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Assessment 1 (Key Concepts)

Measurement Assessment and Evaluation Evaluation Involves interpretation and analysis of data gathered from measurement and assessment, ranking, appraising, judging, interpreting and analyzing, Assessment - Ongoing process of gathering and organizing evidence of what a student can do into interpretable form. - Obtaining information relative to some known objective or goal. - All tests are assessment but not all assessment are test - We assess to determine whether or not an objective or goal has been obtained. Measurement quantifying an individuals achievement, personality, attitudes, habits, skills.

Evaluation
Learning/ Assessment Objectives SMART General (Declarative ) Specific (Procedural
Measurement (Quantification of Traits) Test Traditional (Pen and Paper) Alternative (Performance based, Portfolio,

Assessment (Gathering and organizing information about traits) Evaluation (Interpreting and judging data about traits and making decisions)

Educational Measurement Measurement involves the use of standardized instruments Educational measurement is more difficult because it involves measuring quantities and qualities that aare more abstract, unseen and cannot be touched. (OBJECTIVE)Testing one of the procedures that can be used to measure knowledge of a subject matter (SUBJECTIVE)Perception through rating another way of measuring Educational Measurement Indicators, Variables, Factors Indicator (I) presence or absence of a measured characteristic I=1 if the characteristic is present I=0 if the characteristic is absent Variable (x) Group of indicators X= class participation I1, I2, I3,....In denotes participation of student N= total number of participation X= Factor Group of variables e.g:X1 = computational skills X2 = reading skills X3 = Vocabulary X4 = Logic and reasoning X5 = Manual dexterity What to evaluate? (educational context) Teaching (teachers) Learning (students) Curriculum/Program (subject) Why assessment is given emphasis in the subject? Assessment is on going process of finding evidences of learning It gives a more deeper analysis of the students abilities, what he can and cannot do.

Roles of Assessment ASSESSMENT FOR LEARNING done during and before learning Placement done prior to instruction Placement of student according to aptitude or achievement Aptitude area of discipline a student would most likely excel Achievement Extent to which a student attained the goal or objective Equivalency tests - PEPT Formative done during instruction Diagnostic done during instruction ASSESSMENT OF LEARNING done after instruction Summative assessment evaluates achievement at the end of instruction ASSESSMENT AS LEARNING assessment as a subject. Assessment Targets
Target Skills Knowledge Reasoning Affective Products Description Ability to demonstrate achievement related skills Mastery of substatiative subject matter Ability to use knowledge to reasoning and solve problems Attainment of affective states such as attitudes, interests and self efficacy Ability to create achievement-related products

Concerned with the actual task performance rather than the output or product of the activity. The learning objectives in process oriented performance based assessment are stated in directly observable behaviors (Learning Competencies) Product oriented performance based asssessment Performance based tasks require performance-based assessment in which the actual student performance is being assessed through a PRODUCT, that demonstrates levels of task achievement.

ACTIVITY Discuss the difference between assessment and evaluation. Create an instructional objective on a specific topic and discuss on how you are going to assess student learning before, during and after instruction. Discuss further, the learning target/targets that you are going to assess. There is no limit as to how many targets you are going to assess as long as you can provide assessment tools to assess such targets. Follow the following format:

1. Topic 2. Specific Objective Kind of learning Target Level of Cognitive/Knowledge Target (If cognitive) 3. Assessment Before Learning Sample Question/Test Item 4. Assessment During Learning
Sample Question/ Test Item

Performance Based Assessment (SKILLS and PRODUCTS) Assesses the demonstration of their learning. An alternative assessment that is designed to encompass a better overall representation of student progress Process oriented performance based assessment

5. Assessment After Learning


Sample Question/Test Item

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