learner can do, demonstrate or perform. It is concerned with capacity to perform or use strategies within the subject. These can be subject or fieldspecific skills, communication skills, presentation skills and psychomotor skills. General learner performance of reading, writing, speaking, listening, fine-motor skills, gross motor actions, complex athletic skills are common to all subjects but each subject also has a set of specific skills needed to execute required activities in that subject 4. Product Learning Targets This learning target focuses on the physical evidence of learning that the learner produces.

Product learning targets are completed works which have been developed by the learner e.g. artworks, papers, reports, essays, posters, projects, portfolios, models and videos. These targets emphasise the ability of the learner to use their skills to create tangible products which exist independently of their performance as the producer and providing concrete evidence of their proficiency. 5. Affective Learning Targets This learning target focuses on the affective domain – the attitudes, values, interests, feelings, motivation, academic selfconcepts and citizenship that exists in the classroom. These contribute to individual self-esteem and affect group and interpersonal relationships that create the classroom environment. Positive affective learning targets create purposeful engagement to learn and are essential in creating an

environment for successful teaching and learning. © 2010 Tracey Butchart, Rubricating Works CC