Assessment Learning

Basic Concept in Assessing Students Learning – Relationship Between

Instruction and Assessment

Thorndike and Hagen (1986) define

measurement as “the process of quantifying observations and/or descriptions about a quality or attribute of a thing or person.”

MEASUREMENT

1. Paper and pencil. Collection of data through self-

repots, interviews, questionnaires, tests, or other instruments.

2. Systematic observation. Researcher looks for specific actions or activities, but is not involved in the actions being observed.

3. Participant observation. Researcher is actively involved in the process being described and writes observations at a late time.

4. Clinical. Data are collected by specialists in the process being described and writes observations at a later time.

METHODS OF DATA COLLECTION

1. Direct Instructional Decisions2. Instruction Management Decisions3. Entry-Exit Decisions4. Program, Administrative, and Policy Decisions5. Decisions Associated with Expanding Our

Knowledge Base

USES OF EDUCATIONAL MEASUREMENT (Mehrens and

Lehmann, 1991)

Evaluation is a process of summing up the results of measurements or tests, giving them some meaning based on value judgments (Hopkins and Stanley, 1981); while educational evaluation is the process of characterizing and appraising some aspect or aspects of an educational process.

EVALUATION

1. Feedback – provides quality control over the

design and delivery of activities2. Control – relates training policy and practice to

organizational goal.3. Research – is to add the knowledge of training

principles to improve techniques.4. Intervention – is a process of using evaluation to

affect the way the program being evaluated is viewed.

5. Power – is used to evaluation and information for a political agenda.

ASSESSMENT OF STUDENT LEARNING

Assessment is the systematic collection,

review and use of information about educational programs undertaken for the purpose of improving student learning and development. Assessment involves; 1. Setting explicit student learning goals2. Evaluating the extent to which students are

reaching those goals3. Using the information for program

development and improvement.

ASSESSMENT

1. Setting explicit student learning

goals or outcomes for an academic program;

2. Evaluating the extent to which students are reaching those goals; and

3. Using the information for program development and improvement.

Assessment involves:

Oosterhof (2001) defined assessment as “ a related series of measures used to determine complex attribute of an individual or group of individuals. Assessment is the process of observing and measuring learning. It provides the teachers with a better understanding of what students are learning and engage students more deeply in the process of learning.

Assessment must be:

1. Fair, balanced, and grounded in the art and science of learning and teaching;

2. Reflective of curricular and development goals and representative of the content that students have had an opportunity to learn;

3. Used to inform and improve instruction;4. Designed to accommodate students with special

needs; and5. Valid, reliable, and supported by professionals,

scientific, and ethical standards designed to fairly assess the unique and diverse abilities and knowledge base of all students.

1. Formative Assessment – provide diagnostic

program2. Summative Assessment – provides students’

level of attainment3. Evaluative Assessment – provides instructor

with curricular feedback

FUNCTIONS OF ASSESSMENT

PRINCIPLES AND INDICATORS OF ASSESSMENT OF

STUDENT LEARNING

THE PRIMARY PURPOSE OF ASSESMENT IS

TO IMPROVE STUDENT LEARNINGAssessment systems provide useful information about whether students have reached important learning goals and about the progress of each student. They employ practices and methods that are consistent with learning goals, curriculum, instruction, and current knowledge of how students learn.

Principle 1

ASSESSMENT FOR OTHER PURPOSES

SUPPORTS STUDENT LEARNINGAssessment systems report on and certify student learning and provide information for school improvement and accountability by using practices that support important learning. Important decisions, such as high school graduation are made on the basis of information gathered over time, not on a single assessment.

Principle 2

ASSESSMENT SYSTEMS ARE FAIR TO ALL

STUDENTSAssessment systems, including instruments, policies, practices and uses, are fair to all students. Assessment systems ensure that all students receive fair treatment so as not to limit students present and future opportunities.

Principle 3

PROFESSIONAL COLLABORATION AND DEVELOPMENT SUPPORT ASSESSMENT

Knowledgeable and fair educators are essential for high quality assessment. Assessment systems depend on educators who understand the full range of assessment purposes, use appropriately a variety of suitable methods, work collaboratively, and engage in on going professional development to improve their capability as assessors.

Principle 4

THE BROAD COMMUNITY PARTICIPATES I ASSESSENT

DEVELOPMENTAssessment systems draw on the community’s knowledge and ensure support by including parents, community members, and students, together with educators and professionals with particular expertise, in the development of the systems. Discussion of assessment purposes and methods involves a wide range of people interested in education. Parents, students, and members of the public join a variety of experts, teachers, and other educators in shaping the assessment system.

Principle 5

COMMUNICATION ABOUT ASSESSMENT IS

REGULAR AND CLEAREducators, schools, districts, and states clearly and regularly discuss assessment system practices and student and program progress with students, families, and the community. Educator and institutions communicate, in ordinary language, the purposes, methods, and results of assessment. They focus on reporting what students know and are able to do, what they need to learn to do, and what will be done to facilitate improvement. They report achievement data in term of agreed-upon learning goals.

Principle 6

ASSESSMENT SYSTEMS ARE REGULARLY

REVIEWED AND IMPROVEDAssessment systems are regularly reviewed and improved to ensure that the systems are educationally beneficial to all students. Assessment systems must evolve and improve. Even well-designed systems must adapt to changing condition and increased knowledge. Reviews are basis for making decisions to alter all or part of the assessment systems. Reviewers include stakeholders in the education systems and independent expert analysis.

Principle 7

Is any type of assessment in which students

create a reponse to a question or task.Alternative assessments can include; 1. short-answer questions;2. Says; 3. Performance Assessment;4. Oral Presentation5. Demonstration, exhibition; and6. Portfolios

ALTERNATIVE ASSESSMENT(Chase 1999)

Is the direct, systematic observation of an

actual student performance and the rating of that performance according to previously established performance criteria.

A performance task is a goal directed assessment exercise.

An exhibition is a public performance during which student showcases learning and competence in particular are.

Porfolios are collection of students’ work over time.

PERFORMANCE ASSESSMENT

An assessment portfolio is a purposeful collection of student work designed to showcase students progress toward, and achievement of, course-specific learning objectives.

An assessment portfolio is a collaborative process between the student and the instructor.

INCORPORATING PORTFOLIO ASSESSMENT (Gronlund,

2003)

TYPES OF ASSESSMENT

PORTFOLIO (Gronlund, 2000)

Portfolios can be divided into three types;

1. Documentation. (Also known as working portfolio) is to highlight development and improvement over time. Documentation portfolios showcase the process of learning by including the full progression of project development.

2. Process. The purpose of process portfolio is to document all stages of the learning process. Process portfolios include documentation of reflection such as learning logs, journals or documented discussion.

3. Product. (Also called showcase portfolios) is to highlight a student’s best work by showcasing the quality and range of student accomplishments. Since the focus is on the final product, there is no reflection on the learning process, but students may want to include a justification, explaining criteria for artifacts selection.

STAGES OF PORTFOLIO DEVELOPMENT

1. Planning. During the planning stages, instructors communicate to the students the purpose of the portfolio and the assessment criteria.

2. Collection. In the collection stages, students are responsible for assembling meaningful artifacts that reflect their own educational progress.

3. Selection. The selection stage is a decision-making process in which collected artifacts are sorted and selected for inclusion in the portfolio the purpose of the assessment and the kind of portfolio being developed guide selection decisions.

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4. Reflection. The reflection stage is often considered the most important step portfolio development; the metacognitive process of students reflecting on their own learning differentiated a portfolio from a selection.

5. Connection. In the connection stage, student expand on their reflection to connect acquired knowledge and skills with course goals and learning objectives.

According to Gronlund (1998), in preparing for

any type of instructional program, the teacher main concern is how to effectively bring about student learning.

RELATIONSHIP BETWEEN INTRUCTION AND ASSESSMENT

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