CHAPTER 1: INTRODUCTION-ASSESSMENT IN LEARNING 2
- 3. BasicConcepts,Theories,andPrinciplesin AssessingLearningUsingNon-Traditional Methods Inthislessonyouareexpectedto: • explainthealternativeassessmentandrelatedconcepts; and • demonstrate an understanding of the different principles in assessinglearningusingalternativemethodsofassessment.
- 4. It is generally defined as the process of gathering quantitative and/orqualitativedataforthepurposeofmakingdecisions. It can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of evidence of student learning in order to make informed decisions relevant to the learners.
- 5. It refers to the use of assessment to identify the needs of students in order to modify instruction or the learning activities intheclassroom. It refers to the use of traditional assessment strategies or tools toprovideinformationonstudentlearning.
- 6. It refers to the use of alternative or nontraditional assessment strategiesortoolstocollectinformationonstudentlearning. • performance-orientedassessmentmethods • product-orientedassessmentmethods
- 7. Assessment is based on authentic tasks that demonstrate learners’abilitytoaccomplishcommunicationgoals; Instructor and learners focus on communication, not on right orwronganswers; Learners help to set the criteria for successful completion of communicationtasks;and Learners have opportunities to assess themselves and their peers.
- 9. It refers to assessing students learning by requiring them to perform ataskordevelopaproductasademonstrationofone’slearning. It pertains to the student’s construction and use of portfolios in a purposeful and systematic manner in order to document their progressintheattainmentoflearningtargets. –acollectionoflearningperformanceandartifacts accompaniedby personalnarrativesandreflections.
- 10. In this model, the assessment focuses on determining the “effects” of instructiononstudents. It focuses on determining the extent that students have developed theircompetencies from instruction. It refers to the use of assessment strategies or tools that allow learners to perform or create a product that is meaningful to the learnersastheyarebasedonreal-worldcontexts.
- 11. bebuiltaroundtopicsorissuesofinterest tothestudents; replicatereal-worldcommunicationcontextsandsituations; involve multistage tasks and real problems that require creativeuseoflanguageratherthansimple repetition; Requirelearnerstoproduceaqualityproductorperformance; Theassessmenttaskoractivitycan…
- 13. Assessment isbothprocess-andproduct-oriented. Assessmentshouldfocusonhigher-ordercognitiveoutcomes. Assessment can include a measure of noncognitive learning outcomes. Assessmentshouldreflectreal-life orreal-worldcontexts. Assessmentmustbecomprehensiveandholistic. Assessmentshouldleadtostudentlearning.