CHAPTER-2: Type of Assessment in learning
- 1. types of assesment CHAPTER 2 to be present by: amorin, ancog, and ates
- 2. 01 02 03 04 05 Traditional and Authentic Assessment Formative Evaluation and Summative Evaluation Norm and Criterion-Referenced Assessment Contextualized and Decontextualized Assessment Analytic and Holistic Assessment topics overview
- 3. overview Assessment is an essential and powerful tool in the teaching and learning process. Moreover, it is a process of obtaining data with which we could measure student competence and learning outcomes. The process begins with the identification of the specific target goals before collecting and interpreting the information. This chapter deals mainly on the discussion of the different types of assessment being used in the teaching and learning process. Chapter Intended Learning Outcome At the end of the chapter, you should be able to distinguish the different types of assessment, and relate it to learning outcomes.
- 4. Traditional assessments are indirect and inauthentic measures of students learning outcomes. This kind of assessment is standardized and for that reason, they are one-shot, speed-based, and norm-referenced (Bailey, 1998). Authentic assessment focuses on the analytical and creative thinking skills, students to work cooperatively and that reflect student learning, student achievement, and student attitudes of relevant activities. Traditional and Authentic AsSessment
- 5. The commonly reported dimensions of authenticity are grouped into three broad categories (frey, 2012) A defense of the answer or product is required. The assessment is formative Students collaborate with each other or with the teacher The scoring criteria known or student-developed. Multiple indicators or portfolios are used for scoring. The performance expectation is mastery Realistic activity or context The task is performance-based The task is cognitively complex The Role of the Student The Scoring The Context of the Assessment
- 6. 11 2 3 4l The task should be representative of performance in the field. Attention should be paid to teaching and learning the criteria for assessment. Self-assessment should play a great role. When possible, students should present their work publicly and defend it. In the present to k-12 curriculum students are expected to produce products or what teachers want their students performances through authentic tasks. This should reflect what teachers do with their learning and demonstrate the use in real life situation. Wiggins (1989) argues that teachers should "test those capacities and habits we think are essential and test them in context. Make them replicate within reason, the challenges at the heart of authentic assessment has four basic characteristics: 1 2 3 4
- 7. Authentic assessment are direct measures. The main purpose of authentic assessment is to able to use the acquired knowledge and skills in real world. Forms of assessment task must be applied in authentic situations. Authentic assessments captured constructive nature of learning. Authentic assessments integrate teaching, learning, and assessment. Authentic assessments provide multiple paths to demonstration. In the constructivist point of view, learners should create knowledge and meaning based from schemata. Thus, assessments cannot just ask students to repeat information they have received. Students must also be asked to demonstrate what that they have been taught. In the authentic assessment model, the same authentic task used to measure the students' ability to apply the knowledge or skills is used as a vehicle for student learning. Problem solving and decision making skills best exemplified by this purpose. . Students may have different ways by which they could demonstrate what they have learned. Similarly, authentic tasks tend to give the students more freedom on how they demonstrate what they have learned.
- 9. 2. formative evaluation and summative evaluation
- 10. what is formative assessment and summative assessment? memory test!
- 11. Assessment for Learning pertains to the use of formative evaluation to determine and improve students learning outcomes. formative evaluation and summative evaluation Assessment of Learning uses summative evaluation which provides evidence of students level of achievement in relation to curricular learning outcomes.
- 12. Formative Assessment refers to the frequent, interactive assessment of students progress to identify learning needs and shape teaching (OECD, 2005). Formative Assessment can be defined more specifically as “all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged” (Black and William, 1998).
- 13. Formative assessment occurs at three points of instruction: During Instruction 1. 2. Between Lessons 3.Between Units. Most formative assessments occur during instruction (William and Leahy, 2007).
- 14. are conducted at the end of each section or unit to find out student achievement. Summative assessment are typically traditional paper and pencil measures. Summative Assessment
- 15. Formative Characteristic Characteristic of Formative and Summative Assessment Summative Purpose When Conducted Student Involvement Student Motivation Teacher role To provide ongoing feedback and adjustment to instruction. To document student learning at the end of an instructional segment During instruction and after instruction After instruction Encouraged Discouraged Intrinsic, mastery-oriented Extrinsic, performance-oriented To provide immediate, specific feedback and instructional correctives To measures student achievement and give grades
- 16. Formative Characteristic Characteristic of Formative and Summative Assessment Summative Learning Emphasized Level of Specificity Structure Techniques Impact on Learning Deep understanding, application, and reasoning. Knowledge and Comprehension Highly specific and individual General and group oriented Flexible, adaptable Rigid, highly structured Informal Formal Strong, positive, long lasting Weak and fleeting
- 17. How does summative assessment differ from formative assessment? memory test!
- 19. Norm-Referenced assessment gives us information on what the student can perform by comparing to another student. Criterion-Referenced assessment describes the performance of the students without reference to the performance of others which uses preset criteria or predefined and absolute standard or outcomes
- 20. NoNorm-Referenced Criterion-Referenced Principal Use Survey Testing Mastery Testing Major Emphasis Measures individual differences in achievement Describes tasks students can perform. Interpretation of Results Compares performance to that of other individual Compares performance to a clearly specified achievement domain Content of Courage Typically covers a broad area of achievement Typically focuses on a limited set of learning tasks.
- 21. NoNorm-Referenced Criterion-Referenced Principal Use Survey Testing Mastery Testing Nature of Test Plan Table of specifications is commonly used Detailed domain specifications are favored. Item Selection Procedures Items are selected that provide maximum discrimination among individuals (to attain a reliable ranking). Easy items are typically eliminated from the test. Includes all times needed adequately to describe performance. No attempt is made to alter item difficulty or to eliminate easy items to increase the spread of scores. Performance Standards Level of performance is determined by relative position in some known group (ranks fifth in a group of 20) Level of performance is commonly determined by absolute standards (demonstrates mastery by defining 90 percent of technical terms).
- 23. Contextualized assessment, the focus is on the students' construction of functioning knowledge and the students' performance in application of knowledge in the real work context of the discipline area. Decontextualized assessment includes written exams and term papers, which are suitable for assessing declarative knowledge, and do not necessarily have a direct connection to a real-life context.
- 24. 5. Analytic and Holistic Assessment
- 25. Analytic assessment refers to specific approach in the assessment of learning outcomes. In this procedure, students are given feedback on how well they are doing on each important aspect of specific task expected from them. Holistic assessment refers to a global approach in the assessment of a student-learning outcome
- 26. Thank You