EDUC 4

• Assessment


  A vital element in the curriculum development process, used to determine students' learning needs, monitor their progress and examine their performance against identified student learning outcomes
• Assessment


  • Implemented at different phases of instruction: before (pre-assessment); during (formative assessment) and after instruction (summative)
• Outcome-based education (OBE)


  An approach that focuses and organizes the educational system around what is essential for all learners to know, value, and be able to do to achieve the desired level of competence
• Intended learning outcomes (ILOs)


  What the students should know, understand and be able to do
• Teaching and learning activities (TLAs)


  Activities designed to help students achieve the intended learning outcomes
• Assessment tasks (ATs)


  Tasks used to assess whether students have achieved the intended learning outcomes
• Constructive alignment


  The alignment of ILOs, TLAs and ATs, where the TLAs and ATs embody the target verbs specified in the ILOs
• Authentic assessment


  Assessment tasks that enable learners to solve real-life problems and situations
• Measurement


  A quantitative description of an object's characteristic or attribute, a comparison of an unknown quantity to a standard
• Testing


  A formal, systematic procedure for gathering information
• Assessment


  The process of gathering, interpreting, and using information to facilitate student learning, monitor progress, and improve instruction
• Evaluation


  The process of making value judgments based on measurement data
• Types of tests


  • Personality tests
  • Intelligence tests
  • Aptitude tests
  • Achievement tests
  • Sociometric tests
  • Trade/vocational tests
• Norm-referenced interpretation


  • Measures a student's performance in relation to the performance of a group on the same test
• Criterion-referenced interpretation


  • Describes each student's performance against an agreed upon or pre-established criterion or level of performance
• Functions of testing


  • Instructional functions
  • Administrative functions
  • Program evaluation and research functions
  • Guidance functions
• Long-term retention


  Lipko-Speed, Dunlosky & Rawson, 2014
• Overlearning


  Continued study, review, interaction or practice of the same material even after concepts and skills had been mastered
• Preparation for a scheduled test


  Induces overlearning
• Overlearning


  Helps in retention but dissipates over time
• Tests


  • Provide a mechanism of quality control
  • Facilitate better classification and placement decisions
  • Increase the quality of selection decisions
  • Provide a means of accreditation, mastery or certification
• Assessment


  Any method utilized to gather information about student performance
• Assessment of Learning (AoL)

  Summative and done at the end of a unit, task, process or period to provide evidence of a student's level of achievement in relation to curricular outcomes
• Assessment as Learning (AaL)

  Formative, done at any phase of the learning process, to help students identify their strengths and weaknesses and direct and regulate their own learning
• Evaluation


  The process of judging the quality of a performance or course of action
• Measurement


  Provides quantitative measures that can be used for evaluation or research
• Tests


  Provide quantitative measures that may be used for evaluation
• Assessment


  • Informs instructional practice
  • Helps identify needs for intervention
  • Provides information for program improvement and policy formulation
• Assessment and evaluation are not the same
• Assessment is not completed only once every grading period
• Performance objective


  A description of an observable event that will indicate that a student has learned the targeted knowledge
• Performance objectives


  • Also called behavioral objectives or instructional objectives
  • They describe an observable event that indicates a student has learned the targeted knowledge
• A teacher cannot assess a student's learning unless there is observable evidence of that learning
• Most of a person's knowledge and mental actions are invisible to others
• Indicating knowledge of the magnitude of the universe


  • Saying the universe is large because it contains Earth, other planets, and our sun. The sun is one of billions of stars in our galaxy, and individual stars are light-years away from each other. Our galaxy, although very large, is but one of millions of galaxies in the universe.
• Indicating knowledge of the concept of multiplication


  • Using several illustrations to show that multiplication is repeated additions, e.g. 4 x 33 = 3 + 3 + 3
• Categories of learning outcomes


  Proposed by Bloom and Gagné to help assure the correct learning outcome is being measured
• Bloom's Taxonomy


  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• Gagné's Capabilities


  • Verbal Information
  • Discriminations
  • Concrete Concepts
  • Defined Concepts
  • Rules
  • Higher Order Rules
• Bloom's taxonomy was an attempt to categorize behavioral objectives rather than establish the nature of knowledge