Prof ed 9

• Assessment


  Systematic collection of data to monitor the success of a program or course in achieving Intended Learning Outcomes (ILOs) for students
• Intended Learning Outcomes (ILOs)


  Stands for Intended Learning Outcomes
• A key component of good programmed and unit planning assessment for our students
• Types of Assessment


  • Assessment for Learning
  • Assessment of Learning
  • Assessment as Learning
• Alternative Assessment


  The use of alternative or non-traditional assessment strategies or tools to collect information on student learning
• Alternative Assessment


  • Assessment is based on authentic tasks that demonstrate learners ability to accomplish communication goals
  • Instructor and learners focus on communication, not on right and wrong answers
  • Learners help to set the criteria for successful completion of communication tasks
  • Learners have opportunities to assess themselves and their peers
• Performance Assessment


  Assessing student learning by requiring a student to perform a task or develop a product as a demonstration of one's learning
• Portfolio Assessment


  Students' construction and use of portfolios in the attainment of learning targets. Allows the assessment of students' learning process and products/outputs in a comprehensive and integrative manner
• Three Models of Alternative Assessment

  • Emergent Assessment - Focuses on determining the effects of instruction on students, gathering qualitative data through direct and indirect observation
  • Developmental Assessment - Focuses on determining the extent that students have developed their competencies from instruction, useful for assessing learning outcomes based on students' development rather than a final product
  • Authentic Assessment - The use of assessment strategies or tools that allow learners to perform or create a product that is meaningful to the learners as they based on real-world contexts
• Principles In Assessing Learning Using Alternative Methods

  • Assessment is both process- and product-oriented
  • Assessment should focus on higher-order cognitive outcomes
  • Assessment can include a measure of non-cognitive learning outcomes
  • Assessment should reflect real-life or real-world contexts
  • Assessment must be comprehensive and holistic
  • Assessment should lead to student learning
• Educational Objectives


  Specific statements of student performance at the end of an instructional unit, sometimes referred to as behavioural objectives and are typically stated with the use of verbs
• Domains of Educational Objectives

  • Cognitive
  • Affective
  • Psychomotor
• Approaches in Alternative Assessment

  • Authentic Assessment
  • Performance-based Assessment
  • Constructivist Assessment
• Authentic Assessment


  The measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful," as contrasted with multiple-choice tests
• Performance-based Assessment


  Requires students to demonstrate or apply their knowledge, skills, and strategies by creating a response or product or doing a task
• Constructivist Assessment


  A formative rather than a summative assessment, its purpose is to improve the quality of student learning, not to provide evidence for evaluating or grading students
• Levels of Expertise in Bloom's Taxonomy of Educational Objectives in the Affective Domain

  • Receiving
  • Responding
  • Valuing
  • Organization
  • Internalizing values/characterization by a value or value complex
• Elizabeth Simpson (1972) built a taxonomy for the psychomotor domain from the work of Bloom, describing seven levels of expertise
• Learning Target


  A statement on what students are supposed to learn and what they can do because of instruction. More specific compared with educational goals, standards, and objectives and lend themselves to more specific instructional and assessment activities
• The purpose of learning targets is to effectively inform students of what they should be able to do or demonstrate as evidence of their learning
• Types of Learning Targets that can be best assessed using alternative assessments

  • Skills
  • Products
  • Affect

  
• Performance Assessment


  A type of assessment activity or set of activities that requires students to generate products or performances that provide direct or indirect evidences of their knowledge, skills, and abilities

  
• Types of Performance Based Assessment

  • Oral Presentation/Demonstration
  • Dramatic/Creative Performances
  • Public Speaking
  • Athletic Skills Demonstration/Competition
• Product Based Assessment


  An evaluation method that assess individuals learning or performance based on the outcomes or products they produce
• Types of Product Based Assessment

  • Visual Products - charts, illustrations, graphs, collage, poster, video presentation, art exhibits
  • Written Products - essays, reports, research papers, stories, poems
  • Constructed Products - models, prototypes, inventions, machines, structures
• Types of Performance Based Assessment

  • Oral Presentation/Demonstration
  • Dramatic/Creative Performances
  • Public Speaking
  • Athletic Skills Demonstration/Competition
• Types of Product Based Assessment

  • Visual Products
  • Kinaesthetic Products
  • Written Products
  • Verbal Products
• Characteristics of a Good Performance Assessment

  • It is authentic, it include performances task that are meaningful and realistic
  • It provides opportunities for students to show both what they know and how well they can do what they know
  • It allows students to be involved in the process of evaluation their own and their peers performance and output
  • It assess more complex skills
  • It explains the task, required elements and scoring criteria to the students before the start of activity and assessment

  
• How to conduct Performance Assessment

  1. Define the purpose of performance or product based assessment

  2. Choose the activity/output you will assess

  3. Define Criteria

  4. Create Performance Rubric

  5. Assess students' performance/product
• Affective Assessment


  An assessment based on the student's attitudes, interest and values
• Affective Domain


  Include a host of constructs such as attitudes, values, belief, opinions, interest and motivation. They are non-cognitive outcomes of learning that are not easily seen or explicitly demonstrated. Assessment on this domain is not only part of teachers to information about students, it is also useful for students themselves.
• Taxonomy of Affective Domain in Learning


  • Receiving
  • Responding
  • Valuing
  • Organizing
  • Characterizing
• Affective variables in Learning

  • Attitudes
  • Values and Belief
  • Interest
  • Motivation
  • Self Confidence
• Attitudes


  A mental disposition to act that is expressed by evaluating a particular entity with some degree of favour or disfavour
• Values


  Characteristics or traits that a person holds in high importance. These includes principles that one consider to be right, and consequently which guides the person`s future actions and decision
• Beliefs


  Our convictions or opinions we hold to be true even without evidence
• Interest


  A psychological state that draws a person attention to an object, idea or event. It is what students are "into" or the learner disposition about a topic, such as reading, science, mathematics, history
• Motivation


  A reason for engaging in a particular behaviour. The reasons include basic needs or an object, goal, state of being or ideal that is desirable
• Six Needs and Desires that Integral Parts of Motivation

  • The need for exploration
  • The need for manipulation
  • The need for activity
  • The need for simulation
  • The need for knowledge
  • The need for ego enhancement
• Theories that Explain Human Motivation

  • Maslow's Hierarchy of Needs
  • Herzberg's Two-Factor Theory
  • McClelland's Theory of Needs
  • Vroom's Expectancy Theory
  • Bandura's Social Cognitive Theory