review notes for assess 1 (let)

7/24/2019 Review Notes for Assess 1 (Let)

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Learning Area: ASSESSMENT OF STUDENT LEARNING 1

LESSON 1BASIC CONCEPT IN ASSESSING STUDENT LEARNING

Teaching and include a lot of instructional decisions to enhance and increasestudent learning, hence, quality of instruction is strongly connected to the structure ofinformation on which these instructional decisions are made.

Linn (2003) stated that the student learning requires the use of a numer oftechniques for measuring achie!ement. "n order for effecti!e teaching to ta#e $lace inthe classroom, teachers must use different techniques of assessment to correlate withthe goals they ha!e set for their students.

Measurementis the $rocess of determining the quantity of achie!ement oflearner y means of a$$ro$riate measuring instruments. "t is a systematic $rocedure ofdetermining the quantity or e%tent of all the measurale dimensions in the educati!e$rocess.

&im$ly, it is the quantification of what students ha!e learned through the use oftests, questionnaires, rating scales, chec#list and other de!ices.

Assessmentrefers to the full range of information gathered and synthesi'ed yteachers aout their students and their classroom. "t may e defined also as systematiccollection, re!iew, and use of information aout educational $rograms underta#en forthe $ur$ose of im$ro!ing student learning and de!elo$ment.

Evaluationis the $rocess of determining the quality or worth of achie!ement interms of certain standard. "t is a systematic $rocedure of determining the quality of theresults of measurement with the end !iew of im$ro!ing and ma%imi'ing the acquisitionof desirale, educational outcomes.

&im$ly, it is the $rocess of ma#ing !alue udgement assigning !alue or decisionson the worth of students $erformance.

Measurementanswers the question, how much does a student learn or how*Assessmentloo# into how much change has occurred on the students acquisition of as#ill, #nowledge or !alue efore and after a gi!en e%$erience. Evaluationis concernedwith ma#ing udgement or worth or !alue of $erformance. "t answers the question, howgood, adequate or desirale is it*

T!es o" Measurement +ecti!e (Testing)

&uecti!e (erce$tions)

Fun#tions o" Measurement an$ Evaluation-. easures students achie!ement2. /!aluate instruction3. oti!ate learning. redict outcomes1. iagnose the nature of difficulties. /!aluate teachers $erformance4. /!aluate school5s facilities

C%ie" Pur!ose o" Evaluation


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The im$ro!ement of the indi!idual learner

Ot%er Pur!oses o" Evaluation To maintain standard

To select students

To moti!ate learning To guide learning

To furnish instruction

To a$$raise educational instrumentalities

Fun#tion o" Evaluation rediction

iagnosis

6esearch

Areas o" E$u#ational Evaluation Achie!ement

A$titude

"nterest

ersonality

Prin#i!les o" E$u#ational Evaluation /!aluation must e ased on $re!iously acce$ted educational oecti!es.

/!aluation should e continuous com$rehensi!e and a cumulati!e $rocess.

/!aluation should recogni'e that the total indi!idual $ersonality is in!ol!ed in

learning.

/!aluation should e democratic and coo$erati!e. /!aluation should e $ositi!e and action7directed.

/!aluation should gi!e o$$ortunity to the $u$il to ecome increasingly

inde$endent in self7a$$raisal and self7direction. /!aluation should include all significant e!idence from e!ery $ossile source.

/!aluation should ta#e into consideration the limitations of the $articular

educational situations.

Pur!oses o" E$u#ational Measurement& Assessment an$ Evaluation '(ellou)%&1**+,

-. "m$ro!ement of &tudent Learning2. "dentification of &tudents &trengths and 8ea#nesses3. Assessment of the /ffecti!eness of a articular Teaching &trategy. A$$ro!al of the /ffecti!eness of the 9urriculum1. "m$ro!ement of Teaching /ffecti!eness. 9ommunication with "n!ol!ement of arents in the 9hildrens Learning

-% s%oul$ -e Assess.-. iagnose students strengths and wea#nesses or differences among students2. /!aluate students achie!ement and $rogress and $ro!ide feedac#

3. As a !ehicle to em$ower students to monitor and e!aluate their own $rogress. etermine teachers instructional effecti!eness1. uide decision7ma#ing for designing inter!entions. ro!ide information to $arents and administrators

Nature o" Assessment


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1. Assessment for learning is generally formati!e in nature and is used y teachers toconsider a$$roaches to teaching and ne%t ste$s for indi!idual learners and the class. "tcould e done efore, during and after instruction.

to determine the le!el of s#ills $rior to instruction

to diagnose learning difficulties or ad!anced #nowledge

to ma#e necessary changes in teaching strategies to identify and correct learning errors

2. Assessment as learning/ when students reflect on the results of assessments anduse the results to chart their own $rogress and $lan the ne%t ste$s to im$ro!e$erformance; it uilds metacognitionas it in!ol!es students in setting and monitoringtheir own learning goals (&/L


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. racticaility and efficiency

4. @ariety

. Balance

C. artici$ation

-0.


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B0 Relia8ilit 6eliaility means the e%tent to which a test is de$endale, self7consistent

and stale. "t refers to consistency and accuracy of test results. "f the measures

e%actly the same degree each time it is administered, the test is said to ha!e high

reliaility. A test to e reliale should yield essentially the same scores whenadministered twice to the same grou$ of students.ethods in Testing the 6eliaility of a Test-. Test7retest2. arallel7forms (


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LESSON :PRINCIPLES OF TEST DE7ELOPMENT

'INSTRUCTIONAL OB;ECTI7ES,

"ntroduction:

eaning of "nstructional +ecti!esInstructional Objectivesrefer to the oecti!es which are stated eha!iourally.

These oecti!es guide the teachers in their day7to7day acti!ities and descrie the #indof eha!iour that indicates whether or not learning has ta#en $lace. "nstructionaloecti!es are !ery s$ecific.9haracteristics of "nstructional +ecti!es

-. Specific. The oecti!es should e s$ecifically stated.2. Measurable. The oecti!es should e easily measured.3. Attainable. The oecti!es can e easily attained.. Realistic. The oecti!es should ha!e real results.1. Time-bound. The oecti!es can e taught and achie!ed within the limit set.

T%e Ta


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9on!ert illustrate distinguish $ara$hraseestimate infer e%tend $redictescrie re$resent generali'e rewriteTranslate

3.

A((lying "A((lication&. This refers to the aility to use a learned rule, method,$rocedure, $rinci$le, theory, law and formula to sol!e new situation. Esing

astract ideas, rules, or generali'ed methods in no!el and concrete

situations.&ome of the illustrati!e eha!ioural terms or !ers are:9hange mani$ulate re$are sol!e9om$ute modify roduce useemonstrate o$erate 6elate a$$lyisco!er $redict &how constructcarry out

.

Analy)ing "Analysis&. This le!el refers to the aility to rea# down materials intocom$onent $arts to indentify the relationshi$. This may include (-)

identification of $arts; (2) analysis of the relationshi$ etween $arts; and

(3) recognition of the $rinci$les in!ol!ed. This le!el is higher than

com$rehension ecause it requires an understanding of oth the content

and structural form of the organi'ational $rinci$les.&ome of the illustrati!e eha!ioural terms or !ers are:iagram distinguish "nfer selectifferentiate identify +utline se$arateiscriminate illustrate $oint out sudi!ide

6elate com$are 9ontrast classify9ategori'e analy'e rea# down

1

.

*valuating "*valuation&. This is concerned with the aility to udge the !alue of

material for a gi!en $ur$ose. >udging the quality worth or !alue of

something according to estalished criteria.&ome of the illustrati!e eha!ioural terms or action !ers are:9om$are critici'e /%$lain relate9onclude descrie >ustify summari'e9ontrast discriminate "nter$ret su$$ort

A$$raise udge 8eigh e!aluate

@erify confirm efend decide

.

Creating "+yntesis&. This refers to the aility to $ut $arts together to form a new

whole. This le!el stresses creati!e eha!iours with em$hasis on the

formulation of new structure. This concern on arranging and comining

elements and $arts into no!el $atterns and structures.&ome of the illustrati!e eha!ioural terms or action !ers are:9ategori'e de!ise odify reconstruct9omine design +rgani'e relate9om$ose e%$lain lan re!ise9reate generate 6earrange summari'e

Assemle integrate ro$ose conclude&ynthesi'e

3ierar#% o" A""e#tive Domain-

.

!eceiving. This refers to the students willingness to gi!e attention to the materials

eing $resented.


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&ome of the illustrati!e eha!ioural terms or !ers are:as# gi!e name re$lychoose hold $oint to usedescrie identify select oser!efollow locate sit erect listen

loo# attend watch

2

.

!es(on%ing. This refers to the acti!e $artici$ation on the $art of the students.

&tudents show willingness to res$ond and find initial le!el of satisfaction.&ome of the illustrati!e eha!ioural terms or !ers are:answer discuss $ractice re$ortassist hel$ $resent selectcom$ly lael read writeconform $erform recite sharefollow res$ond react aidtell

3

.

,aluing. This le!el concerned with the worth, !alue or im$ortance a student

attaches to a $articular oect, situation or action. &omething is $ercei!ed

as holding a$$ositi!e !alue, a commitment is made.&ome of the illustrati!e eha!ioural terms or !ers are:com$lete follow ustify selectdescrie form $ro$ose sharedifferentiate initiate read admiree%$lain oin re$ort su$$ort$raise assist coo$erate $artici$ateconser!e $romote demonstrate wor#

.

Organi)ation. This is concerned with ringing together different !alues, resol!ing

conflicts etween them and organi'ing them into a !alue system. Brings

together a com$le% set of !alues and organi'es them in an ordered

relationshi$ that is harmonious and internally consistent.&ome of the illustrati!e eha!ioural terms or action !ers are:adhere com$are generali'e order alter com$lete identify organi'earrange defend integrate $re$arecomine e%$lain modify relate$ro$ose resol!e alance formulatesynthesi'e

1

.

Caracteri)ation. At this le!el, the student has a !alue system that has controlled

his eha!iour for sufficiently long time. +rgani'ed system !alues ecomes

a $ersons life outloo# and the asis for a $hiloso$hy of life.&ome of the illustrati!e eha!ioural terms or action !ers are:act listen $ro$ose ser!ediscriminate modify qualify sol!edis$lay $erform question use

ad!ocate a$$ro!e ustify influencecommit acce$t assert maintain!erify

3ierar#% o" Ps#%omotor Domain-

.

Perce(tion. This is concerned with the use of the sense organs to otain cues that

guide motor acti!ity. "t ranges from awareness of a stimulus selection of


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cues to translating cues to action in a $erformance.&ome of the illustrati!e eha!ioural terms or !ers are:choose differentiate isolate onitor descrie distinguish relate +ser!edetect identify se$arate Listen

watch

2

.

+et. This refers to readiness to act. "t includes mental, $hysical, and emotional

readiness to act. erce$tion is an im$ortant $rerequisite.&ome of the illustrati!e eha!ioural terms or !ers are:egin mo!e res$ond $re$aredis$lay $roceed show set7u$e%$lain react start ready

3

.

-ui%e% !es(onse. This is the early stage in learning a com$le% s#ill. "t is

concerned with initiating the act of the teacher as a model and trying out

different a$$roaches and choosing the most a$$ro$riate ones. "t includesimitation, trial and error.&ome of the illustrati!e eha!ioural terms or !ers are:assemle construct fasten mani$ulateuild dismantle fi% measurecalirate dis$lay grind s#etchimitate follow co$y installre$eat $ractice trace re$roduce

.

ecanism. This is concerned with $erformance acts that ha!e ecome automatic

and can e $erformed with some $roficiency and confidence. This is also

concerned with haitual res$onses that can e $erformed with some

confidence and $roficiency.&ome of the illustrati!e eha!ioural terms or action !ers are:assemle construct fasten mani$ulateuild dismantle fi% measurecalirate dis$lay grind s#etchdemonstrate collect draw usety$e write

1

.

Com(lex Overt !es(onse. This is s#illful $erformance of motor acts that in!ol!e

com$le% mo!ement $attern. erformance is quic#, smooth, accurate andautomatic requiring a minimum of effort.&ome of the illustrati!e eha!ioural terms or action !ers are:assemle construct fasten mani$ulateuild dismantle fi% measurecalirate dis$lay grind s#etchimitate follow co$y installre$eat $ractice trace re$roduce

.

A%a(tation. This is concerned with well7de!elo$ed s#ills. "n this le!el, the

indi!idual can modify mo!ement $atterns to fit s$ecial requirements or a

$rolem situation.&ome of the illustrati!e eha!ioural terms or action !ers are:ada$t change re!ise reorgani'ealter rearrange !aries adust

4

.

Origination. 9reating new mo!ement $atterns to fit a $articular situation or s$ecific

$rolem. Learning outcomes em$hasi'e creati!ity ased u$on highly

de!elo$ed s#ills.


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&ome of the illustrati!e eha!ioural terms or !ers are:arrange com$ose esign createcomine construct +riginate de!elo$uild ma#e

LESSON =TEST CONSTRUCTION

After the $re$aration of the tale of s$ecification, the ne%t ste$ is the constructionof the test $ro$er.


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reliminary &te$s in 9onstructing Teacher7ade Tests-. re$are a tale of s$ecifications.2. The test should e of !arious ty$es of items.3. 9lear, concise, and com$lete directions should $recede all ty$es of test.. There should only e one $ossile correct res$onse for each item in the oecti!e

test.1. The test items should e carefully worded to a!oid amiguity.. aority of the test should e of moderate difficulty. +nly !ery few difficult and

easy items should e included.4. The items included should e arranged in a rising order of difficulty, that is, from

the easiest to the most difficult.. The regular sequence in the $attern of res$onses should e a!oided.C. /ach test item should e inde$endent. That is, leading clues to other items

should e a!oided.-0.The test should not e too short nor too long ut it can e com$leted within the

time allotted y all or nearly all of the students.--.a#e the answer #ey that contains all acce$tale answers.-2.ecide u$on the !alues of scoring.

T!es o" Tests

Basis o"Classi"i#ation T!e Des#ri!tion E


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Tests relati!e $osition in the grou$

Time

Re>uirements

ower Tests ?a!e no time limit; easure

accuracy rather than s$eed of

res$onse

ost classroom

tests

&$eed Tests ?a!e time limit; easure

$erformance in terms of the

numer of tas#s $erformed in a

gi!en time

6eading Test

Ty$ing &$eed Test

Item Format

&u$$ly Ty$e

Tests

6equires the e%aminee to

$ro!ide answers to the gi!en

items

&hort Answer Tests

9om$letion Tests

&electi!e

Ty$e Tests

As# the e%aminee to choose the

correct answer from the gi!en

o$tions

Binary 9hoice

(True7


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administered to the

grou$ of students, and

the $aired oser!ations

correlated.

&$lit7half

(+dd and

/!en)

The test is administered

once, ut the test items

are di!ided into two

hal!es.

"nternal

9onsistency

Esed with $sychological

test which consists of

dichotomously scored

items

Usa8ilit

The test is within the

com$rehension of the

students and easy to

administer and score. "t is

also suitale to test

conditions and within udget

constraints.

i!ing clear directions;

Esing com$rehensile

!ocaulary and sentence

structure; /nsuring that

the test items are of

moderate le!el of

difficultySource: Windows on Success in LET by Villamin, A. M. 2001

Classroom Testin) Pro#ess-. etermining the $ur$ose of the test2. &$ecifying the instructional oecti!es3. re$aring the tale of s$ecifications

. etermining the items format, numer of test items, and difficulty le!el of the test1. 8riting test items that match the oecti!es. /diting, re!ising, and finali'ing test items4. Administering the test. &coringC. Taulating and analysing the results-0.Assigning grades

Prin#i!les o" Test Constru#tion

Prin#i!le A!!li#ation

-

.

Com!re%ensiveness

The test should include items thatmeasure the content areas and

$rocesses co!ered in the lesson.

re$are a tale of s$ecifications or a test

lue$rint and use it as a guide for writingtest items.

2

.

Com!ati8ilit

There should e a close association

etween the intended learning

outcomes and the test items.

atch the test items with the instructional

oecti!es.

3

.

Com!re%ensi8ilit

The test items as well as the

directions should e clearly understood

y the e%aminees.

Dee$ the reading difficulty and !ocaulary

le!el of the test items as sim$le as

$ossile. /nsure that test directions are

direct and clear.

.

A##ura#

/ach test item should ha!e only one

correct answer. "t should e

unanimously acce$tale to the e%$erts

concerned. /ach test item should ha!e

only one correct answer. "t should e

&tate each test items so that only one

answer is correct.


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unanimously acce$tale to the e%$erts

concerned.

1

.

In$e!en$en#e

The test items should e distinct

from each other. They should not e

interrelated.

&ee to it that one test items does not

$ro!ide hel$ or gi!e clues in answering

other test items.

O89e#tive Tests

+ecti!e tests are item ty$es that can e scored oecti!ely. That is, equallycom$etent scorers can score them inde$endently and otain the same results. Thereare two ty$es of oecti!e tests. These are recall ty$e and recognition.

"n recall ty$e oecti!e tests, the answer is not $art of the test. This includescom$letion test items and enumeration test items.

Completion Test Items. This test consists of a series of items, which requires thestudents to fill a word or words on the lan#s $ro!ided. These test items are useful formeasuring #nowledge of factual information. They are a$$licale to the measurementof conce$ts and s#ills at the lower le!el of cogniti!e domain.

The following are some suggestions for constructing com$letion test items.-. A!oid lifting sentences directly from the oo#.2. a#e the lan#s uniform length to $re!ent length as a clue.3. The lan# as much as $ossile is $laced in the column that $recedes the

numers of the items.

. &tate the items so that the answer is limited to a word or rief $hrase.1.


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. A!oid s$ecific determiners or gi!e7away qualifiers. &tudents quic#ly learn thatstrongly worded statements are more li#ely to e false that true, for e%am$le,statements with Gne!erH GnoH GallH or GalwaysH. oderately worded statements aremore li#ely to e true than false. &tatements with GmanyH GoftenH GsometimesHGgenerallyH GfrequentlyH or GsomeH should e a!oided.

4. 8ith true or false questions, a!oid a grossly dis$ro$ortionate numer of eithertrue or false statements or e!en $atterns in the occurrence of true and falsestatements.

. =egati!e statements should e a!oided.C. True and false statements should not ha!e s$ecific arrangements to a!oid

$redicting the $attern of the answers.

Constru#tin) a Mat#%in) Test Items

These test items consist of two columns in which each item in the first has a

corres$onding answer in the second column. Li#e the com$letion test item and true7false test items, they are only a$$licale on the measurement of conce$ts and s#ills atthe lower le!el of cogniti!e domain.

The following are some suggestions for constructing matching ty$e test items:-. "nclude only homogenous materials in each matching item.2. Ese larger or smaller numer of res$onses than the items and allow the

res$onses to e used more than once.3. The item column must e $laced at the left and the res$onse column at

the right.. The item column (9olumn A) should e numered and the res$onse

column (9olumn B) should e al$haeti'ed to facilitate the selection of thecorrect answer. All answers must e written in letters only on the s$ace$ro!ided in the item column.

1. Be sure that each item has corres$onding $air in the res$onse column.. All items must a$$ear on one $age to a!oid turning of $ages in the

$rocess of matching $airs.4. The ma%imum numer of items is -1.. &et u$ a #ey that includes all acce$tale answers.

Constru#tin) a Multi!le #%oi#e Tests

ulti$le choice item is the most !ersatile ty$e of test. "t can measure a !ariety oflearning outcomes, from the most sim$le to the most com$le% and is a$$licale toalmost all suect matter content.

A multi$le choice item consists of a $rolem and a list of suggested solutions.The $arts of a multi$le choice item are: stem; and alternati!es or o$tions which consistof distracters and a #ey.

Forms o" multi!le #%oi#e items-. 9orrect answer !ariety2. Best answer !ariety3. "ncom$lete statement !ariety

. =egati!e or e%ce$tion !ariety

Gui$elines "or Constru#tin) Multi!le C%oi#e Items-. o not use unfamiliar words, terms and $hrases.2. o not use modifiers that are !ague and whose meanings can differ from one

$erson to the ne%t such as much, often, usually etc.3. A!oid com$le% or aw#ward word arrangements. Also, a!oid use of negati!es in

the stem as this may add unnecessary com$rehension difficulties.


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. o not use negati!es or doule negati!es as such statements tend to econfusing. "t is est to use sim$ler sentences rather than sentences that wouldrequire e%$ertise in grammatical construction.

1. /ach item should e as short as $ossile; other wise you ris# testing more forreading and com$rehension s#ills.

. istracters should e equally $lausile and attracti!e.4. All multi$le choice o$tions should e grammatically consistent with the stem.. The length, e%$licitness, or degree of technicality of alternati!es should not e

the determinants of the correctness of the answer.C. A!oid stems that re!eal the answer to another item.-0.A!oid alternati!es that are synonymous with others or those that, include or

o!erla$ others.--.A!oid $resenting sequenced items in the same order as the te%t.-2.A!oid use of assumed qualifiers that many e%aminees may not e aware of.-3.A!oid use of unnecessary words or $hrases, which are not rele!ant to the

$rolem at hand (unless such discriminating aility is the $rimary intent of the

e!aluation). The items !alue is $articularly damaged if the unnecessary materialis designed to distract or mislead. &uch items test the students readingcom$rehension rather than #nowledge of the suect matter.

-.A!oid use of non7rele!ant sources of difficulty such as requiring a com$le%calculation when only #nowledge of a $rinci$le is eing tested.

-1.A!oid e%treme s$ecificity requirements in res$onses.-."nclude as much of the item as $ossile in the stem. This allows less re$etition

and shorter choice o$tions.-4.Ese the G=one of the ao!eH o$tion only when the #eyed answer is totally correct.

8hen choice of the GestH res$onse is intended, Gnone of the ao!eH is nota$$ro$riate, since the im$lication has already een made that the correct

res$onse may e $artially inaccurate.-.=ote that use of Gall of the ao!eH may allow credit for $artial #nowledge. "n amulti$le o$tions item, (allowing only one o$tions choice) if a student only #newthat two (2) o$tions were correct, he could then deduce the correctness of Gall ofthe ao!eH. This assumes you are allowed only one correct choice.

-C.?a!ing com$ound res$onse choices may $ur$osely increase difficulty of an item.20.The difficulty of a multi$le choice item may e controlled y !arying the

homogeneity or degree of similarity of res$onses. The more homogenous, themore difficult the item.

A$vanta)es o" t%e O89e#tive T!e o" Tests-. An oecti!e test can e corrected y different teachers without affecting the

accuracy of the grade gi!en.2. The oecti!e test is free from $ersonal ias in scoring due to short res$onse

in!ol!ed in each item.3. "n oecti!e test, the !alidity and reliaility of the test are !ery high due to

com$rehensi!e sam$ling of the items included.. An oecti!e test is less time7consuming since the res$onses are com$osed of

single words, short $hrases or o$tions are $ro!ided from which selection of theanswer is to e made.

1. +ecti!e test is fair to students since the slow writers can accom$lish the test asfast as the fast writers.

Disa$vanta)es o" t%e O89e#tive T!e o" Tests-. An oecti!e test is difficult to construct ecause of certain $rinci$les to e

a$$lied in its construction.2. An oecti!e test encourages rote memori'ation rather than training to encourage

the de!elo$ment of the aility of the students to e%$ress, organi'e, and reasonout their ideas.


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3. "n an oecti!e test, it is easier to cheat and guess ecause of the short answergi!en for each item.

. ue to adequate sam$ling of an oecti!e test items, it is e%$ensi!e on the $art ofthe teacher.

1. An oecti!e test requires more time on the $art of the teacher.

Essas

/ssays, classified as non7oecti!e tests, allow for the assessment of higherorder thin#ing s#ills. &uch test require students to organi'e their thoughts on a suectmatter in coherent sentences ion order to inform an audience. "n essays tests, studentsare requested to write one or two or more $aragra$hs on a s$ecified to$ic.

/ssay questions can e used to measure attainment of a !ariety of oecti!es.&tec#lein (-CC1) has listed - ty$es of ailities that can e measured y essay items:

-. 9om$arison etween two or more thing2. The de!elo$ment and defense of an o$inion

3. Fuestions of cause and effect. /%$lanations of meanings1. &ummari'ing of information in a designated area. Analysis4. Dnowledge of relationshi$s. "llustrations of rules, $rinci$les, $rocedures, and a$$licationsC. A$$lications of rules, laws, and $rinci$les to new situations-0.9riticisms of the adequacy, rele!ance, or correctness of a conce$t, idea, or

information--.


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. ecide on your essay grading system $rior to getting the essays of yourstudents.

1. /!aluate all of the students answers to one question efore $roceeding to thene%t question.

. /!aluate answers to essay questions without #nowing the identity of the writer.

4. 8hene!er $ossile, ha!e two or more $ersons grade each answer.

LESSON TABLE OF SPECIFICATION

A T+&, sometimes called a test lue$rint, is a tale that hel$s teachers alignoecti!es, instruction, and assessment (e.g., =otar, Iuel#e, 8ilson, J Kun#er, 200).This strategy can e used for a !ariety of assessment methods ut is most commonlyassociated with constructing traditional summati!e tests. 8hen constructing a test,teachers need to e concerned that the test measures an adequate sam$ling of the

class content at the cogniti!e le!el that the material was taught. The T+& can hel$teachers ma$ the amount of class time s$ent on each oecti!e with the cogniti!e le!elat which each oecti!e was taught therey hel$ing teachers to identify the ty$es ofitems they need to include on their tests. There are many a$$roaches to de!elo$ing andusing a T+& ad!ocated y measurement e%$erts (e.g., Anderson, Drathwohl, Airasian,9rui#shan#, ayer, intrich, 6aths, J 8ittroc#, 200-, ronlund, 200; 6eynolds,Li!ingston, J 8ilson, 200).

LESSON ITEM ANAL5SIS

Item Analsisis a statistical technique which is used for selecting and reectingthe items of the test on the asis of their difficulty !alue and discriminated $ower

OB;ECTI7ES OF ITEM ANAL5SIS

To select a$$ro$riate items for the final draft

To otain the information aout the difficulty !alue(.@) of all the items

To $ro!ide discriminatory $ower (.") to differentiate etween ca$ale and less

ca$ale e%aminees for the items

To $ro!ide modification to e made in some of the items

To $re$are the final draft $ro$erly ( easy to difficult items)

STEPS OF ITEM ANA5SISArrange the scores in descending order&e$arate two su grou$s of the test $a$ersTa#e 24 of the scores out of the highest scores and 24 of the scores falling atottom9ount the numer of right answer in highest grou$ (6.?) and count the no of rightanswer in lowest grou$ (6.L)9ount the non7res$onse (=.6) e%aminees"tem analysis is done for otaining: a) ifficulty !alue (.@) ) iscriminati!e $ower(.)

LESSON GUIDE ASSESSMENT OF STUDENT LEARNING

To$ic : Port"olio Assessment


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-%at is Port"olio Assessment.

A $ur$oseful, on7going, dynamic, and collaorati!e $rocess of gathering multi$le

indicators of a $u$ils growth and de!elo$ment

A systematic and organi'ed collection of e!idence used y the teacher and

student to monitor growth of students #nowledge, s#ills and attitudes in s$ecific$roect are

A $ur$oseful, collaorati!e, self7reflecti!e collection of student wor# generated

during the $rocess of instruction

A $ur$oseful collection of student wor# that e%hiits the students efforts,

$rogress and achie!ements in one or more areas of the curriculum

A systematic collection of student wor# and related material that de$icts a

students acti!ities, accom$lishments, and achie!ements in one or more schoolsuects

A collection of a students wor# s$ecifically selected to tell a $articular story

aout the student

Bene"its o" Port"olio Assessment

ortfolio $ro!ides multi$le ways of assessing students learning o!er time.

"t $ro!ides for a more realistic e!aluation of academic content than $a$er and

$encil tests.

"t allows students, $arents, teachers and staff to e!aluate the students strength

and wea#ness.

"t $ro!ides multi$le o$$ortunities for oser!ation and assessment.

"t $ro!ides an o$$ortunity for students to demonstrate hisMher strengths as well

as wea#ness.

"t encourages students to de!elo$ some ailities needed to ecome inde$endent,self7directed.

"t also hel$s $arents see themsel!es as $artners in the learning $rocess.

"t allows students to e%$ress themsel!es in a comfortale way and to assess

their own learning and growth as learners.

"t encourages students to thin# of creati!e ways to share what they are learning.

"t increases su$$ort to students from their $arents and enhances communication

among teachers, students and $arents.

"t encourages teaches to change their instructional $ractice and it is a $owerful

way to lin# curriculum and instruction with assessment.

A$vanta)es o" Port"olio Assessment

romoting student self7e!aluation, reflection, and critical thin#ing

easuring $erformance ased on genuine sam$les of student wor#

ro!iding fle%iility in measuring how students accom$lish their learning goals

/naling teachers and students to share the res$onsiility for setting learning

goals and for e!aluating $rogress toward meeting those goals

i!ing students the o$$ortunity to ha!e e%tensi!e in$ut into the learning $rocess


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6equiring e%tra time to $lan an assessment system and conduct the assessment

athering all of the necessary data and wor# sam$les can ma#e $ortfolios ul#y

and difficult to manage

e!elo$ing a systematic and delierate management system is difficult ut this

ste$ is necessary in order to ma#e $ortfolios more than a random collection of

student wor# &coring $ortfolios in!ol!es the e%tensi!e use of suecti!e e!aluation $rocedures

such as rating scales and $rofessional udgement, and this limits reliaility

&cheduling indi!idual $ortfolio conferences is difficult and the length of each

conference may interfere with other instructional acti!ities (@enn 2000)

Features an$ Prin#i!les o" Port"olio Assessment-. A $ortfolio is a form of assessment that students do together with their teachers.

The teachers guide the students in the $lanning, e%ecution and e!aluation of thecontents of the $ortfolio.

2. A $ortfolio re$resents a selection of what the students elie!e are est included

from among the $ossile collection of things related to the conce$t eing studied.3. A $ortfolio $ro!ides sam$les of the students wor# which show growth o!er time.

By reflecting on their own learning, students egin to identify the strengths andwea#nesses in their wor#.

. The criteria for selecting and assessing the $ortfolio contents must e clear to theteacher and the students at the outset of the $rocess.

Pur!oses o" Port"olio Assessment

-. ortfolio assessment matches assessment to teaching.2. ortfolio assessment has clear goals. They are decided on at the eginning of

instruction and are clear to teacher and students ali#e.

3. ortfolio assessment gi!es a $rofile of learner ailities in terms of de$th, readth,and growth.

. ortfolio assessment is a tool for assessing a !ariety of s#ills not normallytestale in a single setting for traditional.

1. ortfolio assessment de!elo$s awareness of own learning y the students.. ortfolio assessment caters to indi!iduals in a heterogeneous class.4. ortfolio assessment de!elo$s social s#ills. &tudents interact with other students

in the de!elo$ment of their own $ortfolios.. ortfolio assessment de!elo$s inde$endent and acti!e learners.C. ortfolio assessment can im$ro!e moti!ation for learning and thus achie!ement.-0.ortfolio assessment $ro!ides o$$ortunity for student7teacher dialogue.

C%ara#teristi#s o" an E""e#tive Port"olioortfolio assessment is a multi7faceted $rocess characteri'ed y the following qualities:

"t is continuous and ongoing, $ro!iding oth formati!e (i.e. ongoing) and

summati!e (i.e. culminating) o$$ortunities for monitoring students $rogresstoward achie!ing essential outcomes.

"t is multidimensional, i.e. reflecting a wide !ariety of artifacts and $rocesses

reflecting !arious of students learning $rocess(es).

"t $ro!ides for collaorati!e reflection, including ways to reflect aout their own

thin#ing $rocesses and metacogniti!e intros$ection as they monitor their owncom$rehension, reflect u$on their a$$roaches to $rolem7sol!ing and decision7ma#ing, and oser!e their emerging understanding of suects and s#ills.

Although a$$roaches to $ortfolio de!elo$ment may !ary, all of the maor research andliterature on $ortfolios reinforce the following characteristics:

They clearly reflect stated learner outcomes identified in the core or essential

curriculum that students are e%$ected to study.


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They focus u$on students $erformance7ased learning e%$eriences as well as

their acquisition of #ey #nowledge, s#ills and attitudes.

They contain sam$les of wor# that stretch o!er an entire mar#ing $eriod, rather

than single $oint in time.

They contain wor#s that re$resent a !ariety of different assessment tools.

They contain a !ariety of wor# sam$les and e!aluations of that wor# y thestudent, $eers, and teachers, $ossile e!en $arents reactions.

&ource: eorge, aul &. (-CC1). 8hat is ortfolio Assessment and ?ow 9an " Ese "t "nmy 9lassroom*


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Alternati!e res$onse 6ating scales

Li#ert scale 6urics

9riteria for e!aluating $ortfolio include the following:

9om$leteness echanics

9reati!ity @isual A$$eal +riginality Accuracy of information

6esourcefulness i!ersity of collection

6eflecti!eness ulti$le "ntelligences

+rgani'ation Fuality of $roduct

/!idence of understanding

P%ases o" Port"olio Develo!mentPase One/ Organi)ation an% Planning

This initial $hase of $ortfolio de!elo$ments entails decision7ma#ing on the $art ofstudents and teachers. By e%$loring essential questions at the eginning of the$rocess, students can fully understand the $ur$ose of the $ortfolio and its status as ameans of monitoring and e!aluating their own $rogress. Dey questions for the teacherand the student must include:

?ow do " select times, materials, etc. to reflect what " am learning in this class*

?ow do " organi'e and $resent the items, materials, etc. that " ha!e collected*

?ow will $ortfolios e maintained and stored*

Pase T$o/ CollectionThis $rocess in!ol!es the collection of meaningful artifacts and $roducts

reflecting students educational e%$eriences and goals. ecisions must e made at this$hase aout the conte%t and contents of the $ortfolio ased u$on the intent and$ur$oses identified for it. The selection and collection of artifacts and $roducts should

e ased u$on s !ariety of factors that can include: articular suect matter;

A learning $rocess; or

&$ecial $roects, themes, andMor units

All selections included in the collection should clearly reflect the criteria andstandards identified for e!aluation.

Pase Tree/ !eflection8here!er $ossile, there should e e!idence of students metacogniti!e

reflections u$on the learning $rocess and their monitoring of their e!ol!ingcom$rehension of #ey #nowledge and s#ills. These reflections can ta#e the form of

learning logs, reflecti!e ournals, and other forms of reflections u$on their e%$eriences,the thin#ing $rocesses they ha!e used, and the haits of mind they em$loyed at gi!en$oints in time and across time $eriods. "n addition, teacher andMor $arent reflectionsu$on the $roducts, $rocesses, and thin#ing articulated in the $ortfolio should also eincluded where!er a$$ro$riate.

T!es o" Port"olioThere are many different ty$es of $ortfolios, each of which can ser!e one or

more s$ecific $ur$oses as $art of an o!erall school or classroom assessment $rogram.The following is a list of the ty$es most often cited in the literature:

Documentation Portfolio. This ty$e is also #nown as the Gwor#ingH $ortfolio.&$ecifically, this a$$roach in!ol!es a collection of wor# o!er time showing growth andim$ro!ement reflecting students learning of identified outcomes. The documentation$ortfolio can include e!erything from rainstorming acti!ities to drafts to finished$roducts. The collection ecomes meaningful with s$ecific items are selected out tofocus on $articular educational e%$eriences or goals. "t can include the est andwea#est of student wor#.


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Process Portfolio. This a$$roach documents all facets or $hases of the learning$rocess. They are $articularly useful in documenting students o!erall learning $rocess."t can show how students integrate s$ecific #nowledge or s#ills and $rocess towardsoth asic and ad!anced mastery. Additionally, the $rocess $ortfolio ine!italyem$hasi'es students reflection u$on their learning $rocess, including the use of

reflecti!e ournals, thin# logs, and related forms of metacogniti!e $rocessing.

+o$case Portfolio. This ty$e of $ortfolio is est used for summati!e e!aluation ofstudents mastery of #ey curriculum outcomes. "t should include students !ery estwor#, determined through a comination of student teacher selection. +nly com$letedwor# should e included. "n addition, this ty$e of $ortfolio is es$ecially com$atile withaudio7!isual artifact de!elo$ment, including $hotogra$hs, !ideota$es, and electronicrecords of students com$leted wor#. The showcase $ortfolio should also includewritten analysis and reflections y the student u$on the decision7ma#ing $rocess(es)used to determine which wor#s are included.

Sta)es in Im!lementin) Port"olio Assessment+ta

ge Descri(tion

1 "dentifying teaching goals to assess through $ortfolio "ntroducing the idea of $ortfolio assessment to your class

+ &$ecification of $ortfolio content: i!ing clear and detailed guidelines for $ortfolio $resentation= "nforming #ey school officials, $arents and other sta#eholders

e!elo$ment of the $ortfolio

Pur!oses10 Gro@t% Port"olios

a. to show growth or change o!er time. to hel$ de!elo$ $rocess s#ills such as self7e!aluation and goal7settingc. to identify strengths and wea#nessesd. to trac# the de!elo$ment of one more $roductsM$erformances

0 S%o@#ase Port"oliosa. to showcase end7of7yearMsemester accom$lishments. to $re$are a sam$le of est wor# for em$loyment or college admissionc. to showcase student $erce$tions of fa!ourite, est or most im$ortant wor#d. to communicate a students current a$titudes to future teachers

+0 Evaluation Port"oliosa. to document achie!ement for grading $ur$oses. to document $rogress towards standardsc. to $lace students a$$ro$riately

3o@ Do 5ou Create A Port"olio Assi)nment.ur$ose : 8hat is the $ur$ose(s) of the $ortfolio*

Audience :


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Com!arison o" Port"olio Assessment @it% Stan$ar$ie$ Testin)

Port"olio Assessment Stan$ar$ie$ Testin

)

occurs in the childs natural

en!ironment

is an unnatural e!ent

$ro!ides an o$$ortunity for students todemonstrate hisMher strengths as well

as wea#nesses

$ro!ides a summary of childs filatureson certain tas#s

gi!es hands7on information to the

teacher on the s$ot

$ro!ides little diagnostic information

allows the child, $arents, teacher, staff

to e!aluate the childs strengths and

wea#nesses

$ro!ides ran#ing information

is ongoing, $ro!ing multi$le

o$$ortunities for oser!ation and

assessment

is a one7time Gsna$shotH of a students

ailities on a $articular tas#

assesses realistic and meaningful daily

literacy tas#s

assesses artificial tas#, which may not

e meaningful to the child

in!ites the child to e reflecti!e aout

hisMher wor# and #nowledge

as#s child to $ro!ide a singular desired

res$onse in!ites the $arents to e reflecti!e of

the childs wor# and #nowledge

$ro!ide $arents with essentially

meaningless and often frightening

numerical data

encourage teacher7student

conferencing

forces teacher7administration

conferencing informs instruction and curriculum;

$laces child at the center of the

educational $rocess

reinforces idea that the curriculum is

the center of the educational $rocess

Essential Elements o" t%e Port"olio

9o!er Letter

Tale of 9ontents

/ntries

ates on all entries

rafts of auralMoral and written $roducts and re!ised !ersions 6eflections

"repared and Compiled #y$

PROF. SANCHO C. CALATRAVA

review notes for assess 1 (let)

Documents