PROF ED NOTES - Assessment of Learning

 ASSESSMENT OF STUDENT LEARNING

• Assessment of learning focuses on the development and utilization of assessment tools to improve the teaching-learning process.

• Measurement refers to the quantitative aspect of evaluation where it involves the outcomes that can be quantified statistically.

• Measurement is also defined as the process of determining and differentiating the information about the attributes or characteristics of things.

• Evaluation is the qualitative aspect of determining the outcomes of learning and it involves a value judgment.

• Testing is a method used to measure the level of achievement or performance of the learners.

• Test consists of questions or exercises or other devices for measuring the outcomes of learning.

• The three CLASSIFICATIONS OF TESTS are according to a manner of response, a method of preparation, and according to the nature of the answer.

• Objective tests are tests, which have definite answers and therefore are not subject to personal bias.

• Teacher-made tests or educational tests are constructed by the teachers based on the contents of different subjects taught.

• Diagnostic tests are used to measure a student’s strengths and weaknesses, usually to identify deficiencies in skills or performance.

• Formative testing is done to monitor students’ attainment of the instructional objectives.

• Summative testing is done at the conclusion of instruction and measures the extent to which students have attained the desired outcomes.

• A standardized test is already valid, reliable, and objective and is a test for which contents have been selected and for which norms or standards have been established.

• Standards or norms are the goals to be achieved, expressed in terms of the average performances of the population tested.

• Criterion-referenced measure is a measuring device with a predetermined level of success or standard on the part of the test-takers.

• Norm-referenced measure is a test that is scored on the basis of the norm or standard level of accomplishment by the whole group taking the tests.

• The TYPES OF ASSESSMENT are Placement Assessment, Diagnostic Assessment, Formative Assessment, and Summative Assessment.

• Placement Assessment is concerned with the entry performance of the student, where its purpose is to determine the prerequisite skills, degree of mastery of the course objectives, and the best mode

of learning.

• Diagnostic assessment is a type of assessment given before instruction where it aims to identify the strengths and weaknesses of the students regarding the topics to be discussed.

• Formative assessment is a type of assessment used to monitor the learning progress of the students during or after instruction.

• Summative assessment is a type of assessment usually given at the end of a course or unit.

• The MODES OF ASSESSMENT are Traditional Assessment, Performance Assessment, and Portfolio Assessment.

• Traditional assessment is in which students typically select an answer or recall information to complete the assessment.

• Performance assessment is an assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills.

• Portfolio assessment is based on the assumption that it is a dynamic assessment.

• The most reliable tool for seeing the development in a student’s ability to write is a portfolio assessment.

• The KEY TO EFFECTIVE TESTING includes the Objectives, Instruction, Assessment, and Evaluation.

• Objectives are the specific statements of the aim of the instruction, where it should express what the students should be able to do or know as a result of taking the course.

• Instruction consists of all the elements of the curriculum designed to teach the subject, including the lesson plans, study guide, and reading and homework assignments.

• Assessment is the process of gathering, describing, or quantifying information about the performance of the learner and testing components of the subject.

• The factors to consider when constructing GOOD TEST ITEMS are validity, reliability, administrability, scorability, appropriateness, adequacy, fairness, and objectivity.

• Validity refers to the degree to which a test measures what it is intended to measure.

• To test the validity of the test, it is to be pretested in order to determine if it really measures what it intends to measure or what it purports to measure.

• Reliability refers to the consistency of scores obtained by the same person when retested using the same instrument or one that is parallel to it.

• The test of reliability is the consistency of the results when it is determined to different groups of individuals with similar characteristics in different places at different times.

• Scorability states that the test should be easy to score, directions for scoring should be clear, and the test developer should provide the answer sheet and the answer key.

• Appropriateness mandates that the test items that the teacher the construct must assess the exact performances called for in the learning objectives.

• Adequacy states that the test should contain a wide sampling of items to determine the educational outcomes or abilities so that the resulting scores are representative of the total performance in the areas measured.

• Fairness mandates that the test should not be biased to the examinees.

• Evaluation is used to examine the performance of students and compare and judge its quality.

• The TYPES OF VALIDITY are Content Validity, Criterion-related validity, and Concurrent Validity.

• Content validity is a validation that refers to the relationship between a test and instructional objectives and it establishes the content so that the test measures what it is supposed to measure.

• Criterion-Related Validity is a type of validation that refers to the extent to which scores from a test relate to theoretically similar measures.

• The two types of CRITERION-RELATED VALIDITY are Construct Validity and Predictive Validity.

• Construct validity is a type of validation that measures the extent to which a test measures a hypothetical and unobservable variable or quality, such as intelligence, math achievement, performance anxiety, etc.

• Predictive validity is a type of validation that measure the extent to which a person’s current test results can be used to estimate accurately what that person’s performance or another criterion, such as test score, will be at a later time.

• Concurrent validity is a type of validation that requires the correlation of the predictor or concurrent measure with the criterion measure, which can be used to determine whether a test is useful to use as a predictor or as a substitute measure.

• Objectivity is the degree to which personal bias is eliminated in the scoring of the answers.

• Nominal scales classify objects or events by assigning numbers to them, which are arbitrary and imply no quantification, but the categories must be mutually exclusive and exhaustive.

• Ordinal scales classify and assign rank order.

• Interval scale is also known as equal interval or equal unit is needed to be able to add or subtract scores.

• Ratio scale is where the zero is not arbitrary; a score of zero includes the absence of what is being measured.

• Norm-referenced interpretation is where an individual’s score is interpreted by comparing it to the scores of a defined group, often called the normative group.

• Criterion-Referenced Interpretation means referencing an individual’s performance to some criterion that is a defined performance level.

• The stages in TEST CONSTRUCTION are Planning the test, Trying Out the test, Establishing Test Validity, Establishing Test Reliability, and Interpreting the Test Score.

• Frequency distribution is a technique for describing a set of test scores where the possible score values and the number of persons who achieved each score are listed.

• Measures of central tendency are computed to know where on the scale of measurement distribution is located.

• Measures of dispersion are used to know how the scores are dispersed in the distribution.

• The three commonly used MEASURES OF CENTRAL TENDENCY are the mean, median, and mode.

• The mean of a set of scores is the arithmetic mean and is found by summing the scores and dividing the sum by the number of scores.

• Median is the point that divides the distribution in half, which is half of the scores fall above the median and half of the scores fall below the median.

• Mode is the most frequently occurring score in the distribution.

• Range is the difference between the highest score and the lowest score.

• The variance measures how widely the scores in the distribution are spread about the mean.

• Variance is the average squared difference between the scores and the mean.

• The standard deviation indicates how spread out the scores are, but it is expressed in the same units as the original scores.

• A graph of a distribution of test scores is better understood than the frequency distribution or a table of numbers because the general shape of the distribution is clear from the graph.

• A teacher must use an Essay type to test the student’s ability to organize ideas.

• NSAT and NEAT results are interpreted against a set mastery level, which means that the tests fall under criterion-referenced test because it describes the student’s mastery of the objectives.

• The first step in planning an achievement test is to define the instructional objective.

• Skewed score distribution means the score is concentrated more at one end or the other end.

• Normal distribution means that the mean, median, and mode are equal.

• When the computed value or r for Math and Science is 0.90, it implies that the higher the scores in Math, the higher the scores in Science because r=0.90 means a high positive correlation.

• An objective that is at the highest level in Bloom’s taxonomy is rating three different methods of controlling tree growth because it deals with evaluation.

• Inferential is a type of statistics that draws conclusions about the sample being studied.

• Generosity error is the error teachers commit when they tend to overrate the achievement of students identified by aptitude tests as gifted because they expect achievement and giftedness to go together.

• Portfolio assessment measures the students’ growth and development.

• Formative testing is the test most fit for mastery learning because it is done after or during a discussion where the feedback can be used to determine whether the students have a mastery of the subject matter.

• A characteristic of an imperfect type of matching set is that an item may have no answer at all.

• Determining the effectiveness of distracters is included in the item analysis.

• Discrimination index is the difference between the proportion of high-performing students who the item right and the proportion of low students who got the item right.

• A positive discrimination index means that more students from the upper group got the item correctly.

• A negative discrimination index takes place when the proportion of the students who got an item right in the low-performing group is greater than the students in the upper-performing group.

• Zero discrimination happens when the proportion of the student who got an item right in the upper-performing group and the low-performing group is equal.

• When points in the scattergram are spread evenly in all directions, this means that there is no correlation between two variables.

• A norm-referenced statement is comparing the performance of a certain student with the performance of other student/s.

• Content is a type of validity that is needed for a test on course objectives and scopes.

• When there are extreme scores the mean will not be a very reliable measure of central tendency.

• The sum of all the scores in a distribution always equals the mean times the N because the sum of all the scores is equal to the product of the mean and the number of scores (N). Formula: Mean =

Summation of Scores/N

• A Z-value can be used to compare the performance of the students, because it tells the number of standard deviations equivalent to a raw score, where the higher the value of the Z score, the better the

performance of a certain student is.

• Mean is the measure of position that is appropriate then the distribution is skewed.

• The analysis of Variance utilizing the F-test is the appropriate significance test to run between three or more means.

• In standard deviation, the higher the value of standard deviation on average, the scores are farther from the mean value, whereas the smaller the value of the standard deviation on the average, the scores are closer to the mean value.

• When the value of standard deviation is small, the scores are concentrated around the mean value because the smaller the value of the standard deviation, the more concentrated the scores are to

the mean value.

• When the distribution is skewed the most appropriate measure of central tendency is Median.

• In the parlance of test construction, TOS means Table of Specifications.

• Range is a measure of variation that is easily affected by extreme scores.

• Mode is the measure of central tendency that can be determined by mere inspection because mode can be identified by just counting the score/s that occurred the most in a distribution.

• The description of each criterion to serve as standard, very clear descriptions of performance level, rating scale, and mastery levels of achievement are considerations that are important in developing

a SCORING RUBRIC.

• A rubric is developmental.

• Performance-based assessment emphasizes process and product.

• Kohlberg and other researchers used moral dilemmas to measure the awareness of values.

• PROJECTIVE PERSONALITY TEST includes Sentence Completion Test, Word Association Test, and Thematic Apperception Test.

• An anecdotal report is a note written by the teacher regarding incidents in the classroom that might need special attention in the future.

• One of the strengths of an autobiography as a technique for personality appraisal is it makes the presentation of intimate experiences possible.

• Carl Roger is considered the main proponent of Non-Directivecounseling.

• Sharing the secrets of a counselee with other members of the faculty is in violation of confidentiality.

• Counselors can break confidentiality rules in cases of planned suicide or planned hurting/killing of somebody.

• Sinforoso Padilla is considered the father of counseling in the Philippines.

• Portfolio is the pre-planned collection of samples of student works, assessed results, and other output produced by the students.

• Assessment is said to be authentic when the teacher gives students real-life tasks to accomplish.

• The main purpose of a teacher using a standardized test is to engage in easy scoring.

• Marking on a normative basis follows the normal distribution curve.

• A scoring rubric is important in a self-assessment to be effective.

• The main purpose of administering a pretest and a post-test to students is to measure gains in learning.

• An assessment activity that is most appropriate to measure the objective “ to explain the meaning of molecular bonding” for the group with strong interpersonal intelligence is to demonstrate molecular bonding using students as atoms.

• Emphasis on grades and honors goes with the spirit of “ assessment of learning”.

• Split-half method and KuderRischardson measure the internal consistency of the test scores of the students.

• Test-retest measures the stability of the test scores.

• Parallel method measures the equivalence.

• The expression “grading on the curve” means the performance of a certain student compared to the performance of other students in the group.

• Scoring rubrics have criteria of level of achievement to serve as standard, has a clear description of performance in each level, and have a rating scheme.

• When constructing a matching type of test the options must be greater than the descriptions, the directions must state the basis of matching, and the descriptions must be in Column A and options in

Column B.

• Extended Essay tests can effectively measure HOTS cognitive learning objectives.

• An objective test can cover a large sampling of content areas, is time-consuming to prepare, and there is a single or best answer.

• Objective tests measures low-level thinking skills, such as knowledge, comprehension, and application.