Asler Midterm
Asler Midterm
Asler Midterm
Midterm
1 ASSESSING STUDENT LEARNING OUTCOMES
Outcomes assessment
4. Assessment requires attention not only to outcomes but also and equally
to the activities and experiences that lead to the attainment of learning
outcomes. These are supporting student activities.
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6. Begin by specifying clearly and exactly what you want to assess. What
you want to assess is/ are stated in your learning outcomes/ lesson
objectives.
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REPORTERS
3 main components:
Learning outcomes
Teaching & Learning Activities
Assessments
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2nd SCORING RUBRICS
Rubrics
There are two different types of rubrics and of methods for evaluating
students’ efforts such as:
Analytic Rubrics
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Holistic Rubric
4 Points
3 Points
2 Points
1 Points
0 Points
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Shows little to no comprehension if the ideas expressed in the text.
Advantage
Dis - advantages
Rubrics may not fully convey all the information instructors want
student to know.
Importance:
Rubrics are great for students; they let students know what is
expected of them, and demystify grades by clearly stating, in age –
appropriate vocabulary, the expectations for a project.
Criteria
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The aspects of performance (e.g., argument, evidence, clarity) that will
be assessed.
Descriptors
Performance Levels
Criteria
Gradations
Descriptions
Continuity
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The difference in quality from a score point of 5 to 4 should be the
same difference in quality from a score point of 3 to 2. All descriptors
should model and reflect the consistent levels of continuity.
Reliability
Validity
Models
For Instructors:
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Scoring can be prescribed by the rubric and not the instructor’s
predispositions towards students.
5. Rubrics can reduce the uncertainty which can accompany grading, thus
discouraging complaints about grades.
For Students:
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Students can compare their assignment to the rubric to see why they
received their grade.
1. Rubrics may not fully convey all information instructor wants students to
know. If educators use the rubric to tell students what to put in an
assignment, then that may be all they put. It may also be all that they
learn. Multiple assessments are useful ways around this disadvantage, as
well as directed instruction or discussion coupled with the assignment.
3. Rubrics may lead to anxiety if they include too many criteria. Students
may feel that there is just too much involved in the assignment. Good
rubrics keep it simple.
Importance:
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Help students self-improve.
Inspire better student performance.
Make scoring easier and faster.
Make scoring more accurate, unbiased, and consistent.
Improve feedback to students.
Reduce arguments with students.
Improve feedback to faculty and staff.
Rubrics are great for students: they let students know what is
expected of them, and demystify grades by clearly stating, in age-
appropriate vocabulary, the expectations for a project. Rubrics also help
teachers authentically monitor a student's learning process and develop and
revise a lesson plan.
Before creating the instruction, it’s necessary to know for what kind of
students you’re creating the instruction.
Formative Assessment
Summative Assessment
Confirmative Assessment
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When your instruction has been implemented in your classroom, it’s
still necessary to take assessment.
Norm-Referenced Assessment
Criterion-Referenced Assessment
Standards Assessment
Rubrics
Curriculum Mapping
While not a tool for data collection, a good curriculum map can serve
to focus assessment, and the improvements that follow, where it will
be most useful, informative, or effective.
Focus Groups
1.1. Portfolios
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Portfolios can provide a window into the process of student learning,
whether across a semester-long project or a four-year tenure at the
university, that can be assessed (usually by using a rubric).
Structured Interviews
Survey
Essays
Group Work
Journals
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Oral Presentations
Seminars
Case Studies
Field Work
Participation
Marks engage you with course learning and develop your ability to
communicate and discuss ideas.
Practicums
1.2 Portfolios
Written Preparation
Assessment
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In education, the term assessment refers to the wide variety of
methods or tools that educators use to evaluate, measure and
document the academic readiness, learning progress, skill acquisition
or educational needs of students.
Example
Students
Teachers
Example
Goal:
Objectives:
This scale ranges from Strongly Disagree to Strongly Agree. See what
data to Collect for various attitude scales.
Example
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Appreciate the requirements and limitations placed on different types
of writing by their unique rhetorical situations.
Example
The learner will have demonstrated the ability to make engine repairs
on a variety of automobiles.
In the above statement, the ability to make engine repairs implies that
the person has the requisite knowledge to do so.
Example
Baseline test
Journal
Performance task
Word splash
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and sharing his or her thinking with students. Although this segment
may be brief (5-15 minutes), it is powerful.
Example
Metacognition Table
Phase 9: Review/Reteach
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Phase 10: Mastery Learning
5th PORTFOLIO
Portfolio
Types of Portfolio
Working Portfolio
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The main function of an assessment portfolio is to document what a
student has learned based on standards and competencies expected of
student at each grade level.
Direct Assessments
Identify and critically examine the work products your students produce
as part of the course curriculum, and determine which of these are
relevant, valid, and reliable assessments of your learning outcomes.
Example
1. Written Work
4. Capstone Projects.
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6. Performance on in-class tests (or portion of a larger exam), assuming they
are valid, reliable and objective.
7. Presentations
Indirect Assessments
1. Surveys
Surveys can reveal your students’ attitudes and opinions about what
they learned, which may also help you evaluate your outcomes.
4. External Reviewers
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interactions, introspection, physical movement and being in tune with
nature.
Proposes that people are not born with all of the intelligence they will
ever have. This theory challenged the traditional notion that there is
one single type of intelligence, sometimes known as “g” for general
intelligence, that only focuses on cognitive abilities.
Intrapersonal
Linguistic
Bodily Kinesthetic
Interpersonal
Logical Reasoning
Musical
Spatial
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Using Multiple Intelligences in Testing and Assessment:
Knowledge
Process
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Understandings
Products/Performances
Advantages
Disadvantages
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Result may be biased by reading ability or test-wiseness.
Measuring ability to recognize and express ideas is not possible.
Good multiple-choice tests use clear and concise language in both the
question and the answers. The question should focus the test-taker on the
content, not trying to understand what the question is asking. That means
that the best questions test the student on a single concept or fact.
Are tests that have only two (2) options such as true or false, right or
wrong, good or better and so on. A student who knows nothing of the
content of the examination would have 50% chance of getting the
correct answer by sheer guess work.
Rule 1:
Example:
Rule 2:
Avoid using the words “always”, “never” “often” and other adverbs that
tend to be either always true or always false.
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Example:
Rule 3:
Example:
Tests need to be valid, reliable and useful since it takes very little
amount of time, money and effort to construct tests with these
characteristics.
Rule 4:
A wise student who does not know the subject matter may detect this
strategy and thus get the answer correctly.
Example:
RULE 5:
Rule 6:
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Avoid specific determiners or give-away qualifiers.
Rule 7:
The matching test item format provides a way for learners to connect a
word, sentence or phrase in one column to a corresponding word,
sentence or phrase in a second column. The items in the first column
are called premises and the answers in the second column are the
responses.
The convention is for learners to match the premise on the left with a
given response on the right. By convention, the items in Column A are
numbered and the items in Column B are labeled with capital letters.
Premises (Column A) Responses (Column B)
A. Teacher
___1. Person that makes an action
or process easy. B. Instructional Designer
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The matching test item format provides a change of pace, particularly
for self-check and review activities. Many instructional designers
employ them in quizzes and tests too. They are effective when you
need to measure the learner’s ability to identify the relationship or
association between similar items. They work best when the course
content has many parallel concepts, for example:
Perfect Matching
Imperfect Matching
Sequencing Matching
Multiple Matching
Construction Guidelines
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If you decide to use a matching format, take the time to construct
items that are valid and reliable. Here are some guidelines for this.
Two-part directions
Your clear directions at the start of each question need two parts: 1)
how to make the match and 2) the basis for matching the response
with the premise. You can also include whether items can be re-used
or not. Example for exercise above:
Parallel content
Within one matching test item, use a common approach, such as all
terms and definitions or all principles and the scenarios to which they
apply.
Plausible answers
Clueless
Unequal responses
Every premise should have only one correct response. Obvious, but
triple-check to make sure each response can only work for one
premise.
ADVANTAGES
Validity and reliability of the matching type exams are higher than the
essay.
DISADVANTAGES
It is hard to prepare.
It measures factual knowledge only.
It does not help in nor encourage the development of the ability of the
students to organize and express their ideas.
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It encourages memory work even without understanding.
There are certain subjects or courses that are not amendable to
objective examinations.
Another useful device for testing lower order thinking skills is the
supply type of test. Like the multiple choice test, the items in this kind
of test consist of a stem and a blank where the students would write
the correct answer.
Example:
Depend heavily on the way the stems are constructed. These tests
allow for one and only one answer and, hence, often test only the
student’s knowledge.
Example:
Metamorphose: _ _ _ _ _ _
Flourish: _ _ _ _
The appropriate synonym for the first is change with six (6) letters
while the appropriate synonym for the second Is grow with a four (4) letters.
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Guidelines in the formulation of a Completion type of test.
The blank should be at the end or near the end of the Sentence. The
question must first be asked before an Answer is expected. Like the
matching type of test, the stem (where the question is packed) must be
in the first Columns.
Restricted Essay
Examples:
How are the scrub jay and the mockingbird different? Support your
answer with details and information from the article.
Non-restricted/Extended Essay
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to express ideas, opinions and use synthesizing skills to change
knowledge into a creative ideas.
PART A: Identify at least two other actions that would make Robert’s
demonstration better.
The following are the rules of thumb which facilitate the scoring of essays;
Rule 1
Phrase the direction in such a way that students are guided on the
key concepts to be included. Specify how the students should
respond.
Rule 2
Inform the students on the criteria to be used for grading their essays.
This rule allow the students to focus on relevant and substantive
materials rather than on peripheral and unnecessary facts and bits of
information.
Rule 3
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Put a time limit on essay test.
Rule 4
Rule 5
Rule 6
Rule 7
Rule 8
Rule 9
Rule 10
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