ASSESSING AND EVALUATING LEARNERS Flashcards
Gather, summarize, interpret, and use data to decide a direction for action
Time when we measure existing the existing knowledge of learners, after measuring their knowledge, the educators meet them to add more knowledge and interject necessary practice skills
Assessment
Action of making a judgement about something; identify low skills or moderately developed skills
Formative, diagnostic, process-oriented
Characters of Assessment:
additional efforts would be given to the student for those area that has been assessed and identified as their not well developed or developing knowledge or skills
Formative
Characters of Assessment:
skills or knowledge that has been learned will primarily identify the essential will be reinforced subsequently
Diagnostic
Characters of Assessment:
as the skills are being taught, the students are being prepared to become ready, open-minded, and perceptive with the skill set until such time the students successfully learn the skills or concepts
Process-oriented
Appraisal of judgement about something or for a certain action
Process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what the students know, understand, and do with their knowledge as a result of their educational experiences
Appropriate to use during the start of a semester; to know the depth of knowledge
Assessment
Systematic collecting, review, and use of information about educational programs undertaken for the purpose of improving student learning and development
Measuring what the student know in relation to their existing knowledge based from what they have understand and learned for a specific discipline or field
Gather, summarize, interpret, and use data to determine the extent to which an action was successful
They are evaluated in terms of the extent of achieved learning objectives
Summative, judgmental, product-oriented
Result of evaluating or determination of value, nature, character, quality of something or someone
Evaluation
Systematic process of determining to what extent instructional objectives has been achieved or has been met
Measures the overall area of knowledge that has gained or achieved by students
Degree of area to which the student has learned is being measured in order to check if the instructional objectives has been met or achieved
Used after every discussion; to check what has been achieved in terms of learning objective
Characteristics of Evaluation:
it ascertain the size or degree of what has been learned in a specific time span or period
Summative
Characteristics of Evaluation:
determines if the learning objective has been met or has been achieved or not
Judgmental
Characteristics of Evaluation:
results are expected and identified after learning objective has been achieved or arrived at a certain learning objective
Product-Oriented
A if the first statement is true and the second statement is false
B if the first statement is false and the second statement is true
C if both statements are true
D if both statements are false
Similarities of Assessment and Evaluation
- Does not require data to work with
- Utilize (specific) measures in terms of objectivity and purpose
B
A if the first statement is true and the second statement is false
B if the first statement is false and the second statement is true
C if both statements are true
D if both statements are false
Similarities of Assessment and Evaluation
- User-oriented: varies from students, teachers, employees, employers, and the likes
- They can never be used by examiners
A
Prevent and identify defect in the process, it will substantially make the outcomes more efficient, effective, and make decision making process more objective, timely, and appropriate
Make decision making process objective, timely and appropriate
Evaluation Models
Evaluation Models: PCOIP
Process Evaluation Content Evaluation Outcome Evaluation Impact Evaluation Program Evaluation
Designing a Practical Assessment
Who stated that “If you get the assessment right, you are likely to direct students’ activities appropriately”
(David) Boud, 1988
TRUE OR FALSE:
Essential to all forms of assessment is clarity about criteria
TRUE
A if the first statement is true and the second statement is false
B if the first statement is false and the second statement is true
C if both statements are true
D if both statements are false
- In designing any practical assessment instrument, it should be seeking answers to a series of questions that can help to make the design of assignments systematic, coherent and aligned with the instructor’s intentions and objectivity of goals.
- Designing assessment would be difficult if learning outcomes are badly or ill-designed
C
ODD MAN OUT:
Badly designed learning outcomes can be difficult to assess if they are
- Vague
- Far from what it is really intended that students should achieve
- Multiple, so that the assessor is confused by partial achievement; criteria overlaps and does not conform to necessary or intended specifications
- Expressed in unnecessary jargon
- Inappropriate in terms of level, scope or extent
- Unambiguous
- Unambiguous
Effective assessment of practical skills:
measures a close as intended outcomes as possible
Fundamental concept when creating assessment
Refers to whether a test measures what it aims to measure
Assessment is only valid based on theoretical and practical skills
Are we measuring exactly what we intend to measure?
Valid
Effective assessment of practical skills:
any assessor would come to the same grade if used
Overall consistency of a measure
Measure is said to have a high reliability if it produces similar results under consistent conditions
Reliable
Effective assessment of practical skills:
ensuring inter-tutor and intra-tutor consistency, however many assignments an individual grader tackles, the same standards of judgement will apply.
Achievement of comparable outcomes
Consistent
Starts with understanding to what is being assessed, what evidence are needed, how the assessment decision will be made
Same standards of judgement should apply in the entire assessment process
Effective assessment of practical skills:
all students must have equivalent chance of achievement
Consideration of learners’ needs, characteristics, and any reasonable adjustment that need to be applied to take account learners’ need
Learner is informed about assessment, understands assessment, able to take part in assessment process, and agrees that the process is appropriate
All student must have equivalent chance of achievement
Fair
Effective assessment of practical skills:
ensures diversity in students can engage in assessment.
Important factor in assessment design because it reflects students diversity
For students to demonstrate their learning equally, the teacher need to consider the different means of demonstrating a particular learning outcome
Inclusive
Assessment procedures must be flexible enough to to allow judgment to overcome substantial disadvantage that individual students could experience
Educators are ensuring that an assessment strategy includes a range of assessment formats
Effective assessment of practical skills:
The assessment of practical skills may require particular consideration:
Ensuring assessments methods are culturally and religiously inclusive when setting deadlines
Inclusive
Consider school holidays, its impact on student when setting deadlines, considering students’ educational background and providing unfamiliar activities
Considering the needs of students with disabilities
Serve as guide to make assessment accessible and acceptable
Effective assessment of practical skills:
Assessment should be realistic in terms of resources available
Simple and flexible in terms of work requirements, submission dates, and turn around time
Manageable
Effective assessment of practical skills:
intended outcome is truly representative of achievement.
Requires application of what students have learned to a new situation
Demand sound and fair judgment, to determine what information and skills are relevant and how they should be able to use what they have learned
Students has develop the abilities and capabilities on how to use what they have learned in the process
Authentic
Effective assessment of practical skills:
required standards of achievement are maintained and are pitched at the right level for the stage of study
Measures the level of skill or knowledge that has been reached by the learners
Measure the level of achievement or performance of the learners at the right level for the stage of study
Testing
Effective assessment of practical skills:
transparent as to how the mark was achieved
Assessment should be agreed upon, conformed by many, and transparent
Beyond Dispute
Effective assessment of practical skills:
Feedback is linked to the grading of completed assignments and not to work in progress
Students who experienced on test or assignments, they perceive it as useful in providing information on how well they performed and what was expected of them
Accompanied by developmental and informative feedback
Effective assessment of practical skills:
engaging and inspiring to students
To address their intrinsic and extrinsic motivators in order to achieve something
We are aware about the assessment = perform better
Motivating
Effective assessment of practical skills:
time spent in grading should be proportionate to importance of the work within the program
Measures the relationship between input and outputs or how successfully the inputs have been transformed into outputs
Fewer the input used to generate outputs, the greater efficiency
Efficient
Effective assessment of practical skills:
for both instructor and student
To reduce boredom and mental fatigue, to create more room for innovation in order to spark interest and engagement in the assessment
Enjoyable
Effective assessment of practical skills:
Should not be complicated in instructions, measurements, and expected outcomes
Elegant in Simplicity
Effective assessment of practical skills:
to avoid excessive use of manual calculation with its inherent possibilities for human error
Easy to Calculate
Effective assessment of practical skills:
avoiding (if possible) excessive set-ups and actions and lots of individual assessor actions.
Coherent decision of assessor and understanding for a concept or skill is aligned; so there are no disagreement and uncomplicated assessment
Standardized
Uncomplicated
Effective assessment of practical skills:
enabling multiple individual’s outputs to be assessed and returned quickly
Students can actually reflect on what they have achieved or not
Time Saving
Effective assessment of practical skills:
bringing various components of a learning program together in a single task.
Combined two modules of study into a one assessment
Can combine assessments between modules and across subjects
Expects students to transfer knowledge and skills and helps them to see how issues, themes, concepts, and practical connect with each other
Synoptic
Comprehensive Parameters for Motivational Assessment of the Learner:
Measure the Capacity of students to Learn
Readiness to learn
Facilitating beliefs
Cognitive Variables
Cognitive Variables:
Educators can pose several and variety of questions to assess learners need based of previous attempts, curiosity, goal setting, self care ability, stress factors, survival issues, and life situations
Measure the Capacity of students to Learn
Cognitive Variables: Expressed self-determination Constructive attitude Expressed desire and curiosity Willingness to contract for behavioral outcomes
Readiness to learn
Cognitive Variables:
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
Comprehensive Parameters for Motivational Assessment of the Learner:
Expressions of constructive emotional state
Moderate level of anxiety
Measures the students’ Capacity to express and hold emotions in terms of pressure and hardship that may trigger anxiety and depression in the long run.
Students must learn how to develop work life and social balance in order to protect their mental health state in all aspect
Affective Variables
Comprehensive Parameters for Motivational Assessment of the Learner:
Capacity to perform required behavior, exhibit essential skills properly, apply appropriate skill set in a well defined manner
Physiological Variables
Comprehensive Parameters for Motivational Assessment of the Learner:
makes us more resilient in challenges and obstacles in life
Previous successful experiences; we become mature in dealing with life and others
Make students to be prepared in the future by making them develop anticipative and preparatory skills for a certain event or situation
Experiential Variables
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
Comprehensive Parameters for Motivational Assessment of the Learner:
Appropriateness of physical environment where students can learn and perform the skill set that they have acquired and further develop their essential skills to achieve proficiency
Place to Widen social support systems in relationship to holistic development
Family
Group
Work
Community resources
Environmental Variables
Comprehensive Parameters for Motivational Assessment of the Learner:
Prediction of positive relationship
Mentorship; to develop lifelong mutual relationship and promote healthy and meaningful professional life in the long run
Succession plan.
Educator-Learner Relationship System
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.
