unit 4 oba assessment
TRANSCRIPT
-
7/28/2019 UNIT 4 OBA Assessment
1/55
INTRODUCTION TO OUTCOME-BASED
EDUCATION
Year 2012
-
7/28/2019 UNIT 4 OBA Assessment
2/55
At the end of this session, participants should be
able to:
describe the basic concept of outcome based
assessment (C2) explain assessment terms used in outcome
based education. (C2)
describe various methods of assessment inaccordance with the course and learningoutcome.(C4, A2)
design rubrics for assessing learning outcomes(C3,P2)
LEARNING OUTCOME
2
-
7/28/2019 UNIT 4 OBA Assessment
3/55
ASSESSMENT IS
a way of finding out what a person knows,understands and thinks, and what he or she can do.
the systematic collection and analysis of informationto monitor and improve student learning.
is not a one-time event, but a dynamic on-goingprocess.
3
-
7/28/2019 UNIT 4 OBA Assessment
4/55
OUTCOME BASED ASSESSMENT
Focuses on providing students with multiple
opportunities to practice what they need to do, and
sets the provision of feedback on that practice
(formative). Eventually, students must demonstrateachievement (summative).
Currently, most assessment tasks encourage the
reproduction of content, whereas we should be
looking for the production of new knowledge (analyze,
evaluate and create parts ofBlooms top level cognitive
processes).
4
-
7/28/2019 UNIT 4 OBA Assessment
5/55
OUTCOME
BASEDEDUCATION
OUTCOME BASEDASSESSMENT
5
-
7/28/2019 UNIT 4 OBA Assessment
6/55
PURPOSE OF ASSESSMENT
Assessment For Learning - constructive feedbackto be given to students for use in their futurelearning.
Assessment Of Learning - assessing studentsachievements for grading and certification
Assessment As Learning - students are capableof becoming independent in their learning
6
-
7/28/2019 UNIT 4 OBA Assessment
7/55
PRINCIPLES OF ASSESSMENT
VALIDITY
REALIBILITY
FAIRNESS
FLEXIBILITY
PRINCIPLES
OF
ASSESSMENT
7
-
7/28/2019 UNIT 4 OBA Assessment
8/55
ASSESSMENT LEVELS
Programme Educational Objectives (PEO)
Programme Learning Outcomes (PLO)
Course Learning Outcomes (CLO)
Upon
graduation
Upon subject
completion
Few years afterGraduation 3 to 5years
Topic Learning Outcomes Upontopic completion
8
-
7/28/2019 UNIT 4 OBA Assessment
9/55
REFLECTION 1
What do you do when your class performs
poorly in quiz/test/practical work, etc?
Adjust the scores upward
Grade on a curve
Adjust the difficulty level of the next assessment
Give advice on study strategies
Provide more practice problems, review, etc
Spend more time on the materials in the future
Change your teaching materials or approach
9
-
7/28/2019 UNIT 4 OBA Assessment
10/55
Assessment Task
Assessment task refers to summative and
formative assessment or criterion referred
assessment. Examples are case study, critique,
debate, demonstration, drawing, sketch, essay,
exhibition, interview, journal, laboratory/practical,literature review, logbook, model, oral
examination, peer review, presentation, portfolio,
practicum, problem solving, projects, reflection,
reports, self assessment, research paper, thesisand workshop
10
-
7/28/2019 UNIT 4 OBA Assessment
11/55
ASSESSMENT TERMS
Assessment Criteria
A list of requirements that describes how well a student is able to achieve
the learning outcome in order to be awarded a particular grade.
Read more: http://www.answers.com/topic/assessment-
criteria#ixzz1DjoBm8oF
Continuous Assessment
Continuous Assessment is an assessment that takes place over a period of
time. In other words you will be assessed right through your learning
process and not only after the learning process. By having continuous
assessment you can track the improvement (if any) of the learner, you willbe able to give more support and guidance and the learner will have more
opportunities to improve.
http://wiki.answers.com/Q/What_is_continuous_Assessment#ixzz1DjnPB
HWy
11
http://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteriahttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://wiki.answers.com/Q/What_is_continuous_Assessmenthttp://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteriahttp://www.answers.com/topic/assessment-criteria -
7/28/2019 UNIT 4 OBA Assessment
12/55
ASSESSMENT TERMS
Evaluation
A process that enables us to measure, compare, and
judge the quality of students work, schools, or
specific educational programs.
Measurement
The process by which attributes or dimensions ofsome physical objects, process or opinions are
determined and carried out using questionnaires and
standardized test etc.12
-
7/28/2019 UNIT 4 OBA Assessment
13/55
DOMAINS OF EDUCATIONAL GOALS
Psychomotor
Affective
Cognitive
The Heart
The Hand
The Head
3H
13Adapted from DrJJ. UiTM.
-
7/28/2019 UNIT 4 OBA Assessment
14/55
Learning outcomes
Cognitive Affective Psychomotor / skillsDOMAINS
Evaluation (C6)
Synthesis (C5)
Analysis (C4)
Application (C3)
Comprehension
(C2)
Knowledge (C1)
Internalizing (A5)Organisation
(A4)
Valuing (A3)
Responding (A2)
Receiving (A1)
Origination(P7)Adaptation (P6)
Complex Overt
Response (P5)
Mechanism (P4)Guided
Response(P3)
Set (P2)
Perception (P1)
Higher
order
Lower order
BLOOMS TAXONOMY
-
7/28/2019 UNIT 4 OBA Assessment
15/55
LEARNING DOMAINS
Values,
Attitudes &
Professionalis
m
DOMAIN OF LEARNING OUTCOMES (MQF)
CRITICAL THINKING &
PROBLEM SOLVING
SKILLS
COMMUNICATION SKILLS
ENTREPRENEURSHIP
SKILLS
INFORMATION
MANAGEMENT SKILLS &
CONTINUOUS SKILLS
LEADERSHIP SKILLS
MORAL &
PROFESSIONAL SKILLS
TEAMWORK SKILLS
GENERIC STUDENT ATTRIBUTES (MOHE)
Social Skills &
Responsibilitie
s
Practical
SkillsKnowledg
e of
Discipline
Areas
CommunicationLeadership &
Team SkillsProblem
Solving &
Scientific
Skills
Managerial &Entrepreneur
ial Skills
Information
Management
& Lifelong
Learning
Skills
Learning
Outcomes
15
-
7/28/2019 UNIT 4 OBA Assessment
16/55
STAK
EHOLDERS
PRORGRA
ME
AIMS
Management support and commitment
PAI-1
Regulatory
/Professional
Bodies
KPT/MQA IHL
requirements Industrires
students
.. etc
PAI-2 PAI-3 PAI-4 PAI-5 .. etc
PLO-1 PLO-2 PLO-3 PLO-4 PLO-5 .. etc
PROGRAMME
LEARNING
OUTCOMES
SubjectCLO-1
COURSE
LEARNING
OUTCOMES
Subject
CLO-3
Subject
CLO-4Subject
CLO-5
Subject
CLO-2
RELATIONSHIPS BETWEEN CLOS, PLOS, PAIS and
COMPLIANCE TO THE STAKEHOLDERS
16
-
7/28/2019 UNIT 4 OBA Assessment
17/55
FORMATIVE ASSESSMENT
Formative assessment is generally carried out
throughout a course or project, in which the
feedback from the learning activities are used to
improve the process of learning. Formative
assessment is also referred to as "educativeassessment, to aid learning. In an educational
setting, formative assessment might be a lecturer or
the learner, providing feedback on a student's work,
and this would not necessarily be used for gradingpurposes. Formative assessments are diagnostic in
nature.
17
-
7/28/2019 UNIT 4 OBA Assessment
18/55
SUMMATIVE ASSESSMENT
Summative assessment is generally carried out at the
end of a learning programme. Summative
assessments are typically used to assign students a
course grade. Summative assessments are evaluative
and often in the form of a report for a third party e.g.the Head of Department or parents.
when the cook tastes the soup, thats formative, when
the guests taste the soup, thats summative.
Albert Stake
18
-
7/28/2019 UNIT 4 OBA Assessment
19/55
DIAGNOSTIC ASSESSMENT
Diagnostic Assessmentoccurs at the beginning of the
teaching/learning cycle. It involves making
judgments as to how a student is performing against
a predetermined set of criteria. Diagnostic
assessment is also a strategy to prepare students forthe course requirements. It can be used as a form of
orientation or induction.
19
-
7/28/2019 UNIT 4 OBA Assessment
20/55
DIRECT ASSESSMENT
Direct assessmentof learning: gathers evidence, based on
students performance, which demonstrates the learning itself.
Examples: quiz, test, final exam, assignments, projects, Final
year project, PBL, Laboratory Experiments, Exit Interview etc
Indirect assessmentof learning: gathers reflection about the
learning or secondary evidence of its existence.
Examples: industrial training, external examiner, alumni
surveys, employer surveys, student exit survey etc.
20
-
7/28/2019 UNIT 4 OBA Assessment
21/55
DIRECT VS INDIRECT ASSESSMENT
DIRECT ASSESSMENT
Quizzes
Tests Final Examination
Assignments
Projects
Final Year Project
Lab Experiments
PBL/POPBL
Portfolio
INDIRECT ASSESSMENT
Alumni survey
Employer survey Student Surveys
Exit Interviews with Graduates
Report and minute of meeting withIndustrial Advisor
Report and minute of meeting withExternal Examiner
Percentage of students who go on toundergraduate school
Retention and Transfer Studies
Job Placement Statistics
21
http://localhost/var/www/apps/conversion/tmp/scratch_3/Course%20with%20Assessment%20Task.doc -
7/28/2019 UNIT 4 OBA Assessment
22/55
TYPES OF ASSESSMENT
PEERASSESSMENT
SELFASSESSMENT
AUTHENTICASSESSMENT
22
-
7/28/2019 UNIT 4 OBA Assessment
23/55
NORM REFERENCED ASSESSMENT
Norm-referenced assessment compares students to
that or those of a larger group. or "norm group"
which is a national sample representing a wide and
diverse cross-section of students. Students are
assigned grades according to their standing relativeto other students and it normally follows the normal
curve (grading on the curve). NRA is usually used to
sort students and not to measure achievement
towards some criteria of performance For thisreason, there are strong moves internationally to
move towards CRA.
23
-
7/28/2019 UNIT 4 OBA Assessment
24/55
CRITERION-REFERENCED ASSESSMENT
In criterion-referenced assessment, students'
performances are compared to a specific
learning objective or performance standard
and not to the performance of other studentsFor CRA to be beneficial to learning, explicit
criteria are essential which provide clear
learning goals for students.
24
http://localhost/var/www/apps/conversion/tmp/scratch_3/Course%20with%20Assessment%20Task.doc -
7/28/2019 UNIT 4 OBA Assessment
25/55
REFLECTION 2
The following are some of the issues in assessment.
Discuss in pairs some of these issues.
1. Overload of students and staff
2. Too many assignments with the same deadline3. Insufficient time for students to do the assignments
4. Insufficient time for staff to mark the assignments
5. Inadequate or superficial feedback provided to students.
6. Overuse of one mode of assessment such as written
examinations, essays or closed problems
25
-
7/28/2019 UNIT 4 OBA Assessment
26/55
Learning Assessment
Feedback is the bridge between learning and
assessment
FEEDBACK
FEEDBACK
26
-
7/28/2019 UNIT 4 OBA Assessment
27/55
FEEDBACK
Some useful guidelines for giving feedback
Return all assessment scripts to students
Clear and precise comments to individual student s work
Include both positive and critical comments
Be constructive, give advice on how to improve
Be organised in giving feedback e.g. separate / structure feedback sheet in relation toassessment criteria involved
Open discussion and clarification of common mistakes or misconceptions
Appropriately identify good performance for students to learn from each other
27
http://localhost/var/www/apps/conversion/tmp/scratch_3/Course%20with%20Assessment%20Task.doc -
7/28/2019 UNIT 4 OBA Assessment
28/55
RUBRICS
28
-
7/28/2019 UNIT 4 OBA Assessment
29/55
RUBRIC
A rubric is a set of criteria and standards for assessing
students work or performance. . For each criterion andstandard, a rubric defines the specific attributes that will
be used to score or judge the students performance and
to differentiate between different levels of
performances. Scoring rubrics include one or moredimensions on which performance is rated, definitions
and examples that illustrate the attribute(s) being
measured and a rating scale for each dimension.
Dimensions are generally referred to as criteria, the
rating scales as levels, and definitions as descriptors.
29
-
7/28/2019 UNIT 4 OBA Assessment
30/55
TYPES OF RUBRIC
Holistic rubricsprovide a single score based on anoverall impression of a students performance on a task.
Analytic rubricsprovide specific feedback along several
dimensions
General rubricscontain criteria that are general acrosstasks.
Task specific rubricsare unique to a specific task.
30
-
7/28/2019 UNIT 4 OBA Assessment
31/55
HOLISTIC RUBRIC
Description Score
Demonstrates complete understanding of the problem. All
requirements of task are included in response.
5
Demonstrates considerable understanding of the problem. All
requirements of task are included
4
Demonstrates partial understanding of the problem. Most
requirements of task are included.
3
Demonstrates little understanding of the problem. Many requirements
of task are missing
2
Demonstrates no understanding of the problem 1
No response/task not attempted 0
31
-
7/28/2019 UNIT 4 OBA Assessment
32/55
ANALYTIC RUBRIC
Needs
Improvement
(1)
Developing
(2)
Sufficient
(3)
Above Average
(4)
Clarity (Thesis
supported by relevant
information and
ideas.)
The purpose of the
student work is not
well-defined. Central
ideas are not focused
to support the thesis.
Thoughts appear
disconnected.
The central purpose
of the student work is
identified. Ideas are
generally focused in a
way that supports the
thesis.
The central purpose
of the student work is
clear and ideas are
almost always focused
in a way that supports
the thesis. Relevant
details illustrate the
authors ideas.
The central purpose
of the student work is
clear and supporting
ideas always are
always well-focused.
Details are relevant,
enrich the work.
Organization
(Sequencing ofelements/ideas)
Information and ideas
are poorly sequenced(the author jumps
around). The
audience has difficulty
following the thread
of thought.
Information and ideas
are presented in anorder that the
audience can follow
with minimum
difficulty.
Information and ideas
are presented in alogical sequence
which is followed by
the reader with little
or no difficulty.
Information and ideas
are presented in alogical sequence
which flows naturally
and is engaging to the
audience.
32
-
7/28/2019 UNIT 4 OBA Assessment
33/55
ANALYTIC RUBRIC
Determines your performance levels.
Examples of performance levels:-
Excellent/ Good/Moderate/Poor/ Very Poor or
Excellent/Good/ Satisfactory/Needs
Improvement
Numbers/numerical scores 4/3/2/1
33
-
7/28/2019 UNIT 4 OBA Assessment
34/55
STEPS TO CREATE A RUBRIC
List the criteria that will be used to assess performance.
Determine your peformance levels. Examples of
performance levels. Excellent/ Good/Moderate/Poor/ VeryPoor or Excellent/Good/ Satisfactory/Needs Improvement .
Write a description for each performance level.
Evaluate and revise rubric as needed.
34
-
7/28/2019 UNIT 4 OBA Assessment
35/55
ASSESSMENT TASK
35
-
7/28/2019 UNIT 4 OBA Assessment
36/55
-
7/28/2019 UNIT 4 OBA Assessment
37/55
SELECT ASSESSMENT METHODS
No. Category of Learning Outcome Sample of Assessment Methods
5 Accessing and managing
information
Annotated bibliography , Project, Applied
task ,Applied problem
6. Demonstrating knowledge
and understanding
Written examination, Oral examination, Essay
, Report Short answer questions: True/False/
Multiple Choice Questions (paper-based orcomputer-aided-assessment)
7. Designing, creating,
performing
Portfolio, Performance , Presentation,
Projects
8. Communicating Written presentation (essay, report,reflective paper etc.), Oral presentation.
Group work, discussion/debate/role play,
observation of real or simulated professional
practice
37
-
7/28/2019 UNIT 4 OBA Assessment
38/55
ASSESSMENT TASKS
Objective Tests measure the learners ability to
remember facts and figures as well as their
comprehension of course materials. Common
variations include multiple-choice (MCQ), true-false,and matching items.
38
-
7/28/2019 UNIT 4 OBA Assessment
39/55
ASSESSMENT TASKS
Case Studies describes typical issues or
problems. It gives students the opportunity to
place themselves in the position of the
decision maker in a specific simulatedsituation. The scenarios are usually taken from
real life and presented from the standpoint of
the decision maker. A successful case is onewhich offers debate on alternative courses of
action, rather than offering a single settled
outcome or solution39
-
7/28/2019 UNIT 4 OBA Assessment
40/55
ASSESSMENT TASKS
Essay Questions are the most commonly-used
assessment methods in polytechnics. There are
two main varieties:
Unstructured questions, also known as free-responsequestions. Students have maximum freedom for
discussion.
Structured or restricted-response questions. The
student is given far less freedom to determine the
nature and scope of the response. Often, the questions
guide both the structure and the content of the
expected response.
40
-
7/28/2019 UNIT 4 OBA Assessment
41/55
-
7/28/2019 UNIT 4 OBA Assessment
42/55
ASSESSMENT TASKS
42
End-of-chapterproblems are used to reinforceand apply some concepts and skills learned in
the classroom. As an example when a
mathematical procedure is presented in theclassroom, students are given numerical
practice problems to solve in order, after class.
These numerical problems are usually over-
simplified real-life problems calling for direct
substitution of values into formulae.
-
7/28/2019 UNIT 4 OBA Assessment
43/55
ASSESSMENT TASKS
Reflective journal is a piece of writing which
allows students to record thoughts and
insights about their own learning experience.
This can be writing about what and how theyhave learned and understood a topic. It can
also be a review of their learning process, self-
evaluation of their performance and planningfor future learning based on past learning
experience, etc
43
-
7/28/2019 UNIT 4 OBA Assessment
44/55
-
7/28/2019 UNIT 4 OBA Assessment
45/55
ASSESSMENT TASKS
A portfoliois a collection of course-related
work performed by the students. It is also a
written reflection in which students evaluate
their own learning.. Traditionally, portfoliosare used to assess learning in the arts and
humanities. However, they can be equally
useful in just about any discipline.
45
-
7/28/2019 UNIT 4 OBA Assessment
46/55
ASSESSMENT TASKS
Projects are popular methods of assessment
in Polytechnics today. Projects can be based
on literature and/or empirical research on a
relevant problem. They can also be appliedprojects solving real-life or simulated
problems, producing technical prototypes, or
preparing a business plan.
46
-
7/28/2019 UNIT 4 OBA Assessment
47/55
ASSESSMENT TASKS
Examinations are used primarily for grading or
selection purposes. We call this activity, in
educational terms, summative assessment. It can use
many of the methods we discussed above. Sinceexaminations can take on many variations, it is
important to understand the range of possibilities in
order to design examinations that are compatible
both with outcome-based and student-centrededucation.
Adapted from http://www.polyu.edu.hk/obe/
Check also Enhanced Learning and Teaching, Hong Kong University of Science and Technology at
http://celt.ust.hk/ideas/afl/MExam/index.html#see
47
http://www.polyu.edu.hk/obe/http://celt.ust.hk/ideas/afl/MExam/index.htmlhttp://celt.ust.hk/ideas/afl/MExam/index.htmlhttp://www.polyu.edu.hk/obe/ -
7/28/2019 UNIT 4 OBA Assessment
48/55
CONCLUSION
The OBE implementation requires a lot of
coordination in planning which involves a lot of
assessment. A well designed quality management
system is needed to ensure that our academicprogramme , delivery system, assessing methods and
our graduates are at high quality. A framework of
continuous improvement with the involvement of
the academic staff, external examiner, studentsparticipation and other stakeholders will probably
contribute to the successful implementation of
outcome-based assessment in polytechnics.48
-
7/28/2019 UNIT 4 OBA Assessment
49/55
ACTIVITIES
49
-
7/28/2019 UNIT 4 OBA Assessment
50/55
ACTIVITY 1
50
Designing Test Items.
This exercise offers you some experience in
constructing test items.
By referring to the JSP and JSI, outline the CLO
to be covered by the test.
Use the Exam Mapping Table as a guide to
construct the test items.
-
7/28/2019 UNIT 4 OBA Assessment
51/55
EXAM MAPPING TABLE
Exam
Content
Type
(Essay/Calc
/Sketch)
CLO PLO Bloom
Taxonomy
Question 1
a.
b.
c.
Question 2
a.
b.
c.
51
-
7/28/2019 UNIT 4 OBA Assessment
52/55
-
7/28/2019 UNIT 4 OBA Assessment
53/55
ACTIVITY 3
Please refer to the handout given to you.
53
-
7/28/2019 UNIT 4 OBA Assessment
54/55
ACTIVITY 4
The first step when creating a rubric is to
determine what you want students to learn
from the assignment.
In a groups of 4 , create a Task Specific Rubric
for student assessment.
54
-
7/28/2019 UNIT 4 OBA Assessment
55/55