report in assessment 1.pptx

7/23/2019 Report in Assessment 1.pptx

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Educational MeasurementsIn Assessment 1



Reporter’s

1.Jayson Santos2.Adeliza Guban3.ar!in "osme

#.R$onalyn Manuel%.April Iba&ez

'.()et$ Gonza*a+.,atric- Ja)ier



Measurement



Measurement tools ands-ills $a)e a )ariety ouses in e)eryday lie. /$e

ability to use measurin*tools0 rulers0t$ermometers0 scales0 and

to estimate !it$ t$esetools are necessary s-illst$at enable us to uantiy



unction o Measurements

1. to determine what knowledge0 s-ills0abilities0 $abits and attitudes $a)e beenacuired.

2. to determine what progress or e4tento learnin* attained

3. to determine strengths0 !ea-nesses0di5culties and needs o students.



/ypes 6 Measurement



Measurement can therefore:

•Objective –(as in testing) or

•

Subjective (as in perception).



•Testing produces objective

measurement while epertratings provide subjective

measurement.



•

Objective measurement determinethe outcomes of learning! it ma"serve as a basis for determining

the effectiveness of a teachingprocess! then if the Objective isattained! the teaching process is

effective! otherwise it is not



Characteristics of ObjectiveMeasurement7

•Objectives must be stated clearl"and une#uivocall".

•$t must be fit the age ! gradelevel! and other ps"chological

traits of the learner.



•Objective must be behavioral.

• Objectives for

that subject mattermust cover all theimportant aspects

of that subjectmatter.



%owever! there are certain facets of the#uantit" or #ualit" of interest that cannot

be successfull" captured b" objectiveprocedures but which can be done b"S&'*T$+ methods

,aesthetic appeal of a product or aproject of students. $t follows that itma"be best to use both methods ofassessment whenever the constraints of

time and resources permit

e.*.



Indicator0 8ariables and actors

An educational )ariable 9denoted by anEn*lis$ alp$abet 0 li-e : ; is a measurable

c$aracteristic o a student .

8ariables may be directly measurableas in

: < AGE or : < EIG/ 6 AS/=>E?/ .



• A 8ariable cannot be directlymeasured li-e !$en !e !ant to

measure @ class participation ’’ o astudent .

• An Indicator 0 I 0 denotes t$e

presence or absence o a measuredc$aracteristic .

• /$usI < 10 i t$e c$aracteristic is presentI<0 i t$e c$aracteristic is absent



The Variable X= ClassParticipation ,

we can let I1, I2..,

In denote the participation of astudent in N class recitations and let

X= SUM OF THE I’s divided by nrecitations .



• If there were n= 10 recitations and thestudent participated in 5 of these 10 ,

then x= 5/10 or 50% .

•Indicators are the building blocks ofeducational measurement upon which all

other forms of measurement are built

• A group of indicatorsCONSTITUTE AVARIABLE.• A group of variables form A CONSTRUCTor A FACTOR



E4ample 7 /$e ollo!in* )ariables

!ere measured in a battery tests 7

:1 < "omputational S-ills

:2 < Readin* S-ills :3 < 8ocabulary:# < Bo*ic and Reasonin*

:% < Seuences and Series

:' < Manual >e4terity



/$ese )ariables can be *rouped as

ollo!s7

Group 1 7 9 :10 :# 0 :% ; <Mat$ematical Ability actor

Group 2 7 9 :20 :3 ;< Ban*ua*e Ability

actor



“ASSESSMENT OF

LEARNING”(Basic Concepts)



• reers to t$e collection o data todescribe or better understand an

issue.

• be*ins as students become a!are ot$e *oals o instruction and t$e

criteria or perormance

Assessment as learnin*



•in)ol)es *oalsettin*0monitorin* pro*ress0 andreCectin* on results

• implies studento!ners$ip andresponsibility or mo)in*

$is or $er t$in-in*or!ard



,rinciples o Duality Assessment

1."larity o t$e Bearnin* /ar*et2.Appropriateness o t$e Assessment

Met$od3. 8alidity#. Reliability%. airness'. ,racticality and E5ciency



8alidity

•is t$e most important uality o atest.• does not reer to t$e test itsel.

Reliability•it reers to t$e consistency oscore obtained by t$e same

person !$en retested usin* t$esame instrument or one t$at isparallel to it.



•t$e assessment procedures do notdiscriminate a*ainst a particular *roup ostudents

airness

students rom )ariousracial0 et$nic0 or *ender

*roups0 or students !it$disabilities.

e4ample



,racticality and E5ciency

1./eac$er’s amiliarity !it$ t$e

met$od2./ime reuired



Various

Roles ofAssessment



Summative Role-used to measurestudent growth afterinstruction and

are generally given at

the end of a course in order to determine

whether

long term learninggoals have been met.



Summative Assessments are oftencreated in the following formats:

Selected response items Multiple c$oice /ruealse

Matc$in* Short answer ill in t$e blan- 6ne or t!o sentence response



ormati)e Role-is a process used byteachers and studentsduring instruction that provides explicit

feedback to adjustongoing teaching andlearning to improve

students’ achievement ofintended instructionaloutcomes.



ive Attributes of "#ective !ormative Assessm

Learning Progressions

-Learning progressions should clearlyarticulate the sub-goals of the ultimate learning

goal .

Learning Goals and Criteria for Success - Learning goals and criteria for success should beclearly identified and communicated to students.



Descriptive Feedback

-Students should be provided with evidence-based feedback that is linked to the intendedinstructional outcomes and criteria for success.

Self- and Peer-Assessment -Both self- and peer-assessment areimportant for providing students anopportunity to think metacognitively

about their learning.

Collaboration

- A classroom culture in whichteachers and students are partnersin learning should be established.



%iagnostic Role

-is intended to improve thelearner’s experience andtheir level of achievement.

However, diagnosticassessment looks backwardsrather than forwards.



&e' "lements of %iagnostic Assessment

The nature ofdiagnostic assessment:

,$t must be lin-ed to pre,determined learningobjectives.

,$t should be s"stematicall" built in to the curriculum.

,%owever the assessment is done! care should beta-en to ensure that it is ade#uate in scope! valid!reliable! practical and acceptable to those

involved.



,Testing should be fair! ta-ing account of e#ualopportunities issues.

, test/s instructions and administration must be

clear and not distort results.

,0upils should understand wh" and how the" are tobe tested.



(lacement

-a test to determine a student's level ofability in one or more subjects in order toplace the student with others of the sameapproximate ability.

-a test usually given to a student entering aneducational institution to determine specificknowledge or proficiency in various subjectsfor the purpose of assignment to appropriatecourses or classes.



"VA)*A+,O-

O!)"AR-,-.

A-%

(RO.RAMS



evaluation



+he evaluation iss'stematicapproach that will

guide inmeasuring the

e/cienc' ande#ectiveness of a

training0 a course



"valuation uses

methods and measuresto judge studentlearning andunderstanding of thematerial for purposes

of grading and



,t is meeting the

goals andmatching them

with theintendedoutcomes1



"valuationmight bebased onmeasurementdata but also

might bebased onother t'pes of

data such as3uestionnaires0 direct

observation0



/ES/S are tools t$at eFecti)ely en$ance

t$e educational process represent anattempt to pro)ide obHecti)e data t$at canbe used !it$ subHecti)e impressions to

ma-e better0 reliable decisions.



Student E)aluation is necessary to $elpteac$ers determine t$e de*ree to !$ic$educational obHecti)es $a)e been ac$ie)ed

and to $elp teac$ers -no! t$eir students as



Conte4t ,nput

(rocess

Output

Outcome

A S'stems Model for "valuatio



,t refers to theenvironment of the

curriculum1 +he realsituation where thecurriculum is

operating is itsconte4t1 Simpl' put

conte4t evaluation

Conte4t



Refers to theingredients of the

curriculum whichinclude the goals0instructional strategies0

the learners0 theteachers0 and all thematerials needed1

Input



Refers to the

wa's ofmeans of

how thecurriculum

was

(rocess



output is used to

refer to theamount ofsomething that a

person or thingproduces1

Output



,t is an activit'0

process0 orsituation that e4istsat the end of it1

Outcome



,ndicates if the

curriculumaccomplishes itsgoals1 ,t will

determine to whate4tent thecurriculum objectives

(roduct



"valuationis part of a

largerprogramplanning

process1

+he !our Standards of



-o one right$ evaluation1,nstead0 best choice ateach step is options that

ma4imi5e: Utility : 6ho needs the info from this

evaluation and what info do the'need7

Feasibility 7 8ow much mone'0 time0and e#ort can we put into this7

Propriety: 6ho needs to be involvedin the evaluation to be ethical7

Accuracy: 6hat design will lead to

accurate information7

+he !our Standards of"valuation



ir-patric- ourle)els o

E)aluation



The End /$an-s or listenin*

Imparted by7Group 11.Jayson Santos

2.Adeliza Guban3.ar!in "osme

#.R$onalyn Manuel%.April Iba&ez

'.()et$ Gonza*a+.,atric- Ja)ier

report in assessment 1.pptx

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