EXPANDING YOUR KNOWLEDGE To know more about our lessons for this unit, let us begin our discussion. Read and understand very well each topic to gain more meaningful ‘and fruitful learnings. ‘A. BASIC CONCEPTS 1. ASSESSMENT ‘Assessment has always been a regular activity of your student life, Have you ever thought why are you being assessed? The overview of assessment will clarify fundamental ideas about assessment which will give you greater understanding about what assessment is, its classification, and purpose. There are other sub-topics of assessment that will not be mentioned in this module but will be included in your assignments and further readings. So begin your journey and start reading! ‘Assessment is a method of gathering your school performance data that aims to collect information, to specify and verify problems concerning your learning achievement. Thus, your teacher can make decisions regarding your learning performance. It is essentially taking a sample of what you do, making inferences, and estimating the worth of your actions. Some proof of your learning success can be manifested in your tests, written works, journals, portfolios, and other learning tasks (Navarro, et al., 2017) FORUATIVE. ASSENT = There are various Be ‘approaches to a. Assessment which s ~ ‘you need to know They are: ‘Assessment For Learning - This is being used by the teacher to find out the extent of what you know and what you can do and thereby see the gaps in learning that you might have. Teacher creates assessments that will determine if the intended learning targets are achieved by you and to address the gaps that occur during the process of your learning formation. This is also referred as formative assessment; wherein its result serves as a proof that you have achieved the desired learnings targeted by your teacher. To illustrate this type of assessment is when your teachers use questioning, quizzes, and other means which are useful and essential in curriculum design and instruction. It may also include pre-test and post-test. Assessment Of Learning - It is usually given towards the end of a course or a unit in a semestral term, It is being done to determine if you have achieved the instructional goals and for your teachers to give you an equivalent mark or grade, What is the best example for this? Your mid-term or final examinations. Assessment As Learning - Its main focus is on how you efficiently manage your own learning. It gives important emphasis on metacognition (an awareness of one’s thoughts and processes), It assumes that learning is not only about someone who is knowledgeable in transferring ideas to someone who is not. It means that you, as students, should not only be passive learners but should be actively engaged in your‘own learning. You must also acquire the mastery to monitor what you are learning and use what you have discovered from that monitoring, Do You Know the Classification of Assessment Methods? Read this: a, Traditional Method - generally, it refers to the written test or the paper-and-pencil test. This type of test usually relies on rote memorization of facts. Selected Response Multiple Alternate | | Matching Choice Response Type Constructed Response Short Answer Problem Solving Figure 1 - Basic Examples of Paper-and Pencil Test 1b, Authentic Method - involves the demonstration of your actual performance of what you have learned from the class. It is mostly preferred by many in evaluating the students’ achievement. Product Performance ‘Output Performance tasks Visual ike scrapbook, Role Play portfolio Public speaking collage Dance Presentation Figure 3. Examples of Authentic Tools station taken from PS 5, Corpus. Brenda (2015) REFLECT ON THIS: Why Is there a need for assessment? What are its purposes?Purposes of Assessment You can gain a better understanding of assessment by studying its purposes. Let us read and learn. We need to conduct an assessment to the learners so we, the teachers, can; inspire and motivate you to focus on your study predict success in your future employment provide feedbacks to improve your learning diagnose your st ngths and weaknesses help you develop your skills of self-assessment provide feedbacks for your lecturer/s help improve our methods of teaching ‘make the course appear creditworthy to other institutions and employees. provide a profile of what you have learned help you select future courses determine if you are capable of receiving a passing or failing mark, help you acquire license to practice profession Iam sure that you are already acquainted with the preceding words, but still confused about their ‘meanings and their relationships with assessment. Go on with your reading and find out the meaning and the differences of the following terms: TESTING It is an organized method of obtaining information from your progress in terms of knowledge, skills, behavior, and aptitude by exposing you to a particular set of questions to obtain a score. It is used to interpret whether you have or have not achieved the learning targets and competencies set by your teacher. TEST is one of the many types of assessment and the most commonly used method of making measurements in Education, aS ‘Tests may be categorized into: Standardized Testing - The same test is uniformly administered to all students which means the questions, the allotted time, and the mode of scoring are all the same. What are the Examples of Standardized Test a. College Admission Test b. Aptitude Test . Intemational Comparison Test 4. Psychological Test High Stakes Testing - a man-made test which utilized the test results for important judgment or decision concerning the following matters: Students getting promoted to the next grade level Students receiving a high schoo! diploma Accreditation of schools Financial incentives for schools based on students’ test performance on high-stakes test, Principal and teachers being reassigned to other school as promotion Hiring employees/teachers in an organization 0 eS ‘As a student, there are several types of test that are given to you for specific purposes. Read the following topics to know more,Common Types of Test 2. Diagnostic Test - It is used to determine your individual difficulties by knowing your strengths and weaknesses prior to instruction so proper intervention can be done by your teacher. b. Placement Test - It isa test intended to assess your particular knowledge or capability in different subjects so as to assign you to fitting courses or classes. Proficiency Test- It is designed to gauge your insight and capacity in a language. d. Achievement Test - It is a test given at the end ofa course to assess if you are able to achieve the course objectives. ¢. Aptitude Test —- It is intended to evaluate your capacity, of what you can do, and what you can achieve in your learning to determine how well you perform in the future. 3. WHAT ABOUT MEASUREMENT? Measurement - is the assignment of a quantitative description of the pupils’/learners’ performance, The most common example in classroom is when your teacher administers a quiz test or term examinations and gives a score. On the other hand, when we measure objects, we use some standard instrument to find cout the length, mass, temperature, degree, behavior, and other things that we would like to find out, Such instruments may be a ruler, scale, thermometer, pressure gauge, etc NOTE: Since we are discussing assessment of learning, our discussion is focused on ‘measurement and evaluation related to the school performance of the learners and instruction ‘Types of Measurement Objective (as in testing) (AB). Objective measurements are those that reveal nearly the same results even ifitis done ae repeatedly. It involves impartial measurement and to determine the objectivity of a A measure, one needs to assess its reliability. Subjective (as in perceptions) Subjective measurement - indicates measures concerning the actual experience of an Individual, his feelings or emotions, and opinions that are commonly subject to disagreement, = Another terminology that you need to know is.4. WHAT IS EVALUATION? Evaluation - involves judging or deciding about the quality of your school performance for your teacher to implement a possible course of action. When your assessment information is collected, synthesized, and thought about, your teacher is in a position to judge the quality of your performance and what classroom course of action should be done or what action is mast appropriate. Further, Patton (1987) defined evaluation as a process which involves gathering of information and uses the results to analyze and judge the value and worthiness of something, It critically examines a program and make judgment to improve its effectiveness for use in planning and programming decisions. Evaluation includes both qualitative and quantitative description of your class performance plus value judgment concerning the desirability of the performance. Evaluation may result to acceptance, dismissal, or amendment of what has been evaluated Evaluation = Quantitative description of pupils (Measurement) + Value judgments You should take note that assessment and evaluation must be continuous and frequent. Teachers must always be prepared to reassess students, and using the measurement of periodic formative assessment, they can adjust and improve their instruction to meet your learning needs on a daily and weekly basis. NOTE: ADDITIONAL INPUT FOR THIS TOPIC WILL BE UPLOADED IN GOOGLE DRIVE In order for a teacher to arrive at sound instructional decisions which would show positive effect or change in your learning, itis important that he/she follows high standard in classroom assessment. What are these? Know and carefully understand the topics discussed below. 5. PRINCIPLES OF HIGH QUALITY ASSESSMENT. Let us discuss and study the following principles: a. Clear Purpose - A good assessment should have a clear purpose and goal. A question like "why are we assessing the students for” “What is it intended for” should come to mind and establish. b. Clarity of Learning Targets - It involves specifying clear learning objectives which involve showing what you know and can do and how your performance will be judged. ¢ Appropriateness of assessment methods - Choosing the right assessment methods which should ‘match the identified learning targets will provide quality assessment, d. Adequate Sampling - Teachers obtain information regarding the success of their instruction by observing their pupils’ classroom performance. It is necessary that a teacher should consider varied assessment strategies to determine sufficient information if the targeted learnings are achieved by the students, e. Objectivity - The objectivity of a test can be determined ifthe same tests, used by examiners, yield the same scores. After the key has been prepared, there should be no question as to whether an item is right or wrong, partly right or partly wrong, Accountability and Fairness ~ Accountability in assessment requires the use of the information, obtained from assessment as a basis to validate or modify the behavior of the student and educator. A fair assessment is not biased and non-discriminatory to the performance of students,We ae moving up tothe nest lessons and a the last topics ofthis unit. This has | | lk something todo with TREND. Read and i know the meaning ofthat word and get ready with our sueceeing lessons. Te When we say trend, it means that there is a movement toward development or change, The curriculum has undergone several changes. We have been used to the traditional kind of education in which the teacher is the sole source of knowledge, What you have been doing in the past years of your school life is to listen attentively to your teacher during the discussion of your lessons, Once you have completed all the lessons, activities, take the exams, and pass, your teacher assumed that you have achieved the desired knowledge and skills that you should possess. Let us take a look at this development in ‘education if the traditional method of instruction still its in, 6. RECENT TRENDS AND FOCUS IN EDUCATION Envision yourself as a newly hired teacher to teach a third-grade class. You are in quandary as to what a third-grade needs to learn. How would you plan your lessons and haw would you assess them? How would you give feedback to their parents about their achievements in learning? If you have a complete guide of the set of learning and competencies they need to acquire in the whole duration of their learning experiences, not only in grade 3 but for their entire k-12 experience, then you can adhere to the standards the education institution prescribed. The standard will guide you to ensure the quality of education you can provide to your pupils. So to give you more idea about standards and some developments in education, read our lecture below. 1, Standard Based Education - is a system of teaching and learning that focuses all elements of the educational experience, including teaching, assessment, grading, and reporting on standards that span all throughout a student's schooling. But what is a standard? A standard is a succinct, clearly Another shift of educational focus is from content to learning outcomes. ‘Traditionally, the focus of instruction was content and subject matter, but it has evolved and changed to what we call “Outcome Based Education.” But what is Outcome Based Education? Let us proceed. ‘written description of whata student should know and be able to do after the lessons are taught ‘Outcome-Based Education (OBE) - is a learner-centered approach to education which emphasizes what learners can demonstrate of "knowing and doing.” OBE reforms sets well-defined guidelines for observable and quantifiable outcomes. Outcomes may include parameters of competencies and capabilities, such as “Student can apply basies of nutrition related to sports’ or "Student can explain the basics in playing basketball sport.” ‘According to Navarro, RL, Santos, LG Corpus, BB, (2017), to implement ‘outcome-based education on the subject or course the following ore recommended: oe a. Implementing Outcome Based Descript Education E 7, Identify educational objectives of | Educational Objectives are stated this way: At the end of the the subject or course lesson, student can understand the concept and other terminologies in Assessment of Learning 2, List learning outcomes for each | Learning outcome is stated this way: Atthe end of the unit, subject or course the student can explain the differences among assessment, measurement, and evaluation 3,_Drafting outcomes assessment | You need to identify the data necessary in the selection of 10procedure: [assessment tools. ] Hansen (1989) stated that outcome-based education stresses curriculum alignment and instructional method which would center on the goal and the result, Outcome-based education to curriculum aligned puts emphasis on teaching the stated or written curriculum, According to Hansen, the following are: b, Principles of outcome-based education 1. Outcomes or objectives are publicly and clearly stated 2. Teachinj is focused on the stated objectives 3, Frequently monitors student's lear 8 4, Adjustment of the learning process to allow students obtain proficiency of learning the objectives 5, Assessment is aligned to the objectives and the authentic student learning William Spady (1994), on the other hand, also gave the following: Four OBE Fundamental Principle cl Clarity of focus 2 Designing down 3 High Expectations c4 Expanded Opportunities Outcome-Based Education in the Philippines in an aftermath of the pervading clamor of education change worldwide which led to the creation of the Enhanced Basic Education Act of 2013, Philippine Qualification Framework and the CHED Order No. 46, OBE is an approach to education that aims to produce students that satisfy the demands of highest standard required in the specific field of work. The standards are incorporated in the program outcomes which are translated into instructional goals and objectives. ‘These same components should lead to selecting topics, what topics to include, how to teach, and assess them at the highest standards required by the actual workplace, 4, Institutional, Program, Course and Learning Outcome - An institution is expecting you to demonstrate the following outcomes in three or more than three years after graduation: 4.1 institutional outcome; 2 program outcome; 433 course; and 4 learning/instructional/lesson outcomes, a