ASSESSING AND EVALUATING LEARNERS Flashcards
o Done at the beginning.
-gather, summarize, interpret, and use data to decide a direction for action.
Assessment
o Done after activity has been completed
-gather, summarize,
interpret, and use data to determine the extent to
which an action was successful.
Evaluation
True or False:
Assessment and Evaluation is being related to timing and purpose of every process.
True
True or False
● Assessment: Last
● Evaluation: Beginning
False
● Assessment: beginning
● Evaluation: last
3 characteristic of Assessment:
Assessment
1. Formative
2. Diagnostic
3. Process- Oriented
3 characteristic of Evaluation:
Evaluation:
1. Summative
2. Judgmental
3. Product-oriented
3 characteristic of both Assessment & Evaluation:
1, Require data
2. Utilize measures
3. User-oriented
5 TYPES OF Evaluation Models:
(from previous topic)
▪ 1. Process Evaluation
▪ 2. Content Evaluation
▪ 3. Outcome Evaluation
▪ 4. Impact Evaluation
▪ 5. Program Evaluation
“If you get the assessment right, you are likely to direct
students’ activities appropriately”
(Boud 1988)
DESIGNING A PRACTICAL ASSESSMENT
Essential to all forms of assessment is ____________.
clarity about criteria
Essential to all forms of assessment is clarity about
criteria, and this is particularly the case when the
assessor is considering the extent to which practical
skills have been satisfactorily demonstrated.
DESIGNING A PRACTICAL ASSESSMENT
Dictates what it is what students need to learn, what intended learning the students expected to know or understand
● Will develop students’ knowledge and understanding,
skill, attitude and motivation
DESIGNING A PRACTICAL ASSESSMENT
Will develop students’ knowledge and understanding,
skill, attitude and motivation
DESIGNING A PRACTICAL ASSESSMENT
True or 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
PURPOSIVE, coherent and aligned with the STUDENT’S
intentions.
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.
True or False:
Every assessment must be align by learning outcome,
learning content, and learning activity as well as
approaches
True
Which of these are correct?
It is important to note that BADLY DESIGNED learning
outcomes can be DIFFICULT to assess if they are:
a. Vague
b. Incomplete
c. Far from what it is really intended that students
should achieve
d. Multiple, so that the assessor is confused by partial
achievement.
e. Achievable
f. Expressed in unnecessary jargon.
g. Inappropriate in terms of level, scope, or extent
A
C
D
F
G
18 Attributes of Effective Assessment of practical skills:
a. Valid
b. Reliable
c. Consistent
d. Fair
e. Inclusive
f. Manageable
g. Authentic
h. Testing
i. Beyond Dispute
j. Accompanied by developmental and informative
feedback
k. Motivating
l. Efficient
m. Enjoyable
n. Elegant in Simplicity
o. Easy to Calculate
p. Uncomplicated
o q. Time Saving
o r. Synoptic
18 Attributes of Effective Assessment of practical skills:
-measures a close as intended outcomes as possible
▪ “In other words, are we measuring exactly what
we intend to measure?”
Valid
18 Attributes of Effective Assessment of practical skills:
-task must be clearly aligned by the subject and learning outcomes, learning acts,
assessment methods
Valid
18 Attributes of Effective Assessment of practical skills:
-any assessor would come to the same grade if used
▪ there should be demonstrated
consistency of marking or judgment on the quality
of student’s work
Reliable
18 Attributes of 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
Consistency
18 Attributes of Effective Assessment of practical skills:
all students must have equivalent chance of
achievement
▪ all student must be able to access and participate in assessment task as the same basis as their peers
Fair
18 Attributes of Effective Assessment of practical skills:
-ensures diversity in students can engage in
assessment.
The assessment of practical skills may require particular consideration.
▪ |assessment is equitable if task provides all
student with opportunities to demonstrate own
knowledge, skill, and application|
Inclusive
18 Attributes of Effective Assessment of practical skills:
▪ if task provides all student with opportunities to demonstrate own knowledge, skill, and application
Inclusive
18 Attributes of Effective Assessment of practical skills:
Assessment should be realistic
in terms of resources available. Reasonable in giving work required, submission dates and
turnaround time
▪ dapat kayang gawin during a period of time
Manageable
18 Attributes of Effective Assessment of practical skills:
intended outcome is truly representative of
achievement.
▪ |must be realistic|
Authentic
18 Attributes of Effective Assessment of practical skills:
required standards of achievement are
maintained and are pitched at the right level for
the stage of study.
Testing
18 Attributes of Effective Assessment of practical skills:
transparent as to how the mark was achieved
Beyond Dispute
18 Attributes of Effective Assessment of practical skills:
every assessment has feedback wether positive or negative
Accompanied by developmental and informative
feedback
18 Attributes of Effective Assessment of practical skills:
engaging and inspiring to students
▪ |ex. sabihan ng “im so proud of your progress” |
Motivating
18 Attributes of Effective Assessment of practical skills:
time spent in grading should be proportionate to importance of the work within the program
▪ |assessment tasks are grade within period of time|
Efficient
18 Attributes of Effective Assessment of practical skills:
__________________ for both instructor and student
Enjoyable
18 Attributes of Effective Assessment of practical skills:
to avoid excessive use of manual calculation with
its inherent possibilities for human error
Easy to Calculate
18 Attributes of Effective Assessment of practical skills:
avoiding (if possible) excessive set-ups and actions and lots of individual assessor actions.
Uncomplicated
18 Attributes of Effective Assessment of practical skills:
enabling multiple individual’s outputs to be assessed and returned quickly
Time saving
18 Attributes of Effective Assessment of practical skills:
bringing various components of a learning program together in a single task
▪ |help student view the program as cohesive
learning experience
▪ Can Promote staff collaboration, help staff think
holistically about their teaching|
Synoptic
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
- Cognitive Variables
- Affective Variables
- Physiological Variables
- Experiential Variables
- Environmental Variables
- Educator - Learner Relationship System
Which of these are Cognitive Variables-“ Capacity to Learn”:
b▪ Active Learning
c▪ Readiness to learn
d▪ Expressed self-determination
e▪ Loves books
f▪ Constructive attitude
g▪ Expressed desire and curiosity
h▪ Willingness to contract for behavioral outcomes
i▪ Understand fast
j▪ Facilitating beliefs
c
d
f
g
h
j
- Capacity to Learn
1. Readiness to learn
2. Expressed self-determination
3. Constructive attitude
4. Expressed desire and curiosity
5. Willingness to contract for behavioral outcomes
6. Facilitating beliefs
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-attitude of students
Cognitive Variable
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-Expressions of constructive emotional state
o Moderate level of anxiety
Affective Variable
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-student’s emotions, personality, anxiety
Affective Variable
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-Capacity to perform required behavior
-behavior of students
Physiological Variables
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
Previous successful experiences
Experiential Variable
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
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.
Experiential Variables
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-Appropriateness of physical environment
▪ Ex. seating (pag online para hindi antukin)
▪ Light (dapat maliwanag)
▪ Noise (dapat you are in a quiet environment)
Environmental Variable
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-Social support systems
o Can affect:
▪ Family
▪ Group
▪ Work
▪ Community resources
o students can have higher overall learning ability with positive environment
Environmental Variable
True or False:
Environmental Variable:
Students in a positive learning environment can be
more motivated and engage,
True
6 COMPREHENSIVE PARAMETERS FOR MOTIVATIONAL
ASSESSMENT OF THE LEARNER:
-Prediction of positive relationship
-Home students should also be encouraged to consider
the extent to which colloquialisms and slang should be used
● These kinds of expression can marginalize, alienate or
confuse students from a different cultural context.
Educator - Learner Relationship System
