EDUC 30- PRELIMINARY 2 TYPES OF RESPONSES

MEASUREMENT 1. Selected- only one response in the answer

2. Constructed- essay,short answer and enumeration.
 process of determining or describing the attributes or
characteristics of physical objects generally in terms of quantity ASSESMENT OF SKILLS
 quality/quantity
 Writing,reading,experiments,etc,
 ADDITIONAL INFORMATION: quantifiable,numerical.
ASSESMENT PRINCIPLES
TYPES OF MEASUREMENT
1. Assesment should be valid- measure what is intended to measure
1. OBJECTIVE
2. Assesment should be reliable- using standardized tests,must
 Standardized
provide consistent result.
 More/less outcome
3. Assesment should be equitable- differentiated tasks,flexible enough
 ADDITIONAL INFO: only one answer (Ex.Multiple Choice Test)
to cater te diversity of the students.
2. SUBJECTIVE
4. Assesment should be explicit and transparent- instruction and goals
 Assessor dependent
should be clearly stated.
 Varied outcome
5. Assesment should support learning process- should be the means
 ADDITIONAL INFO: changing,unstable,questionable due to different
of student learning and improvement,provide immediate
perspective or opinion. (Ex. Essay,enumeration)
feedback,leads them to improve.
ASSESMENT
APPROACHES TO ASSESMENT
 Latin word “assidere”- to sit beside
1. ASSESMENT AS LEARNING- self “AS”sesment
 It is the process of gathering evidence of students’ performance
 Monitoring yourself to realize your strength and weakness
over a period of time to determine learning and mastery of skills
 Ex. Self review before exam
 Teaching/learning
 You are assessing how much you learned from previous lesson
 Doing something to improve the learning of the students
 This assessment is for student.
KIND OF ASSESMENT 2. ASSESMENT FOR LEARNING- “FOR”mative feedbacking
 It is being done before,during and after the process of learing to
1. ASSESMENT OF UNDERSTANDING- determines your knowledge and
improve teaching
mastery of the lesson. Test is a common form of assessment as well
 Ex. A diagnostic exam,kwl chart.
as short quiz and diagnostic test.
 This is done by a teacher
 CATEGORIES OF EVALUATION

3. ASSESMENT OF LEARNING-summative judging 1. FORMATIVE EVALUATION

 This is being done after the unit or lesson for grading purposes  It is a method of judging the worth of a program while program
 Ex. Prelim,midterm and finals activities are in progress
 To determine if the target or expected outcomes are attained or  Answers the question “Is it helpful or relevant?”
not.  Evaluation that evaluates how important and helpful something is
 It is being done while in progress.
HOW ASSESMENT DIFFERS FROM EVALUATION?

EVALUATION 2. SUMMATIVE EVALUATION-It is a method of judging a worth of a

program after the program activities
 From the word “value”,it seeks to judge the quality of results.  Evaluating the effectiveness of something
 We decide if we adopt,accept,reject or revise what has been  This is being done after the course program
evaluated and then interpret it.
 Giving judgements to the assessment done
ROLES OF ASSESMENT IN INSTRUCTIONAL DECISION
WHY DO WE CONDUCT TEACHER EVALUATION EVERY END OF SEMESTER
TYPES OF ASSESMENT
 Find out the rank of the teachers
 Find out those things that are unnecessary and make their teaching 1. PLACEMENT ASSESMENT
ineffective  It is an assessment that determines the degree to which pre-
 It is a judgment after assessing something requisite entry behavior or skills are present or absent
 In school,after the school year you as a teacher evaluating if the  KEYWORDS: starting line,pre-requisite skills,”place” into a
studnts will be promoted or not (passed or fail) course,level or program,beginning of school year
 To place students into a course
 Ex. Qualifying exam
EVALUATION
2. DIAGNOSTIC ASSESMENT
 It is a process designed to provide information to make judgment  It is an assessment that detects learning problems or difficulties so
about particular situation that corrective measures will be done
 Quality/ results  KEYWORDS: low stakes/not graded,determine student’s current
position,diagnoses/ detect gaps,beginning of instruction
 To bridge the gaps of the students in the learning process
 The advantage of this is early detection of deficiency
 To address remediation
 Usually used in elem and high school level since the teachers are not  KEYWORDS: conventional,paper-pencil tests,product-
giving couse syllabi. oriented,throughout the teaching-learning

3. FORMATIVE ASSESMENT- 6. AUTHENTIC ASSESMENT

 It is an assessment that provides immediate feedback for the  It is an assessment that is based on real-world context performance-
improvement of teaching- learning process based tasks that apply to real-life settings or environment.
 Happens through out the course  KEYWORDS: real-world context,performance tasks,process-
 Ex. Pre-test before lesson,comprehensive questions during the oriented,through out the teaching-learning.
lessons,quiz or post test after the lesson.
 It gives an accurate view on how students perform individually
 It focused on providing immediate and meaningful feedback. SEATWORK
 Time and energy consuming
 KEYWORDS: teaching-learning improvement,immediate and 1. When a teacher uses differentiated activities,what principle of
meaningful feedback,prior/retained knowledge,throughout the assessment is being demonstrated?
course  ANS: Equitable- differentiated tasks,flexible enough to cater the
diversity of the students.
4. SUMMATIVE ASSESMENT
 It is an assessment that determines learner’s mastery of content or 2. The teacher wants to know if he attained the target outcomes or
attainment of learning outcomes goals. What approach of assessment is this?
 It determines how much is learned from the entire instruction  ANS: Assessment of learning- To determine if the target or
 Ex. Post test expected outcomes are attained or not.
 It provides motivation for students to perform their best.
 KEYWORDS: attainment of learning/curriculum outcomes,higher 3. A teacher needs to prepare an examination for his/her students but
stakes/ graded,how much is learned,the end of a designated period instead of making the exam he/she just asks the students to do a
of learning. reaction paper. What does the teacher violate in principles of
assessment?
5. TRADITIONAL ASSESMENT  ANS: Valid or Validity- Measure what is intended to measure.
 It is an assessment that refers to the use of conventional
assessment strategies or paper-and-pencil tests.
 Ex. Multiple choice exams
 It lacks real-world context
 Although it is product oriented,but they are just assessing the
product itself