ASSESING AND EVALUATING LEARNERS (WEEK 17) Flashcards
is to gather, summarize, interpret, and
use data to decide a direction for action.
Assessment
is to gather, summarize, interpret, and use data to determine the extent to which an action was successful
Evaluation
- measures a close as intended outcomes as possible
- “In other words, are we measuring exactly what we
intend to measure?”
Valid
any assessor would come to the same grade if used
Reliable
ensuring inter-tutor and intra-tutor consistency, however many assignments an individual grader tackles, the same standards of judgement will apply.
Consistent
all students must have equivalent chance of
achievement
Fair
ensures diversity in students can engage in assessment. The assessment of practical skills may require particular consideration.
Inclusive
in terms of work required, submission dates and turnaround time. Assessment should be realistic in terms of resources available
Manageable
intended outcome is truly representative
of achievement.
Authentic
required standards of achievement are maintained and are pitched at the right level for the stage of study
Testing
transparent as to how the mark was achieved
Beyond Dispute
engaging and inspiring to student
Motivating
time spent in grading should be proportionate to importance of the work within the program
Efficient
to avoid excessive use of manual calculation with its inherent possibilities for human error
Easy to Calculate
avoiding (if possible) excessive setups and actions and lots of individual assessor actions
Uncomplicated
enabling multiple individual’s outputs to
be assessed and returned quickly
Time Saving
bringing various components of a learning
program together in a single task.
Synoptic
The educator can pose several questions in terms of the learner, such as those focusing on previous attempts, curiosity, goal setting, self-care ability, stress factors, survival issues, and life situations
Facilitating beliefs
– Expressed self-determination
– Constructive attitude
– Expressed desire and curiosity
– Willingness to contract for behavioral outcomes
Readiness to learn
Capacity to Learn, Readiness to learn, Facilitating beliefs
Cognitive Variables
- Expressions of constructive emotional state
- Moderate level of anxiety
In group skills presentations, students may find it
difficult to hear or understand what one another is
saying: it might be helpful therefore to encourage them to provide outline notes, annotated diagrams or
handouts to aid mutual comprehension.
Affective Variables
Capacity to perform required behavior
Physiological Variables
Previous successful experiences
Experiential Variables
- Appropriateness of physical environment
- Social support systems
– Family
– Group
– Work
– Community resources
Home students should also be encouraged to consider
the extent to which colloquialisms and slang should be
used.
These kinds of expressions can marginalize, alienate or
confuse students from a different cultural context.
Environmental Variables
