Assessment Chapter 1

References: Assessment of Learning Outcomes by Navarro et.al: Assessment of Student Learning 1 by Buendicho F.C
fromContent
Learning
Outcomes

Education
“Educare” “Educere”
“to draw out”

Traditional Contemporary
Education is the
pouring in
process wherein
the teacher was
the infallible
giver of
knowledge
The teacher
ceased to be
the sole source
of knowledge
The students
were the
passive
recipient.
Students were
surrounded with
various sources of
facts and
information
accessible though
user-friendly
technology

Outcome based Education:
Matching Intentions with accomplishments
1. It is student centered;
that is it places the students at the center of
the process by focusing on students learning
outcomes (SLO)
2. It is faculty driven:
that is, it encourages faculty responsibility
for teaching assessing program outcomes
and motivating participation from the
students
3. It is meaningful:
that is, it provides data to guide the teacher
in making valid and continuing improvement
in instruction and assessment activities

Procedures in implementing the
Outcome Based Education
• Identification of the educational objectives
of the subject/ course
• Listing of learning outcomes specifies for
each subject/course objective
• Drafting outcomes assessment procedure

• Identification of the educational objectives
of the subject/ course
Educational
Goals that the
subject/course expect to
achieve
Knowledge skills and
attitude goals from the
teacher’s point of view

• Listing of learning outcomes specified for
each subject/course objective
Benjamin Bloom
Learning outcomes should be stated as concrete active verbs
from he statement of taxonomy by Benjamin Bloom, they
are:
Cognitive Affective Psychomotor

• Drafting outcomes assessment procedure
• This procedure will enable the teacher
to determine the degree to which the
students are attaining the desired
learning outcomes.
• It can also glued in the selection of an
assessment tool.

The Outcomes of
Education
It focuses classroom instruction on the skills and competencies
that students must demonstrate when they exit.

The Outcomes of Education
The Two types of Outcomes:
Immediate
Deffered

Immediate Outcomes:
Are competencies/skills acquired upon completion of a subject,
grade level, a segment of the program or of the program itself.
Example:
Ability to communicate in writing and speaking
Mathematical problem-solving skill
Skill in identifying objects by using the different senses

Deffered Outcomes:
Refer to the ability to apply cognitive, psychomotor and affective
skills/ competencies in various situations many years after
completion of a subject; grade level or degree level or degree
program.
Example:
Success in professional practice or occupation
Promotion in a job
Success in career planning, health and wellness

Basic Concepts
in assessing
student learning

Linn, 2003
“Student learning requires the use
of a number of techniques for
measuring achievement”

Cizeck (2001)
“It is necessary to improve the quality
of student thinking by including the
learners into assessment process so
they become integral part of it.”

Measurement
Thorndike and Hagen (1986) define
measurement as “the process of
quantifying observations and/or
descriptions about a quality or attribute
of a thing or person”

Steps in the Measurement Process
Identifying and defining the quality or attribute that is to
be measured
Determining a set of operations by which the attribute
may be made manifest and perceivable
Establish a set of procedures or definitions for translating
observations into quantitative statement of degree or
amount

Methods of data Collection
Paper and Pencil
collection of data through self-reports,
interviews, questionnaires, test or other
instruments
Systematic observation
researcher looks for specific actions or
activities but is not involved in the actions
being observed
Participating observation
researcher is actively involved in the process
being described and writes observations at
later time
Clinical
data are collected by specialist in the process
of treatment

McMillan (1997)
• Measurement involves using
• Observation
• Rating scales
• Other non-test device that secures
information in a quantitative form

Uses of Educational Measurement
Direct Instructional Decision
Observing measuring and drawing conclusions are
ongoing activities in most classrooms
Instructional Management Decisions
Classification and placement decisions or
counseling and guidance decisions
Entry-Exit decisions
1. Who should enter particular educational
institutions or programs of study?
2. Who has completed the requirements to
leave that program?
Program Administrative and Policy
Decisions
Testing for educational research

Measurement
Is the process of making
empirical observations of some
attribute characteristic or
phenomenon and translating
those observations into
qualifiable or categorical form
according to clearly specified
procedures or rules
Gredler, 1997

Evaluation

Evaluation
Is a process of summing up the results
of measurement or test, giving them
some meaning based on value
judgment
Educational evaluation is the process
of characterizing and appraising some
aspect or aspects of an educational
process
It is a systematic determination of
merit, worth and significance of
something or someone using criteria
against a set of standards

Two common purposes in
educational evaluation
To demonstrate
effectiveness
To provide a measure of
performance for
marketing purposes
Two common purposes in
educational evaluation

An educational evaluation is an
assessment of :
Mathematics
Reading
Spelling
Written
language

Evaluation is…
• The means used to determine the worth or
value of a training program
• The process of delineating, collecting and
providing information useful for judging
training decision alternatives
• The process of improving a training process or
deciding whether or not to continue it

Is the systematic collection review and use of
information about educational programs undertaken
for the purpose of improving students learning and
development
Is a formative process that focuses on student learning

Oosterhof (2001)
• Defined assessment as “ a related series of
measures used to determine complex attribute
of an individual or group of individuals.
Assessment s the process of observing and
measuring learning. It provides the teachers
with a better understanding of what students
are learning and engage students more deeply
in the process of learning

Assessment involves
• Setting explicit student learning goals or
outcomes for an academic program
• Evaluating the extent to which students are
reaching those goals
• Using the information for program
development and improvement

Assessment of Learning
Refers to strategies designed to confirm what
students know, determine whether or not they
have met curriculum outcomes or the goals of
their individualized programs
Certify proficiency and make decisions about
students’ future programs or placements.
Designed to provide evidence of achievement
to parents other educators, the students
themselves and sometimes o outside groups

Learner Assessment
Represents a particular type of educational
assessment normally conducted by teachers and
designed to serve several related purposes.

Purpose of Learner Assessment
Motivating and directing learning
Providing feedback to student on their
performance
Providing feedback on instruction and or the
curriculum
Ensuring that standards of progression are
met

Learner Assessment
Is best conceived as a form of two-way
communication in which feedback on
educational process or product is provided
to its key stake holders.

Learner assessment involves
communication to:
Teachers (feedback on teaching)Students (feedback on learning)Curriculum designers(feedback on curriculum)Administrators( feedback on use of resources)

Aim of assessment
• To improve and develop student
learning
• Not just to find out how good
students are at some kind of
examination

Classroom assessment can help teachers
answer the following specific questions:
To what are my students achieving the
stated goal?
How should I allocate class time for the
current topic?
Can I teach this topic in a more efficient
or effective way?
What parts of this course/unit are my
students finding most valuable?
How will I change this course/unit the
next time I teach it?
Which grades do I assign my students?

Assessment system should:
• Be convenient for all students
• Contribute to the development and
improvement of all the students’
potentials towards a higher level of
learning

The purpose of assessment is to;
• Understand how educational programs
are working and to determine whether
they are contributing to student growth
and development

Nature of Assessment
1. Assessment for Learning
 formative in nature
 used by teachers to consider approaches to
teaching and next steps for individual learners
and the class.
 could be done before, during and after
instruction.
 to determine the level of skills prior to instruction
 to diagnose learning difficulties or advanced
knowledge
 to make necessary changes in teaching strategies
 to identify and correct learning errors

2. Assessment as Learning
 when students reflect on the results of
assessments and use the results to chart their
own progress and plan the next steps to improve
performance
 it builds metacognition as it involves students in
setting and monitoring their own learning goals
(SELF- ASSESSMENT)

3. Assessment of Learning
assessment that is accompanied by a number,
letter grade, or description (summative)
compares one student’s achievement with the
standards
results can be communicated to the student and
the parents
occurs at the end of the learning unit

In assessment of student learning the
following are important
a. Are the objectives met?
b. Were pertinent topics and learning events covered?
c. Is there evidence of before and after learning
d. Is there evidence of transfer of learning back to the workplace
e. Do we know for whom the program was most and least beneficial
f. What is good and what is not good assessment of student
learning
Feedback
Provides quality control
over the design and
delivery of activities
Provides quality control
over the design and
delivery of activities

a. What is the value of the training to the organization
b. Are measures of worth compared to measures of cost?
Control
Relates training policy
and practice to
organizational goals
Relates training policy
and practice to
organizational goals

a. Internal validity: to what extent can particular
conclusions justly be drawn from the data collected
b. External validity: to what extent can information gained
from a training program be applicable generally to other
situations?
Research
Is to add to knowledge
of training principles to
improve techniques
Add to knowledge of
training principles to
improve techniques

Intervention Is the process of using
evaluation to affect the
way the program being
evaluated is viewed and
subsequently using this
to redefine the sharing
of learning between
trainers, trainees and
employing managers

a. Are line mangers involved in pre/post training activities ?
b. Is management an extension of training?
c. Are changes made in the work environment to support use of new skills
learned during training?
d. Does training cause the training department to continually rethink and adjust
deployment of trainers to function that strengthen the role of training?
Intervention Important evaluation for
intervention questions

a. Is evidence gathered and used via evaluation based
upon sound evidence?
b. It is presented fairly and ethically?
c. Is it reported to appropriate stakeholders?
Power
Is to use evaluation
information for a
political agenda
To use evaluation
information for a
political agenda

Assessments must be:
Fair, balanced and grounded in the art
and science of learning and teaching
Reflective of curricular and
developmental goals and representative
of the content that students have had
an opportunity to learn
Used to inform and improve instruction
Designed to accommodate students
with special needs
Valid, reliable and supported by professional
scientific and ethical standards designed to
fairly assess the unique and diverse abilities
and knowledge base of all students

The six Assessment and grading
practices for effective learning
• Show criteria and model in advance
• Assess before teaching
• Offer appropriate choice
• Provide feedback early and often
• Encourage self-assessment and goal setting
• Allow new evidence of achievement to replace
old evidence

Function of assessment
• Formative assessment provides diagnostic
feedback to students and instructors at short
term intervals
• Summative assessment provides a desciption
of students’ level of attainment upon
completion of an activity module or course
• Evaluative assessmentprovides instructors
with curricular feedback

High-quality assessment
• Must rest on strong educational foundations.
These foundations include organizing schools
to meet the learning needs of their students
understanding how students learn
establishing high standards for student
learning and providing equitable and
adequate opportunity to learn

Principles and Indicators of Assessment
of student learning
• Principle 1: The primary purpose of
assessment is o improve student learning
Assessment systems provide useful information
about whether students have reached important
learning goals and about the progress of each
student

Principle 2
• Assessment for other purposes supports
student learning
Assessment systems report on and certify
student learning and provide information for
school improvement and accountability by using
practices that support important learning

Principle 3
• Assessment Systems are Fair to all students
Assessment systems including instruments
policies practices and uses are fair to all
students

Principle 4
• Professional Collaboration and Development
Support Assessment
Knowledgeable and fair educators are essential
for high quality assessment

Principle 5
• The Board Community Participates in
Assessment Development
Assessment systems draw on the community’s
knowledge and ensure support by including
parents, community members and students
together with educators and professionals with
particular expertise in the development of the
system

Principle 6
• Communication about assessment is regular
and clear
Educators, schools districts and states clearly
and regularly discuss assessment system
practices and student and program progress
with students families and community

Principle 7
• Assessment Systems are Regularly Reviewed
and improved
Assessment systems are regularly reviewed and
improved to ensure that the systems are
educationally beneficial to all students

Alternative Assessment
Is any type of assessment in which students
create a response to a question or task

Traditional Contemporary
Students choose a
response from a
given list such as
multiple choice, true or
false or matching type
We use alternative
assessments such
as:
Short-answer questions, says,
performance assessment, oral
presentations, exhibitions and
portfolios

Performance assessment
Is the direct, systematic observation of an actual
student performance and the rating of that
performance according to previously established
performance criteria
Here, students are asked to perform a complex
performance task to create a product
Students are assessed in both the process and
the end result of their work
It may be used for individual or group
assessment and often includes real-life task or
the HOTS

Performance Task
Is a goal-directed assessment exercise
It consist of an activity or assignment that is
composed by student an and then judged by
the teacher or other evaluator on the basis of
specific performance criteria

Exhibition
Is a public performance during which a student
showcases learning and competence in
particular area(s)
They are typically judged by trained panel of
adults and peers e.g. teachers, parents,
community members, employers or students

Portfolio
Is a collection of student’s work over time
It documents a student’s best work and may
include other types of process information, such
as drafts of the students work or the parent’s
assessment
These may be used for evaluation of a student’s
abilities and improvement

Incorporating Portfolio Assessment
Assessment Portfolio
Is a purposeful collection of student work
designed to showcase a student’s progress
toward and achievement of, course-specific
learning objectives
Are considered authentic assessment as they
provide evidence of what a student can actually
do
Includes evidence of learning selected by the
student, self-reflections on the learning process
and criteria for selecting portfolio entries

Assessment Portfolio
Is a purposeful collection of student work
designed to showcase a student’s progress
toward and achievement of, course-specific
learning objectives
Are considered authentic assessment as they
provide evidence of what a student can actually
do
Includes evidence of learning selected by the
student, self-reflections on the learning process
and criteria for selecting portfolio entries
It allows the instructors to monitor the growth
and development of student understanding.
It encourages students’ active participation in
the assessment process as students’ self-
assessments and reflections are documented as
part of the portfolio.
It is a collaborative process between the student
and instructor

Advantages:
Provides structure for
involving students in
developing standards
for quality
performance
Improve students’
metacognitive ability
to understand their
own learning
processes
Promotes integration
of various learning
activities and
assessments
Enhances awareness of
strategies for thinking
and producing work
Promotes an
integrated assessment
process
Allows assessment of
process and progress
Documents time, effort
and improvement in
student understanding
Creates
documentation to
submit to authentic
audiences and/or
reviewers
Increases student
accountability for their
own learning
Promotes assessment
of a wider range of
learning styles
Encourage students’
active involvement in
the assessment
process
Enhances motivation
due to the visibility of
the final portfolio
Promotes self-
assessment
Encourages effective
use of formative
assessment
Promotes creativity,
individuality and
uniqueness in the
assessment of learning
Shifts instructors’ focus
from comparative
ranking to improving
understanding via
feedback
Promotes authentic
assessment of valued
knowledge and skills

Require Additional
time for planning
instructional activities
Disadvantages
Demands considerable
time for assessment
Time-intensive for
instructors to
implement since
students lack
familiarity with
portfolios
Requires considerable
le storage space to
maintain portfolios
May require special
equipment
Often does not meet
requirements for state
or national standards
Subjective nature of
grading may be less
reliable
May have limited
acceptance by parents
or administrators
Does not provide
standardized
numerical scores that
are often needed for
institutional reports or
accreditation
Students may need
traditional scores or
evidence of learning
for admission criteria,
job placement, or
similar events
Development of
grading rubrics or
criteria takes a
considerable amount
of time
Performance data from
portfolios is difficult to
analyze or aggregate

Types of Assessment Portfolios
Documentation
(working portfolio)
The goal of documentation portfolios is to highlight
development and improvement over time.
Process
The purpose of process portfolios is to document all
stages of the learning process
Product
(showcase portfolio)
The goal of product portfolio is to highlight a
student’s best work by showcasing the quality and
range of student accomplishment

Stages of Portfolio Development
Planning
Instructors communicate to the students the
purpose of the portfolio and assessment criteria
Collection
In the collection stag, the students are responsible
for assembling meaningful artifacts that reflect
their own educational progress
Selection
The selection is a decision-making process in which
collected artifacts are sorted and selected for
inclusion in the portfolio
Reflection
The reflection stage is often consideration the most
important step in portfolio development; the
metacognitive process of students reflecting on
their own learning differentiates a portfolio from
simple collection
Connection
Students expand on their reflections to connect
acquired knowledge and skills with course goals
and learning objectives

Stages of Portfolio Development
Personal Statement
(Cover Letter)
This should include one or two paragraphs
highlighting relevant personal goals and
experiences of the student in relationship to the
goals and purposes of the portfolio.
Table of Contents
This ensures functionality and readability
Entries
This provides guidance in determining the netries
to be included.
Reflections
These may either appear with each entry or
following all entries depending on the type of
portfolio.

Characteristic of an Effective Portfolio
Effective portfolio are continuous and
ongoing, providing both formative and
summative opportunities
Portfolios should be multidimensional
and reflect a wide variety of artifacts
Reflections are an essential part of an
effective portfolio
Portfolios should clearly reflect learning
objectives as identified in the course
curriculum
Effective portfolio provide evidence of
performance-based learning as well as
students’ understanding of course-
specific knowledge and skills
Portfolios are tagged selection must
contain of student work.
Quality portfolios must contain an
element of self-assessment.
Evaluation criteria for selecting and
assessing the portfolio contents, as well
as the overall portfolio goal must be
clear.
Portfolios should highlight the depth of
a student’s knowledge and skills.
It is important to allow a degree of
freedom for students to express their
own individuality and personal stregnhts

Tips Utilizing Portfolios
Effective portfolio are continuous and
The students should complete the bulk
of portfolio developmentmative
opportunities
Items for inclusion in the portfolio are
limited only by the creativity and
ingenuity of the student
The reiterative nature of portfolio
development can be facilitated through
peer-review, self-assessment or
instructor-student dialogues
Encourage students to actively reflect
on their own work by providing
structured guidelines for self-evaluation
Keep portfolios in a location that is
easily accessible to both instructor and
students
Provide clear guidelines as well as
ongoing assistance in portfolio
development

Three Portfolio Management Techniques
Teacher-directed
Time centers through which small groups
of students rotate for equal amount of
time
Child-directed
Time centers that children choose for the
allotted time
Child-selected
Time centers that include “must do” tasks

Instruction is most effective when:
Directed towards a clearly
defined set intended learning
outcomes
The methods and materials of
instruction are congruent with
the outcomes to be achieved
The instruction is designed to fit
the characteristic and needs of
the students
Instructional decisions are based
on information that is meaningful
dependable and relevant.
Students are periodically
informed concerning their
learning progress
Remediation is provided for
students not achieving the
intended learning
Instructional effectiveness is
periodically reviewed and the
intended learning and instruction
are modified as needed

Assessment is most effective when:
Designed to assess a clearly
defined set of intended learning
outcomes
The nature and function of the
assessment are congruent with
the outcomes t be tested
The assessments are designed to
fit the relevant student
characteristic and are fair to
everyone
Assessments provide information
that is meaningful, dependable
and relevant
Provisions are made for giving the
students early feedback of
assessment results
Specific learning weakness are
revealed by the assessment result
Assessment results provide
information useful for evaluating
the appropriateness of the
objectives, the methods and the
materials of instruction

Assessment Chapter 1

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Assessment Chapter 1