Course Code: Educ

Course Title: Assessment of Student Learning 2

Credit: 3 units

Time Duration: 54 Hours

I. COURSE DESCRIPTION:

This course focuses on the development and utilization of alternative forms of

assessment in measuring authentic learning. Emphasis is given to ways in assessing
process and product-oriented targets as well as effective learning. Students will
experience how to develop rubrics for performance-based and portfolio assessment.

II. COURSE OBJECTIVES:

Upon successful completion of this course, students will be able to:

1. Apply the principles of assessment in conceptualizing techniques for assessing

authentic learning

2. Design performance-based assessment tools

3. Design assessment tools for effective learning

4. Develop E-Portfolio to assess ones learning

5. Demonstrate skills in preparing and reporting grades

6. Derive information from alternative forms of assessment in making instructional

decisions.

Course Outline
Prelim

Chapter

1 Review of Principle of High Quality Assessment

1.1 Introduction

1.2 Clarity of Learning Targets

1.3 Educational Measurement

1.4 Product Rating Scales

1.5 Properties of Assessment Methods

2 Process-Oriented Performance-Based Assessment

2.1 Process-Oriented Learning Competencies

2.2 Task Designing

2.3 Scoring Rubrics

Midterm

Chapter

3 Product-Oriented Performance-Based Assessment

3.1 Product-Oriented Learning Competencies

3.2 Task Designing

3.3 Scoring Rubrics

4 Assessment in the Affective Domain

4.1 The Taxonomy in the Affective Domain

4.2 Affective Learning Competencies

4.3 Development of Assessment Tools

5 Portfolio Assessment Methods

5.1 Features and Principles of Portfolio Assessment

5.2 Purpose of Portfolio Assessment

5.3 Essential Elements of the Portfolio

5.4 Stages in Implementing Portfolio

5.5 Types of Portfolios

5.6 Assessing and Evaluating the Portfolios

5.7 Student-Teacher Conferences

Final

Chapter

6 Educational Evaluation

6.1 Educational Evaluation

6.2 Evaluation Approaches

6.3 Evaluation Methods and techniques

6.4 The CIPP evaluation model

6.5 Summary of Keywords and Phrases

7 Grading and Reporting

7.1 Functions of Grading and Reporting Systems

7.2 Types of Grading and Reporting Systems

7.3 Development of a Grading and Reporting System

7.4 Assigning Letter Grades and Computing Grades

7.5 Norm or Criterion-Referenced Grading

7.6 Distribution of Grades and Guidelines for Effective Grading

7.7 Conducting Parent-Teacher Conference.

References:

Rosita De Guzman-Santos, Ph.D.ADVANCED METHODS in EDUCATIONAL

ASSESSMENT And EVALUATION (Assessment of Learning 2)

Abubakar S. Asaad. MEASUREMENT AND EVALUATION Concepts and Principles

I. Course Requirements/Expectations:

1. Attendance and Participation: Active participation among Students during the

entire session is a significant part of Teaching-Learning Process. Includes the
perspective insight to the topic during the Discussion-Forum, Attendance, Punctuality in
coming to class, and appropriate Behavior during the entire session.

2. Prelim, Midterm and Final: Three tests will be administered covering the
Objectives which were presented during the Discussion.

3. Class report on assigned topics: Clear and well-delivered information about the
assigned topic. Share relevant example or situation to convey with the report. Clarity of
instruction if they wish to have a class activity.

4. E-Portfolio: Functional, creative web design. Covers the requirements or

compilation of the topics and instrument which were found relevant in the course.

II. Course Evaluation

Areas of Consideration:

A. Class Standing: Assignments, Quizzes, Recitation, and Attendance = 60%

B. Periodic Examination: Prelim, Midterm, Final = 40%

C. Total = 100%
2.3 Assessing Student Learning
At this stage of the tutorial, you have set overarching goals, organized
content, developed a course plan, and selected teaching strategies for
specific assignments and activities to help students achieve course goals. In
this section of the tutorial, you will decide how to assess student learning in
your course. If you have developed activities and assignments, you have
already developed some assessment strategies for your course.

What kinds of assessment strategies can you use to determine the extent to
which students have met the goals of your course? Assessment of student
learning can range from informal assessments of whether students are
"getting it" (such as observing a well-informed, articulate discussion of a
topic or noticing that students' eyes have glazed over in class), to formal
assessments of student learning that contribute to their grades in the
course, to research on how students are learning in a specific class. In this
tutorial, we focus on assessments used to determine grades,
including some informal assessments that might or might not be
graded but that provide valuable information about whether
students are "getting it". We encourage you to use a matrix of your goals
and assessment strategies to make sure that your assessments are aligned
with your goals.

Start by downloading the worksheet (Microsoft Word 37kB Jun20 05) that
goes with this part, and use it as you work through the sections
below.

Task 2.3: Exploring assessment

strategies
Below, you will find a list of assessment strategies with links to more
information and examples about selected strategies. Keeping the goals of
your course in mind, browse the list to find strategies that you could use to
assess student learning. Be sure to keep in mind the context and constraints
of your course. Go to the course plan that you have developed in Parts 2.1
and 2.2, and add assessments as appropriate. You may decide that the
student activities and assignments you have planned are sufficient to meet
your goals, or you may decide that you need to add more and/or different
strategies. Use the worksheet to check that your assessments are aligned
with your goals.

Assessment strategies
The list of assessment strategies below includes only some of the many
possibilities. A useful set of assessment resources is available at the Cutting
Edge website Understanding What Our Geoscience Students Are Learning:
Observing and Assessing. This site includes a page onAssessment Tools and
Instruments and a page on Assessment Types. A primer on assessment in
the geosciences is available at the Starting Point site.

ConcepTests are conceptual multiple-choice questions used during class

that provide immediate assessment of student understanding. More than
300 ConcepTest questions are available on the Starting Point website. Using
electronic response systems provides the instructor with immediate feedback
about the distribution of answers in the class. Learn more about assessment
and ConcepTests here.

Minute papers are one type of classroom assessment technique that will
give you an indication of student understanding of a particular topic. A one-
minute paper can be used at the end of the class by asking students to write
on one of the following questions.

 What was the most important thing you learned in today's class?
 What question do you have about today's class?
 What was the muddiest point of today's class?
Students write their answers on index cards or slips of paper that are turned
in at the end of class and can be graded or not. learn more here(more info)

Problem sets can be a useful way to give students practice in solving

problems, doing quantitative work outside class time, and practice specific
techniques. Problem sets are standard in many science courses and can be
an effective assessment strategy in entry-level as well as upper-level
courses.
Labs can provide another way to assess student learning. The type of
assessment might be a lab report, completion of the lab handout, a research
project write-up, or some other assigment.

Concept maps can also be used for assessment. Learn more about
assessment using concept maps.

Exams and quizzes are commonly used to assess student learning. They
also force students to process information and help prevent students from
disengaging in a course. Students need to process information in one way or
another to learn. In studying for exams, students read, memborize, organize
information, test themselves with questions, and with vary ing degrees of
success, process the material for that particular section of the course.
Processing inforamtion in a blitz of studying before each exam is not the
ideal way to learn material, nor in many courses is it the only way students
learn material. Studying before exams is, however, one of the most common
ways in which students learn in a course. Exams can include mutiple choice
questions, short answers, essay questions, questions about graphs or
diagrams, and so forth. If you choose to use exams, it's a good idea to ask
yourself how much of the exam requires students to use higher order
thinking skills and how much of it requires lower order thinking skills and
whether you are satisfied by your answer in light of the goals of your course.

Cooperative exams, also called "two-stage" or "pyramid exams", are

exams that are taken by groups of students working together after they
have completed the original exam individually. When done in one class
period, students take the exam individually for the first part of the class.
Then, when all students have turned in the exam, they retake the exam
working in groups and, in some cases, in an open-book, open-notes format.
Commonly these exams are multiple-choice exams with or without some
short answer questions; the cooperative part may also have one or two
longer questions. The instructors we know who use this type of exam base
the total exam score for each student on 70-75% of the individual exam and
25-30% of the group exam.

Richard Yuretich and Mark Leckie use "two-stage" exams with a significant
collaborative component in a 600-student oceanography class that was
transformed by modifying lectures to include cooperative learning via
interactive in-class exercises and directed discussion. The transformation is
described in an article in the Journal of Geoscience Education, Active-
Learning Methods to Improve Student Performance and Scientific Interest in
a Large Introductory Oceanography Class (Yuretich et al., 2001 ).
Randy Richardson, University of Arizona, also uses two-stage exams in A
Geologic Perspective, a large physical science course. He gives an example
of one exam (Microsoft Word 1MB Jul1 10), the pre-test information for
students (Microsoft Word 2007 (.docx) 851kB Jul1 10) explaining how the exam will
work, and the instructions (Microsoft Word 34kB Jul1 10) for the exam given to the
Disability Center for administering the exam, which explicity lay out the
ground rules for the collaborative part of the exam given that he is not
present at the Disability Center when the exam starts.

Written and oral assignments such as papers, oral presentations,

debates, simulations, and so forth can also be used to assess student
learning. In some courses, frequent written and oral assignents can replace
traditional exams. In some exam-free courses students prepare one or two
short written assignments each week in which they summarize the critical
aspects of a reading assignment, relate data ro readings, make comparisions
with what they have learned previously, take positions on issues, and
analyse or synthesize information and ideas. These assignments then serve
as the basis for group or class discussion and oral presentations or require
students to pull together information from a series of classes either to solve
a problem or to present a summary analysis of a particular topic. The
activities that students are engaged in to learn the material are also used to
evaluate their accomplishments. This is a type of authentic assessment,
an approach to assessment designed to correspond as closely as possible to
real world experience.

Grading rubrics
Grading rubrics are written guidelines by which student work is evaluated.
They typically articulate items on which student work is judged as well as
the standards necessary to achieve certain grades.

Grading rubrics are useful primarily when you have something to grade that
isn't simply a matter of right or wrong fro which points can be easily
assigned. Thus, they are useful for written work projects and oral work,
rather than problem sets or short answer assignments. They allow you to
evaluate a number of different facets of a student's work quite easily and
rather quickly. Rubrics allow you to lay out specific criteria as well as
standards that must be met for a student to earn an A on a particular
assignment.

Grading rubrics are useful for encouraging students to give more thorough,
thoughful, creative, or well-supported answers. May students produce work
that is substsantially correct but of only average insight, thoroughtness, or
creativity. Using a rubric, a correct answer of average completeness and
insight can be given an average grade (a C+, a B-, a 3, or whatever you
believe average work to be worth in your grading scheme), while an above-
average grade (and A, a 5, or whatever) can be reserved for truly
exceptional insight, throroughness, or creativity. Examples of grading
rubrics for written assignments and oral presentations such as might be
given at the beginning of the course are included here (Microsoft Word 42kB Jun20
05) and an example of an assignment and associated specific rubrics for that
assignment are included here (Microsoft Word 98kB Jun20 05).

Advice for using rubrics

 Establish a standard at the start of the term for what you consider to be
average work, and publicize it to the students. Many students believe
that if they simply do an assignment, they ought to receive an A. If this
is your sense as well, that is perfectly fine, but you should still let
students know that. If, on the other hand, you believe that an average
job (substantially correct, workmanlike, does-the-job) ought to receive
an average grade rather than an outstanding grade, you should let
students know that it takes an uncommonly insightful answer to get an
A. You should also let them know what you consider to be an average
grade.
 Hand out an appropriate grading rubric at the time you hand out an
assignment so that students know what your standards will be and what
you will be evaluating their assignments on when you grade it. Some
instructors include a general grading rubric on their syllabus.
 Take the time to write at least one comment on the rubric as you grade
papers - don't let the rubric do all the communicating for you.
 Post examples of average, above average, and superior work, with
names suitably removed. A 3 does, in fact, look different from a 4 and
substantially different from a 5, and students can benefit from seeing
what the difference is between a correct, workmanlike job and a truly
exceptional paper.
For additional information about rubrics, see Developing Scoring Rubrics in
the Starting Point primer on assessment.