- Information
- AI Chat
Assessment IN Learning 2 Reviewer
Education (CPE-201919)
University of Caloocan City
Recommended for you
Preview text
ASSESSMENT IN LEARNING 2
REVIEWER
MODULE 1:
Student learning outcomes (SLOs) are statements that capture what a student will know and be able to do after completing an educational experience. They capture the essential learning that is expected in the exchange between the student and the learning environment. SLOs refer to the many different levels of learning that exist in the university experience, such as institutional, program, and course levels. The development of SLOs can provide a more intentional design of the learning environment and improved achievement of essential learning for all students.
Student Learning outcomes help faculty and students come to a common understanding about the purpose and goals of a course or academic program. By providing clear and comprehensive learning outcomes, faculty begin to provide a transparent pathway for student success.
Learning outcomes are the cornerstones of course design and assessment, and help students focus on what is important. Learning outcomes can also be considered an inclusive teaching practice as they can help clarify expectations for all students.
Based on the previous lesson that you have taken in Assessment in Learning 1, the learning outcome has different levels.
The Institutional outcomes are derived from the institution’s vision and mission.
The program outcomes are the outcomes written to reflect the essential learning outcomes for a program or major. They capture what students will know, can do, or show awareness of after completing the program as a whole.
The Course outcomes contribute to the overall achievement of PLOs for the program offering the course.
While each level of outcomes will provide unique information about student learning opportunities, they are related in the culmination of what is most essential for students.
Meaning of Student Learning Outcome
The student learning outcomes are the statements of the knowledge, skills, and abilities that individual students should possess and can demonstrate upon completion of a learning experience or sequence of learning experiences. The statements describe the knowledge, skills, abilities and
attitudes that the students learn as a result of taking a class and what students can DO with what they have learned. It focuses on the Big Picture to describe the broadest "over-arching" goals for the course.
Learning outcomes not only serve the purpose of directing the content and design of a unit of study, they form the basis of assessment and are also linked to the larger outcomes of learning set by the University in the form of generic and/or course/discipline-specific graduate attributes.
Because of their clear linkage to assessment, students will achieve the learning outcomes to differing degrees.
What they are not
Learning outcomes are not simply statements that describe the content/syllabus of the unit (of the type ‘You will/to gain an understanding of X, Y, or Z’). Nor are they statements of what the lecturer intends to do.
‘Outcomes’ versus ‘objectives’
Objectives statements can vary in form and nature – they can range from general ‘curriculum’ objectives to more specific ‘learning’ objectives, to even more specific ’behavioral’ objectives. They may be expressed as intentions on the part of the lecturer (e. ‘The objectives of this unit are to ...’), or as desired outcomes (‘By the end of this unit you should be able to....’). It is the latter form – the outcome statement – that has the most power in informing teaching and learning, whether it be called a ‘learning outcome’, ‘learning objective’, or some other name. An outcome statement clarifies intention. It is squarely focused on the learner and is performance-oriented, beginning with an action verb (e. ‘demonstrate’, apply’ etc.) and signaling the desired level of performance. A learning outcome is thus an unambiguous statement of what the learner is expected to achieve and how he/she is expected to demonstrate that achievement.
Sources of Learning Outcomes
1. The Institution’s mission statement
- It is a relevant source of student learning expectations. The public schools refer to the public school system’s vision and mission statements as a source of learning outcomes. Private institutions whether sectarian or non-sectarian and their vision and mission statements may be sourced from their respective religious goals or founder’s philosophy.
2. The policies on competencies and standards issued by government education agencies
C. Field trip to a botanical garden or nature park to observe the different stages in the life cycle of a butterfly
D. Submission of an essay on the dangers observe that will interrupt or abort the life cycle of the butterfly.
E. Submission of a proposed project to protect the life cycle of insects or other useful animals.
2. Good learning outcomes are based on alignment with institutional, program, and course outcomes. It is important that the SLO are based on issuances from government regulatory bodies such as DepEd’s K to 12 Law Enhance Basic Education in the Philippines, the CHED’s Policies, Standards and guidelines on Teacher Education, the thrust of appropriate professional organizations, and advocacies of employer and industry groups.
3. Good learning outcomes are based on and aligned with local, national, and international trends and issues. From the social reconstructionist point of view, schools are not ivory towers. They are expected to help address social problems and so for relevance, it is necessary that learning outcomes are based on the alignment with current issues. Aligning learning outcomes with local, national, and international issues ensures teaching-learning that is relevant and attuned to the local and global world of learners.
4. Good learning outcomes are known and very well understood by both students and faculty. The learning outcomes are no secret for the teacher only. They should be in agreement on the importance of these competencies which they will cooperatively develop. Here are suggested steps that teacher and students can together take in their cooperative monitoring of the progress towards the desired learning outcomes or skills and competencies.
▪ Hooking the students to the desired learning outcome.
▪ Exploring and experiencing the supporting student activities. ▪ Applying the ideas/knowledge required in contrived simulated or real – life situations
▪ Refining, rehearsing, reviewing the target skills/competencies ▪ Evaluating the degree of learning outcome performance
▪ Deciding on the action, solution or creative project to apply the learning outcome.
5. Good learning outcomes include a spectrum of thinking skills from simple remembering to creating or from the lowest and simplest cognitive, unistructural process to cognitive in Bloom’s and Anderson’s revised taxonomy of objectives.
Below is an example of a range of learning outcomes from simple to complex under the competency: “ability to understand”
can identify
can explain
can apply
can analyze
can synthesize
can evaluate
can judge
can create
6. Good learning outcomes are SMART. It should be Specific, Measurable, Attainable, Result-oriented, and Time-bound.
7. As stated in the previous number, learning outcomes should be measurable. Student competencies should be expressed as transitive verbs and/or action words that are demonstrable and observable at various levels. Below are examples of observable/measurable competency levels:
- For K to 12 grades 3-10 Reading, Mathematics, Language and Science
NUMERICAL RATING PROFICIENCY LEVEL 1 Below basic level 2 Basic level 3 Proficient level 4 Advanced level
- For the nursing program, the example used is Patricia Benner’s Level of Competency.
NUMERICL RATING PROFICIENCY LEVEL 1 Novice 2 Advance beginner 3 Competent 4 Proficient 5 Expert MODULE 2:
Educators define authentic assessment as an approach to measure student performance in a direct, relevant way to see if the learning objectives were met.
20% - class participation
10% - assignments
20% - quizzes
30% - submitted reports
20% - oral presentations and projects
100% - TOTAL
Learning isn’t just limited to scoring well on exams or getting good grades. Today, teachers adopt new and improved learning and assessment techniques to keep students engaged. This technique is an authentic assessment. It is a manner of assessing students’ learning that doesn’t use standardized tests but uses assessments to see how well students understand specific topics and how they can apply their understanding to different scenarios and problems.
It’s a way to evaluate students and give feedback that isn’t just subjective but draws on actual evidence. It places more emphasis on the process of learning, instead of just getting a passing grade. Teachers are able to give meaningful feedback to students in an engaging manner.
According to J. Mueller, authentic assessment is "a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills". When students' work benefits real people or organizations, for instance, it often stimulates students to hold themselves more accountable, produces higher quality work, and makes connections between course content and the real world.
As for the definition of G. Wiggins, authentic assessments are “engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replica of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." He believed that authentic tasks replicate real-world challenges and standards of performance that experts or professionals typically face in the field. Authentic assessment is an effective measure of intellectual achievement or ability because it requires students to demonstrate their deep understanding, higher-order thinking, and complex problem solving through the performance of exemplary tasks. Hence authentic assessment can serve as a powerful tool for assessing students’ 21st-century competencies in the context of global educational reforms.
Authentic assessments are often denoted as performance assessments R. Stiggins defined performance assessments as those tasks that require students “to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered”. He claims that performance assessments "call upon the examinee to demonstrate specific skills and
competencies, that is, to apply the skills and knowledge they have mastered. Simply, performance assessments emphasize what a student can do. Therefore, teachers have an opportunity to evaluate what students have learned by evaluating students’ demonstration of specific skills and abilities.
Below are other definitions of authentic assessments from various organizations:
“Authentic assessment is an evaluation process that involves multiple forms of performance measurement reflecting the student’s learning, achievement, motivation and attitudes on instructionally-relevant activities. This includes performance assessment, portfolios, and self-assessment.” –
American Library Association
“Simply testing an isolated skill or retained fact does not effectively measure a student’s capabilities. To accurately evaluate what a person has learned, an assessment method must examine his or her collective abilities. This is what is meant by authentic assessment. The authentic assessment presents students with real-world challenges that require them to apply their relevant skills and knowledge.” – Funderstanding
“Evaluating by asking for the behavior the learning is intended to produce. The concept of model, practice, feedback, in which students know what excellent performance is and are guided to practice an entire concept rather than bits and pieces in preparation for eventful understanding. A variety of techniques can be employed in authentic”. – New Horizon for Learning
“Authentic assessments are products and/or performances correlated with real-life experiences. Therefore, they are authentic.” – Newton Public Schools
Characteristics of Authentic Assessment
Authentic assessment starts with clear and definite criteria of performance made known to students.
It is criterion-referenced rather than norm-referenced and so it identifies strengths and weaknesses, but does not compare students nor rank their levels of performance.
Any graduate of a certain level of degree is expected to be able to live in the outside world armed with skills that conform to certain standards. It is good for students to have mastery of this basic knowledge but it is more essential if they can apply these skills to real-life tasks, hence the need for authentic assessment.
Phases of Authentic Assessment
The purpose of assessment is to improve student learning. Assessment achieves this purpose by gathering pieces of evidence of student performance over a period of time. Such evidence may be in the form of written works, journal entries, oral presentations, research paper results, essays, story writing, and examination results. “Closing the loop” encourages the use of assessment results for further improvement.
In general, outcome assessment goes through 5 phases:
Identifying the most important knowledge and skills that students should be able to demonstrate as a result of their learning activities.
Determining the criteria and standards of outcome performance and the acceptable evidence that may be presented as proof of outcomes’ attainment.
Implementation of the supporting activities that will facilitate the attainment of the desired student learning outcomes.
Measuring the extent to which the students are attaining the desired learning outcomes.
Interpreting the assessment results and evaluating whether they indicate attainment of the desired outcomes and utilizing them for continuous improvement.
Differences between Traditional assessments and Authentic assessments
The traditional assessment follows selecting a response from learners whereas authentic assessment engages learners to perform a task on the basis of the item they are informed. Traditional assessment is contrived but authentic is in real life. The traditional assessment says recalling or recognition, it is teacher structured and indirect evidence is put but authentic one is construction or application, it is student structured and direct evidence is set.
Traditional Assessment is commonly associated with pre-determined choice measures of assessment such as multiple-choice tasks, fill-in-the blanks, true-false, matching type and others. Students typically recalls or selects answers. Essentially, traditional assessments springs from educational philosophy which involves the following principles and practices:
A school’s mission to develop useful citizens;
To be a useful citizen, one must possess a certain body of knowledge and skills;
The school is entrusted to teach this body of knowledge and skills;
To determine if the students have acquired the knowledge and skills, the school must test the students on the knowledge and skills.
Authentic assessment on the other hand is grounded on the following principles and practices:
A school’s mission to develop useful citizens;
To be a useful citizen, one has to be capable of performing useful tasks in the real-world;
The school’s duty is to help develop proficiency in performing the tasks that they will be required to perform after graduation in the workplace;
The school must require students to perform tasks that duplicate or imitate real- world situations.
Below is the comparison of traditional assessment and authentic assessment by J. Mueller.
Attributes Traditional assessment Authentic assessment Action/option Selecting a response Performing task Setting Contrived/imagined Simulation/real-life Method Recall/recognition Construction/application Focus Teacher-structured Student-centered Outcome Indirect evidence Direct evidence
Authentic assessment complements Traditional assessments Both traditional and authentic assessments are necessary. Teachers do not need to select between tradition and authentic assessment. Mastery of basic knowledge and skills is the foundation of learners’ ability to demonstrate and perform the tasks that they are expected to perform in the real world. Learners cannot perform or do real-world tasks if they have not mastered basic knowledge and skills.
MODULE 3:
If we want students develop the required competencies, we must be able to assess the skills needed in relevant settings and context. Authentic assessment makes use of three modes of assessment:
Observations- this includes the date and information that the teacher collects from daily work with students.
teacher or both. It is important that learners understand the function of the observer and are pre-warned about the observation.
Example:
Dyslexia Teacher Observation Checklist
High School : YES NO
Poor spelling
Poor written composition
Avoidance of reading or writing assignments
Incorrect reading of information
Trouble with summarizing
Poor memory skills
Slow work speed
Problems with organizing work and managing assignments
Difficulty with performing in classes that have reading and writing demands 10 in learning a foreign language
Interview Sheet is another observation tool which is also called the conference recording form. Interview sheets consist of a list of questions the teacher intends to ask and space for recording the students’ answers.
Example:
Research Proposal Interview Sheet
Student’s Name: ___________________________________ Date:
Interviewer’s Name:
_________________________________________________________________ Course/Subject:
_____________________________________________________________________ Topic:
Questions
Response/Comments
Why did you select this topic?
What are the sources of your material?
What is the theoretical basis of your research topic?
How do you plan to gather data for your research?
What research instruments do you intend to use?
What is your timetable for the completion of your research
How much do you expect to spend for this research?
PERFORMANCE SAMPLES ASSESSMENT TOOLS
A portfolio is a compilation of pieces of evidence of an individual’s skills, ideas, interests and accomplishments. It can be as simple as a folder of these pieces of evidence, as fancy as a neat scrapbook containing evidence of a student’s accomplishments or as high-tech as a laser disk containing stored descriptions, written works and pictures of the student’s activities and accomplishments.
The portfolio serves the following purposes:
a) The teacher can assess the growth and development of the students at various levels.
b) Parents are informed of the progress of their children in school. c) Instructional supervisors are able to evaluate the strengths and weaknesses of the academic program.
What to Include in a Student Portfolio?
A school may have a list of things to include in a student portfolio. Or, it may be entirely up to the student to decide on what they want to showcase.
The important thing to remember is that a student portfolio is a purposeful collection of work samples that celebrate an individual’s successes, strengths, and areas for improvement.
Here’s a sample list of things to include in student portfolio:
a. samples of work from each subject area – keep it simple
particular length of time. Observation and self-reports are useful supplementary assessment methods when used in conjunction with oral questioning and performance tests.
Module 4:
Information about outcomes is of high importance; where students “end up” matters greatly. But to improve outcomes. We need to know about student experience along the way – about the curricula, teaching, and kind of student effort that lead to particular outcomes. Assessment can help us understand which students learn best under what conditions; with such knowledge comes the capacity to improve the whole of their learning. Process-oriented performance- based assessment is concerned with the actual task performance rather than the output or productof the activity.
What is process oriented performance-based assessment?
PROCESS-ORIENTED PERFORMANCEBASED ASSESSMENT - is concerned with the actual task performance rather than the output or product of an activity (Navarro, et, 2013). Process oriented performance based assessment evaluates the actual task performance. This assessment aims to know what processes a person undergoes when given a task.
It is an evaluation that depends on the teacher’s observations.
What are the importance of process oriented performance-based assessment?
PROCESS-ORIENTED LEARNING COMPETENCIES • Information about outcomes is important. To improve outcomes, we need to know about student experience along the way. Assessment can help us understand which students learn best under what conditions which such knowledge comes the capacity to improve the whole of their learning.
Information about outcomes is of high importance; where students “end up” matters greatly. But to improve outcomes, teachers need to know about student experience along the way – about the curricula, teaching, and kind of student effort that led to particular outcomes.
The learning objectives in a process-oriented performance-based assessment are stated indirectly observable behaviors of the students.
How are the learning objectives in a process oriented performance-based assessment stated?
ASSESSMENT – is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.
Learning entails not only what students know but what they can do with what they know; it involves not only knowledge and abilities but values, attitudes, and habits of mind that affect both academic success and performance beyond the classroom.
Assessment should reflect these understandings by employing a diverse array of methods, including those that call for actual performance, using them overtime so as to reveal change, growth, and increasing degrees of integration.
LEARNING COMPETENCIES
The learning objectives in process-oriented performance based assessment are stated in directly observable behaviors of the students.
The objectives generally focus on those behaviors which exemplify a “best practice” for the particular task. Such behaviors range from a “beginner” or novice level up to the level of an expert.
COMPETENCIES – defined as groups or clusters of skills and abilities for needed for a particular task.
What does process-oriented mean?
Emphasizes or focuses on processes, systems, or procedures rather than the results or underlying cause.
What is the task design of process oriented performance-based assessment?
Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task.
TASK DESIGNING - Process oriented performance based assessment evaluates the actual task performance. It does not emphasize on the output or product of the activity. This assessment aims to know what processes a person undergoes when given a task. Scoring Rubrics. Is a scoring scale used to assess student performance along a task specific set of criteria.
Analytic Rubrics. An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags.
An analytic rubric resembles a grid with the criteria for a student product listed in the leftmost column and with levels of performance listed across the top row often using numbers and/or descriptive tags. The cells within the center of the rubric may
Is the output/outcome in performing a task which is concrete or real and can be assessed.
PERFORMANCE-BASED TASK requires performance-based assessments in which the actual student performance is assessed through a product, such as a completed project or work that demonstrates levels of task achievement.
Performance assessment of process and product refers to the on-the-spot evaluation of performance behavior of the student to determine his interest and willingness to perform the task. The quality of the product depends on the performance of the student to perform.
- The manner through which the teacher observes or makes judgements on students’ competencies emphasizing on the ability to perform tasks. - The teacher may observe or makes judgements on students’ competencies by focusing on the OUTPUT or EXPERIENCE/S made from the task performed.
Student products provide tangible indicators of the application of knowledge and skills. Many educators believed that product assessment is “especially authentic” because it closely resembles the real work outside of school.
LEARNING COMPETENCIES Target tasks can also include behavior expectations targeting complex tasks that students are expected to achieve.
Products can include a wide range of student works that target specific. There
are ways to state product-oriented assessment competencies.
The Learning Competencies associated with products or outputs are linked with an assessment with three levels of performance manifested by the product, namely:
Level 1 (Beginner). Does the finished product illustrate the minimum expected parts.
Level 2 (Skilled Level ). Does the finished product or project contain additional parts and function on top of the minimum requirements which tend to enhance the final output.
Level 3 (Expert Level). Does the finished product contain basic minimum parts and function, have additional features on top of the minimum and is aesthetical pleasing.
Example: The desired product is a representation of a cubic prism made out of cardboard in an elementary geometry class.
Learning competencies: The final product submitted by the students must:
- Posess the correct dimensions (5”x5”x5’)
- Be sturdy, made of durable cardboard and properly fastened together 3. Be pleasing to the observer, preferably properly colored for aesthetic purposes Example: The product desired is a scrapbook illustrating the historical event called EDSA I People Power
Learning competencies: The scrapbook presented by the students must: 1. Contain pictures, newspaper clippings, and other illustrations of the main characters of EDSA I 2. Contain remarks and captions for the illustrations made by the student himself for the roles played by the characters of EDSA I People Power 3. Be presentable, complete, informative and pleasing to the reader of the scrapbook
Example for assessing output of short-term tasks The desired output consists of the output in a typing class Learning competencies: The final typing outputs of the students must:
- Posses no more the five errors in spelling
- Posses no more the five errors in spelling while observing proper format based on the document to be typewritten
- Posses no more the five errors in spelling, has the proper format, and is readable and presentable Product-oriented performance based learning are evidence-based.
Source: slideshare/Dianopesidas/process-and-product- performanebased assessment
TASK DESIGNING The design of the task in this context depends on what the teacher desires to observe as outputs of the student.
Complexity – within the range of ability of the students.
Appeal – interesting enough so that students are encouraged to pursue the task to completion.
Creativity – lead the students into exploring the various possible ways of presenting the final outcome.
Goal-Based Project – is produced in order to attain the learning objectives.
SCORING RUBRICS are typically employed when a judgement of quality is required and may be used to evaluate a broad range of subject and activities.
Assessment IN Learning 2 Reviewer
Course: Education (CPE-201919)
University: University of Caloocan City
This is a preview
Access to all documents
Get Unlimited Downloads
Improve your grades
