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How has this course changed your views?

1. My teaching

2. View of my students to theirselves

3. View of my students

4. Professionalisim

What lessons will you bring with you to your classrooms?

1. Different forms of assessment

2. Principles of assessments

3. Alignment of the components of assessment

4. Providing effective and specific feedback

If you imagine that this course has taken you on a journey to the top of a mountain (or hill)...

How do you see your past insofar as academic assessment is concerned?

1. Numerous road blocks to successful achievement of the learning outcomes


2. Misconception about assessment

How do you envision the future


1. Institutes assessment will be uniformed
2. Highlight of authentic assessment will be on the rise
3. Students will be responsible and be more engage in their learning
4. More skillful in crafting a specific assessment to the need of the students
5. Empowered teachers
6. Knowledgeable students
7. Program success

how you will assess your students,

1. Focus in their weaknesses and help them improve


2. provide assessment that taps high-order thinking skills
3. Provide specific feedback
4. balance of traditional and alternative assessments
5. Line the assessment activities to the learning objectives
what innovations in assessment policies will you push?
1 Incorporation and highlight of the assessment principles

2. Provision of more possibilities for authentic assessments.

3. Actively involve the students in their own assessments

4. Continuous training of teachers-in service

5. Appraisal of teachers performance

6. Evaluation of students performance

7. Recognition of achievers and provision of actual and specific feedback to the students

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Table of Specifications. Considering the common complaint that teachers have too
much work in their hands, will it be more beneficial to do away with the Table of
Specifications when they construct their tests?
Meaningful Reports. With a broad goal of using assessment as a tool to effectively
communicate students progress and keeping prevalent school practices in mind, what
aspects in Module 4 will you highlight the most?
Revising Poorly Constructed Test Items. As a collaborative effort, post examples of
poorly constructed test items. Help each other point out the faults and propose
revisions.

Why Create a table of specifications?


1. Matches the content you have taught with the cognitive level at which you expect students
to perform
2. Indicates the type of thinking skills to be assessed
3. Identify the levels of the taxonomy that are most
appropriate to assess the content

Consider the number of items that will be used on


the entire test and the time available
Distribute the questions across the cognitive
levels.
Review the table to ensure that there is a
reasonable spread across the cognitive domain
and the content areas/objectives.

And alignment of learning objective to appropriate assessments


In absence of such a blueprint, test development can potentially proceed with little clear
direction. The development of such a set of specifications is the crucial first step in the test
development process

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Assessments should reveal how well students have learned what we want
them to learn while instruction ensures that they learn it. For this to occur,
assessments, learning objectives, and instructional strategies need to be
closely aligned so that they reinforce one another.
To ensure that these three components of your course are aligned, ask
yourself the following questions:
Learning objectives: What do I want students to know how to do
when they leave this course?
Assessments: What kinds of tasks will reveal whether students have
achieved the learning objectives I have identified?
Instructional strategies: What kinds of activities in and out of class
will reinforce my learning objectives and prepare students for
assessments?

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