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INTEG03 MIDTERM ASSIGNMENt

The document discusses assessment of learning which refers to strategies to confirm what students have learned and determine if they have met curriculum goals. It can be used to provide evidence of achievement to others and influence students' futures. Teachers are responsible for accurately reporting student learning using a variety of assessment methods and maintaining detailed records to support their evaluations.

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jerico gaspan
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20 views

INTEG03 MIDTERM ASSIGNMENt

The document discusses assessment of learning which refers to strategies to confirm what students have learned and determine if they have met curriculum goals. It can be used to provide evidence of achievement to others and influence students' futures. Teachers are responsible for accurately reporting student learning using a variety of assessment methods and maintaining detailed records to support their evaluations.

Uploaded by

jerico gaspan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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“Assessment of Learning 1”

Profed 09

Name: DALINA, KIMBERLY MENGURIA

Student Number: TA180425

Course: BELEMED

Year Level: 4RTH YEAR

Course Facilitator: MRS. OHARRAH MAE B. LEDESMA


What Is Assessment of Learning? Assessment of learning refers to strategies
designed to confirm what students know, demonstrate whether or not they have met
curriculum outcomes or the goals of their individualized programs, or to certify
proficiency and make decisions about students’ future programs or placements. It is
designed to provide evidence of achievement to parents, other educators, the students
themselves, and sometimes to outside groups (e.g., employers, other educational
institutions).

Assessment of learning is the assessment that becomes public and results in


statements or symbols about how well students are learning. It often contributes to
pivotal decisions that will affect students’ futures. It is important, then, that the
underlying logic and measurement of assessment of learning be credible and
defensible.

Teachers’ Roles in Assessment of Learning


Because the consequences of assessment of learning are often far-reaching and
affect students seriously, teachers have the responsibility of reporting student learning
accurately and fairly, based on evidence obtained from a variety of contexts and
applications. Effective assessment of learning requires that teachers provide a rationale
for undertaking a particular assessment of learning at a particular point in time

• clear descriptions of the intended learning

• processes that make it possible for students to demonstrate their competence and
skill

• a range of alternative mechanisms for assessing the same outcomes

• public and defensible reference points for making judgements Rethinking Classroom
Assessment with Purpose in Mind

• 55 The purpose of assessment that typically comes at the end of a course or unit of
instruction is to determine the extent to which the instructional goals have been
achieved and for grading or certification of student achievement. (Linn and Gronlund,
Measurement and Assessment in Teaching) Reflection: Think about an example of
assessment of learning in your own teaching and try to develop it further as you read
this chapter. 56
• Rethinking Classroom Assessment with Purpose in Mind Chapter 5

• transparent approaches to interpretation

• descriptions of the assessment process

• strategies for recourse in the event of disagreement about the decisions With the help
of their teachers, students can look forward to assessment of learning tasks as
occasions to show their competence, as well as the depth and breadth of their learning.

Planning Assessment of Learning


The purpose of assessment of learning is to measure, certify, and report the
level of students’ learning, so that reasonable decisions can be made about students.
There are many potential users of the information:

• teachers (who can use the information to communicate with parents about their
children’s proficiency and progress)

• parents and students (who can use the results for making educational and vocational
decisions)

• potential employers and post-secondary institutions (who can use the information to
make decisions about hiring or acceptance)

• principals, district or divisional administrators, and teachers (who can use the
information to review and revise programming)

Assessment of learning requires the collection and interpretation of information


about students’ accomplishments in important curricular areas, in ways that represent
the nature and complexity of the intended learning. Because genuine learning for
understanding is much more than just recognition or recall of facts or algorithms,
assessment of learning tasks need to enable students to show the complexity of their
understanding. Students need to be able to apply key concepts, knowledge, skills, and
attitudes in ways that are authentic and consistent with current thinking in the
knowledge domain.
In assessment of learning, the methods chosen need to address the intended
curriculum outcomes and the continuum of learning that is required to reach the
outcomes. The methods must allow all students to show their understanding and
produce sufficient information to support credible and defensible statements about the
nature and quality of their learning, so that others can use the results in appropriate
ways.

Assessment of learning methods include not only tests and examinations, but
also a rich variety of products and demonstrations of learning—portfolios, exhibitions,
performances, presentations, simulations, multimedia projects, and a variety of other
written, oral, and visual methods (see Fig. 2.2, Assessment Tool Kit, page 17).

Assessment of learning needs to be very carefully constructed so that the


information upon which decisions are made is of the highest quality. Assessment of
learning is designed to be summative, and to produce defensible and accurate
descriptions of student competence in relation to defined outcomes and, occasionally, in
relation to other students’ assessment results. Certification of students’ proficiency
should be based on a rigorous, reliable, valid, and equitable process of assessment and
evaluation

Reliability
Reliability in assessment of learning depends on how accurate, consistent, fair,
and free from bias and distortion the assessment is. Teachers might ask themselves:

• Do I have enough information about the learning of this particular student to


make a definitive statement?

• Was the information collected in a way that gives all students an equal chance
to show their learning?

• Would another teacher arrive at the same conclusion?

• Would I make the same decision if I considered this information at another time
or in another way?
Reference Points
Typically, the reference points for assessment of learning are the learning
outcomes as identified in the curriculum that make up the course of study. Assessment
tasks include measures of these learning outcomes, and a student’s performance is
interpreted and reported in relation to these learning outcomes.

In some situations where selection decisions need to be made for limited


positions (e.g., university entrance, scholarships, employment opportunities),
assessment of learning results are used to rank students. In such norm-referenced
situations, what is being measured needs to be clear, and the way it is being measured
needs to be transparent to anyone who might use the assessment.

Validity Because assessment of learning results in statements about students’


proficiency in wide areas of study, assessment of learning tasks must reflect the key
knowledge, concepts, skills, and dispositions set out in the curriculum, and the
statements and inferences that emerge must be upheld by the evidence collected.

Record-Keeping
Whichever approaches teachers choose for assessment of learning, it is their
records that provide details about the quality of the measurement. Detailed records of
the various components of the assessment of learning are essential, with a description
of what each component measures, with what accuracy and against what criteria and
reference points, and should include supporting evidence related to the outcomes as
justification.

When teachers keep records that are detailed and descriptive, they are in an
excellent position to provide meaningful reports to parents and others. Merely a
symbolic representation of a student’s accomplishments (e.g., a letter grade or
percentage) is inadequate. Reports to parents and others should identify the intended
learning that the report covers, the assessment methods used to gather the supporting
information, and the criteria used to make the judgement.

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