Prelim ASSESSMENT OF LEARNING 2

• Assessment is an essential tool in the teaching and learning process
• Assessment is a process of obtaining data to measure student competence and learning outcomes
• The process starts with identifying specific target goals before collecting and interpreting information
• Classifying and synthesizing gathered data is possible using different assessment techniques
• Traditional assessment:

  • Examples include paper-and-pencil tests or quizzes
  • Describes and measures student learning outcomes
  • Often focuses on memorization and recall, which are lower-level cognition skills
  • Are indirect and inauthentic measures of student learning outcomes
  • Single-occasion tests that measure what learners can do at a particular time
• Authentic assessment:

  • Focuses on analytical and creative thinking skills
  • Requires students to work cooperatively and reflect on their learning
  • Measures performances of products with realistic meaning attributed to success in school
  • Tasks, questions, and problems have "real-world" relevance
• • Objectivity of Scoring: Difficult to achieve
  • Evidence of Mastery: Direct evidence
• Attributes of Traditional and Performance Assessments:

  • Traditional Assessment:
  • Activity: Selecting a response
  • Nature of Activity: Contrived
  • Cognitive Level: Knowledge/Comprehension
  • Development of Solution: Teacher-Structured
  • Objectivity of Scoring: Easily achieved
  • Evidence of Mastery: Indirect evidence
  • Performance Assessment:
  • Activity: Performing a task
  • Nature of Activity: Activity emulates real life
  • Cognitive Level: Application/analysis/synthesis
  • Development of Solution: Student-structured
• Formative Evaluation:

  • Uses formative evaluation to determine and improve students' learning outcomes
  • Provides feedback on the effectiveness of teaching and learning process
  • Occurs during instruction, between lessons, and between units
• Summative Evaluation:

  • Uses summative evaluation to document student learning at the end of an instructional segment
  • Provides evidence of students' level of achievement in relation to curricular learning outcomes
  • Traditionally conducted at the end of each section or unit
• Norm-Referenced Assessment:

  • Compares student performance to others
  • Ranks student achievement with limited competition for high scorers
• Criterion-Referenced Assessment:

  • Describes student performance without reference to others
  • Uses preset criteria or predefined standards
  • Describes student mastery of course content
• Contextualized Assessment:

  • Focuses on students' construction of functioning knowledge and application in real-life work context
  • Measures skills and knowledge in dealing with specific situations or tasks
• Decontextualized Assessment:

  • Includes written exams and term papers
  • Suitable for assessing declarative knowledge without direct connection to real-life context
• Analytic Assessment:

  • Must address the whole performance, not just parts
  • Specific approach in the assessment of learning outcomes
• Holistic Assessment:

  • Assessor provides a grade and valid justification for assigning the grade
  • Could be in the form of reflection papers, journals, peer assessment, group presentations, and portfolios
  • Helps students develop decisive and investigative skills for handling assessment tasks effectively
• Preparing and equipping teachers to cater to the needs of 21st-century learners is part of the adjustments being made in the educational system
• Curricula are updated to address the needs of the community in relation to the demands of the 21st century
• Viewing educational assessment as an agent of educational change is important
• Twenty-first-century skills must build on core literacy and numeracy that all students must master
• Students need to think critically and creatively, communicate and collaborate effectively, and work globally to be productive, accountable citizens and leaders
• Educators need to focus on what to teach, how to teach it, and how to assess it
• Characteristics of 21st Century Assessment:

  • Responsive:
  • Visible performance-based work generates data that inform curriculum and instruction
  • Teachers can adjust instructions, school leaders can consider additional opportunities for students, and policy makers can modify programs and resources
  • Flexible:
  • Lesson design, curriculum, and assessment require flexibility, suppleness, and adaptability
  • Assessments and responses may not be fitted to expected answers
  • Integrated:
  • Assessments are incorporated into day-to-day practice
• • Assessments are enriched by metacognition
  • Informative:
  • Students display their range of emerging knowledge and skills
  • Learning objectives, instructional strategies, assessment methods, and reporting processes are clearly aligned
  • Multiple Methods:
  • Students demonstrate knowledge and skills through relevant tasks, projects, and performance
  • Communicated:
  • Communication of assessment data is clear and transparent for all stakeholders
  • Results are routinely posted to a database along with standards-based commentary
  • Technically Sound:
• • Adjustments and accommodations are made in the assessment process to meet students' needs and fairness
  • Assessments must measure the stated objectives and the 21st-century skills with legitimacy and integrity
  • Systemic:
  • Twenty-first-century assessment is part of a comprehensive and well-aligned assessment system that is balanced and inclusive of all students, constituents, and stakeholders
• PGA is reduced to GAP using NADPH as a source of electrons.
• Chapter mainly discusses different types of assessment used in the teaching and learning process
• Assessment


  An essential and powerful tool in the teaching and learning process, a process of obtaining data to measure student competence and learning outcomes
• Authentic assessment measures performances of products with realistic meaning attributed to success in school
• Wiggins (1989): '“test those capacities and habits we think essential and test them in context”'
• Traditional assessment includes paper-and-pencil tests or quizzes, mainly describing and measuring student learning outcomes
• DepEd No. 73, s. 2012 - Assessment shall be used primarily as quality assurance to track students' progress towards the attainment of standards, promote self-reflection, and personal accountability for one’s learning, and provide a basis for the profiling of student programs
• Assessment techniques

  Classifying and synthesizing gathered data
• Mueller, 2010: 'Below are some of the best uses of authentic assessment: 1. Authentic assessment are direct measures. The main purpose of authentic assessment is to be able to use the acquired knowledge and skills in the real'
• Authentic assessment focuses on analytical and creative thinking skills, cooperative work, and reflects student learning, achievement, and attitudes of relevant activities
• In K to 12 curriculum, students are expected to produce products or performances through authentic tasks reflecting real-life situations
• Traditional assessments are indirect and inauthentic measures of student learning outcomes, focusing on memorization and recall, which are lower levels of cognition skills
• Assessment process


  Begins with the identification of specific target goals before collecting and interpreting information
• Commonly reported dimensions of authenticity are grouped into three categories: Context of the Assessment, The Role of the student, The scoring
• Authentic assessment has four basic characteristics: 1. The task should be representative of performance in the field. 2. Attention should be paid to teaching and learning the criteria for assessment. 3. Self-assessment should play a great role. 4. When possible, students should present their work publicly and defend it