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Learning Area: ASSESSMENT OF STUDENT LEARNING 1
LESSON 1 BASIC CONCEPT IN ASSESSING STUDENT LEARNING LE ARNING
Teaching and include a lot of instructional decisions to enhance and increase student learning, hence, quality of instruction is strongly connected to the structure of information on which these instructional decisions are made. Linn (2003) stated that the student learning requires the use of a numer of techniques for measuring achie!ement. "n order for effecti!e teaching to ta#e $lace in the classroom, teachers must use different techniques of assessment to correlate with the goals they ha!e set for their students. Measurement is the $rocess of determining the quantity of achie!ement of learner y means of a$$ro$riate measuring instruments. "t is a systematic $rocedure of determining the quantity or e%tent of all the measurale dimensions in the educati!e $rocess. &im$ly, it is the quantification of what students ha!e learned through the use of tests, questionnaires, rating scales, chec#list and other de!ices. Assessment refers to the full range of information gathered and synthesi'ed y teachers aout their students and their classroom. "t may e defined also as systematic collection, re!iew, and use of information aout educational $rograms underta#en for the $ur$ose of im$ro!ing student learning and de!elo$ment. Evaluation is the $rocess of determining the quality or worth of achie!ement in terms of certain standard. "t is a systematic $rocedure $rocedure of determining the quality of the results of measurement with the end !iew of im$ro!ing and ma%imi'ing the acquisition of desirale, educational outcomes. &im$ly, it is the $rocess of ma#ing !alue udgement assigning !alue or decisions on the worth of students $erformance. Measurement answers the question, how much does a student learn or how* Assessment loo# into how much change has occurred on the students acquisition of a s#ill, #nowledge or !alue efore and after a gi!en e%$erience. Evaluation is concerned with ma#ing udgement or worth or !alue of $erformance. "t answers the question, how good, adequate or desirale is it* T!es T!es o" Measurement (Testing) +ecti!e (Testing) &uecti!e (erce$tions) Fun#tions o" Measurement an$ Evaluation -. easures students achie!ement 2. /!aluate instruction 3. oti!ate learning . redict outcomes 1. iagnose the nature nature of difficulties . /!aluate teachers $erformance 4. /!aluate school5s facilities
C%ie" Pur!ose o" Evaluation
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The im$ro!ement of the indi!idual learner
Ot%er Pur!oses o" Evaluation To maintain standard s tandard s tudents To select students To moti!ate learning l earning lear ning To guide learning To furnish instruction ins truction To a$$raise educational instrumentalities Fun#tion o" Evaluation rediction iagnosis 6esearch Areas o" E$u#ational Evaluation Achie!ement Achie!ement A$titude "nterest ersonality Prin#i!les o" E$u#ational Evaluation /!aluation must e ased on $re!iously acce$ted educational oecti!es. /!aluation should e continuous com$rehensi!e and a cumulati!e $rocess. /!aluation should recogni'e that the total indi!idual $ersonality is in!ol!ed in learning. /!aluation should e democratic and coo$erati!e. /!aluation should e $ositi!e and action7directed. /!aluation should gi!e o$$ortunity to the $u$il to ecome increasingly inde$endent in self7a$$raisal and self7direction. /!aluation should include all significant e!idence from e!ery $ossile source. /!aluation should ta#e into consideration the limitations of the $articular educational situations.
Pur!oses o" E$u#ational Measurement& Assessment an$ Evaluation '(ellou)%& 1**+, -. "m$ro!e "m$ro!ement ment of &tudent &tudent Learnin Learning g 2. "dentification "dentification of &tudents &tudents &trengths &trengths and and 8ea#nesse 8ea#nesses s 3. Assessment Assessment of the /ffecti!eness /ffecti!eness of a articular articular Teaching &trategy &trategy . A$$ro!a A$$ro!all of the /ffecti /ffecti!en !eness ess of the 9urri 9urriculu culum m 1. "m$ro!e "m$ro!ement ment of Te Teaching aching /ffecti! /ffecti!enes eness s . 9ommunication 9ommunication with with "n!ol!ement "n!ol!ement of arents arents in the 9hildrens 9hildrens Learning
-% s%oul$ -e Assess. -. iagnose students strengths and wea#nesses or differences among students 2. /!aluate students achie!ement and $rogress and $ro!ide feedac# 3. As a !ehicle to em$ower students to monitor and e!aluate their own $rogress . etermine teachers instructional effecti!eness effecti!eness 1. uide decision7ma#ing for designing inter!entions . ro!ide information to $arents and administrators Nature o" Assessment
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1. Assessment for learning is generally formati!e in nature and is used y teachers to consider a$$roaches to teaching and ne%t ste$s for indi!idual learners and the class. "t could e done efore, during and after instruction. to determine the le!el of s#ills $rior to instruction to diagnose learning difficulties or ad!anced #nowledge to ma#e necessary changes in teaching strategies to identify and correct learning errors
2. Assessment as learning / when students reflect on the results of assessments and use the results to chart their own $rogress and $lan the ne%t ste$s to im$ro!e $erformance; it uilds metacognition as it in!ol!es students in setting and monitoring their own learning goals (&/L<7 A&&/&&/=T) 3. Assessment of learning assessment that is accom$anied y a numer, letter grade, or descri$tion (summati!e) com$ares one students achie!ement with standards results can e communicated to the student and $arents occurs at the end of the learning unit
T!es o" Assessment 10 Tra$itional 0 Aut%enti# 'Non2tra$itional, A form of assessment in which students are as#ed to $erform real7world tas#s that demonstrate meaningful a$$lication of essential #nowledge and s#ills 77 >on ueller An authentic assessment usually includes a tas# for students to $erform and a ruric y which their $erformance on the tas# will e e!aluated.
LESSON CRITERIA FOR 3IG3 4UALIT5 ASSESSMENT Intro$u#tion cillan (200) e%$lained that high7quality classroom assessment in!ol!es concerns aout how assessments influence learning and $ro!ide fair and credile re$orting of student achie!ement.
2. A$$ro$riateness of assessment methods 3. @alidity . 6eliaility 1. ositi!e consequences
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. racticaility and efficiency 4. @ariety . Balance C. artici$ation -0.
L/&&+= 3 4UALITIES OF A GOOD MEASURING INSTRUMENT Intro$u#tion6 The de!elo$ment of test of any #ind of test always requires the careful consideration of the qualities of good measuring instruments. articularly, for any test to e effecti!ely de!elo$ed, it should carry the qualities of a good test. The qualities of good measuring instruments include !alidity, reliaility, oecti!ity, administraility, scoraility, com$rehensi!eness, inter$retaility, and economy which all determine the effecti!eness of any #ind of test. ?ence, for a test to e effecti!e, it should e !alid, reliale, oecti!e, com$rehensi!e, economical, and can e administered, scored and inter$reted easily. A0 7ali$it @alidity is the most im$ortant quality of a good measuring instrument. @alidity refers to the degree to which a test measures what it intends to measure. "t is the usefulness of the test for a gi!en measure. A !alid test is always reliale. Ty$es of @alidity -. 9ontent @alidity. 9ontent !alidity means the e%tent to which the content or to$ic of the test is truly re$resentati!e of the course. 2. 9oncurrent @alidity. 9oncurrent !alidity is the degree to which the test agrees or correlates with a criterion set u$ as an acce$tale measure. 3.
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B0 Relia8ilit 6eliaility means the e%tent to which a test is de$endale, self7consistent and stale. "t refers to consistency and accuracy of test results. "f the measures e%actly the same degree each time it is administered, the test is said to ha!e high reliaility. A test to e reliale should yield essentially the same scores when administered twice to the same grou$ of students. ethods in Testing the 6eliaility of a Test -. Test7retest 2. arallel7forms (
Fa#tors t%at A""e#t Relia8ilit -. Length of the test. 2. oderate item difficulty. 3. +ecti!e scoring. . ?eterogeneity of the student grou$. 1. Limited time. C0 O89e#tivit +ecti!ity refers to the degree to which $ersonal udgment is eliminated in the scoring of the test. Therefore, oecti!ity in test requires that the $ersonal o$inion of the teachers does not affect the score of an indi!idual student. D0 A$ministra8ilit Administraility refers to the aility of the test to e administered easily. To facilitate administration of the test, instructions should e clear, sim$le, and directions should e gi!en to the students, to the $roctors and to the scorer(s). E0 S#ora8ilit &coraility is that quality wherein the test can e scored in a sim$lest way and at a quic#est $ossile time. F0 Com!re%ensiveness 9om$rehensi!eness refers to the degree to which a test contains a fairly wide sam$ling of items to determine the oecti!es or ailities so that the resulting scores are re$resentati!es of the relati!e total $erformance in the areas measured. G0 Inter!reta8ilit "nter$retaility is the quality of the test in which the test results can e readily, easily, and $ro$erly inter$reted. 30 E#onom /conomy refers to the chea$est way of gi!ing the test. Tests should e economical and it should not e a urden on the $art of the teachers.
According to 9almorin (200), oecti!ity, administraility, scoraility, com$rehensi!eness, inter$retaility and economy refers to the usaility. All are considered factors that determine usaility. These fi!e factors are: (-) ease of administration, (2) ease of scoring, (3) ease of inter$retation, () low cost, and (1) $ro$er mechanical ma#e7u$.
