, Overview This chapter centers on ethical issues and responsibilities of teachers in the assessment process. Russell & Airasian (2012) defines assessment as more than just a technical activity - it is a human activity. They explained that assessment has consequences to students and other stakeholders. If you recall the relevance and roles of assessment, teachers as well as students, administrators, policyholders, and other stakeholders have a take on assessment, Assessment is used to form judgments on the nature, scope and extent of students’ learning. For summative purposes, assessment is used for grading, placement or admission. For formative purposes, it drives instruction. If students’ assessment scores are used for other purposes different from what was intended, let's say to evaluate teachers’ performance, then there is an ethical issue. ‘Teachers’ assessments have important long-term and short-term consequences for students; thus teachers have an ethical responsibility to make decisions using the most valid and reliable information possible” (Russell & Airasian, 2012, p.21). By and large, teachers are accountable in ensuring that their assessments are valid and reliable. Validity and reliability are aspects of fairness. Fairness is an ethical value. Other aspects of fairness include (1) student's knowledge of learning targets and assessments; (2) opportunity to learn; (3) prerequisite knowledge and skills; (4) avoiding student stereotyping; (5) avoiding bias in assessment tasks and procedures; and (6) accommodating special needs (McMillan, 2007; Russell & Airasian, 2012), = | Intended Learning Outcome (ILO) At the end of Chapter 6, students are expected «Recommend actions to observe ethical standards in testing. ENGAGE Students’ Knowledge of Learning Targets and Assessments This aspect of fairness speaks of transparency. Transparency is defined here as disclosure of information to students about assessments, This includes what learning outcomes are to be assessed and evaluated, assessment methods and formats, weighting of items, allocated time in completing the assessment and grading criteria or rubric. By informing students regarding the assessment details, they can adequately prepare and recognize the importance of assessment.. They become part of the assessment process, By doing so, assessment becomes learner-centered. In regard to written tests, itis important that students know what is included and excluded in the test. Giving them sample questions may help them evaluate their strategies and current levels of understanding. Aside from the content, the scoring criteria should be known or made public (to the students concerned). As for performance assessments, the criteria should be divulged prior to assessment so that students will know what the teacher is looking for in the actual performance or product. Following the criteria, they can reflect on their practices and personally identify their strengths and weaknesses. They can evaluate their work performance and product output and make the necessary improvements before the scheduled assessment or work submission. For product-basedBE Assessment of Learning 1 CSI Ethics tn assesement assessments, it would be instrumental if teachers can provide a sample of the work done by previous students so that students can acknowledge the kind ceirtone om fateneds or quality of work their teacher is expecting from them. However, originality should be emphasized. Now, what about surprise tests or pop quizzes? There are teachers who would defend and rationalize their giving of unannounced assessments. There are studies that would support it. For instance, Graham's (1999) study revealed that unannounced quizzes raised test scores of mid-range undergraduate students and majority of students in his sample claimed to appreciate the use of quizzes. This may be due to the feedback process involved. Graham also found that unannounced quizzes motivated students to distribute their learning evenly and encouraged them to read materials in advance. Kamuche (2007) reported that unannounced quizzes showed better academic performance than the control group with announced quizzes. While unannounced quizzes compel students to come to class prepared, we could not discount the possibility that pop quizzes generate anxiety among students. Graham (cited by Kamuche, 2007) stated that unannounced quizzes tend to increase the examination tension and stress, and did not offer a fair examination. ‘Test-taking skills is another concern. For instance, some students may be good in answering multiple choice test items than other students. They may have developed test-taking skills and strategies like reading the directions carefully, previewing the test, answering easy items first, reading the stem and all the options before selecting an answer, marking vital information in the stem, eliminating alternatives, and managing test time effectively. To level the playing field, all students should be famillar with the test strategles before they take the assessment, Relative to the above, teachers should not create unusual hybrids of assessment formats. For instance, a matching type of three columns may leave test-takers perplexed, deciphering the test format rather than having them show how well they've learned the subject matter. Opportunity to Learn There are teachers who are forced to give reading assignments because of the breadth of content that has to be covered in addition to limited or lost classroom time. Then, there is little or no instruction that follows. This would certainly put students to a disadvantage because they were not given ample time and resources to sufficiently assimilate the material. ‘They are being penalized for lack of opportunity. McMillan (2007) asserted that fair assessments are aligned with instruction that provides adequate time and opportunities for all students to learn. Discussing an extensive unit in an hour is obviously insufficient. Inadequate instructional approaches would not be just for the learners because they are not given enough experiences to process information and develop their skills. They will be ill-prepared for a summative test or performance assessment. Prerequi Knowledge and Skills Students may perform poorly in an assessment if they do not possess background knowledge and skills. Suppose grade school pupils were taught about inverse proportion. Even if they memorize the meaning of proportion, they would not be able to develop a schema if they are not able to connect new information with previous knowledge. If they lack adequate knowledge about ratios and direct proportion, they would not fully grasp the concept of inverse proportion. Moreover, they would have difficulty solving word problems on proportion if they have weak skills in multiplication and division which are prerequisite skills. And so, it would be improper if students are tested on the topic without any attempt or effort to address the gap in knowledge or skills. The problem is compounded if there are misconceptions. The need for action and correction {8 more critical. *Assessment of Learning | [RM Another problem emerges if the assessment focuses heavily on prior knowledge and prerequisite skills. Going back to the previous example, if students are tasked to solve problems on Proportion that were written verbosely, then their performance in the assessment is considerably reflective of their reading comprehension skills and vocabulary rather than their problem-solving skills. The same thing can be said for problems that are simply worded but contains extremely large aumbers. The test would simply call for skills in arithmetic calculations. This would not be fair to the students concerned. So as not to be unfair, the teacher must identify early on the prerequisite skills necessary for completing an assessment. The teacher can analyze the assessment items and procedures and determine the pieces of knowledge and skills required to answer them. Afterwards, the teacher can administer a prior knowledge assessment, the results of which can lead to additional or supplemental teacher or students-managed activities like peer-assisted study sessions, compensatory groups, note swapping and active review. The teacher may also provide clinics or reinforced tutorials to address gaps in students’ knowledge and skills. He/she may also recommend reading materials or advise students to attend supplemental instruction sessions when possible. These are forms of remediation, Depending on the case, if warranted, the teacher may advise students to drop the course until they are ready or retake a prerequisite course. In the undergraduate level, prerequisites are imposed to ensure that students possess background knowledge and skills necessary to advance and become successful in subsequent courses, Avoiding Stereotyping A stereotype is a generalization of a group of people based on inconclusive observations of a small sample of this group. Common stereotypes are racial, sexual and gender remarks. Stereotyping is caused by preconceived judgments of people one comes in contact with which are sometimes unintended. It is different from discrimination which involves acting out one's prejudicial opinions, For instance, a teacher employed in a city school may have low expectations of students coming from provincial schools or those belonging to ethnic minority groups. Another may harbor uncomfortable feelings toward students from impoverished communities, These teachers carry the idea that students from such groups are cognitively or affectively inferior. These typecasts are based on socio-economic status. There are also those on gender, race or culture. A professional education teacher may believe that since the education program is dominated by females, they are better off as teachers than males, A teacher may also have an opinion that other Asian students are better in Mathematics than Filipino students, and thus the latter will require more instruction. Stereotypes may either be positive or negative. For instance, foreigners would regard Filipinos as hospitable and hardworking individuals, but Filipinos are also being stereotyped as domestic helpers and caregivers. ‘Teachers should avoid terms and examples that may be offensive to students of different gender, race, religion, culture or nationality. Stereotypes can affect students’ performance in examinations, In 1995, Steele & Aronson developed the theory of stereotype threat claiming that for people who are challenged in areas they deem important like intellectual ability, their fear of confirming negative stereotypes can cause them to falter in their actual test performance. For instance, a female student who was told that females are academically inferior in Mathematics may feel a certain level of anxiety, and the negative expectation may cause her to underperform in the assessment. Jordan & Lovett’s (2006) paper provided a review of literature on stereotype threat. The paper cited researches on the detrimental effects of stereotype threat such as reduced working memory capacity; abandonment of valued social identities; disengagement from threatening domains among stereotyped individuals; and lowered self-worthFE Assessment of Learning 1 me / To reduce the negative effects of stereotype threat, simple changes wowed + classroom instruction and assessment can be implemented such as and evaluation should be -ouraging diverse students that they can excel at difficult tasks, that any fee from bias. responsible student can achieve high standards, and also by ensuring gender- free and culturally-unbiased test items. A school environment that fosters positive practices and supports collaboration instead of competition can be beneficial especially for students in diverse classrooms where ethnic, gender and cultural diversity thrive. Jordan & Lovett (2006) recommended five concrete changes to psycho-educational assessment to alleviate stereotype threats: + Be careful in asking questions about topics related to a student's demographic group. This may inadvertently induce stereotype threats even if the information presented in the test is accurate. + Place measures of maximal performance like ability and achievement tests at the beginning of assessments before giving less formal self-report activities that contain topics or information about family background, current home environment, preferred extracurricular activities and self-perceptions of academic functioning. * Do not describe tests as diagnostic of intellectual capacity. * Determine if there are mediators of stereotype thréat that affect test performance. This can be done using informal interviews or through standardized measures of cognitive interference and test anxiety: * Consider possibility of stereotype threat when interpreting test scores of susceptible typecast individuals. Avoiding Bias in Assessment Tasks and Procedures ‘Assessment must be free from bias. Fairness demands that all learners are given equal chances to-do well (from the task) and get a good assessment (from the rater). Teachers should not be affected by factors that are not part of the assessment criteria, In correcting an essay for instance, a student's gender, academic status, socio-economic background or handwriting should not influence the teacher's judgment or scoring decisions. ‘This aspect of fairness also includes removal of bias towards students with limited English or with different cultural experiences when providing instruction and constructing assessments (Russell & Airasian, 2012). This should not be ignored especially in the advent of the ASEAN (Association of Southeast Asian Nations) Economic Integration in 2015 when there is greater mobilization of students among educational institutions across ASEAN countries. There are two forms of assessment bias: offensiveness and unfair penalization (Popham, 2011). ‘These forms distort test performance of individuals in a group. Offensiveness happens if test-takers get distressed, upset or distracted about how an individual or a particular group is portrayed in the test. The content of the assessment may have contained slurs or negative stereotypes of particular ethnic, religious or any other group, causing undue resentment, discomfort or embarrassment on some directly affected students. ‘They tend to focus on the offensive items and their concentration in answering subsequent items suffers. Ultimately, they end up not performing as well as they could have, reducing the validity of inferences. An essay about traffic congestion sweepingly portraying traffic enforcers of the Metropolitan Manila Development Authority (MMDA) as corrupt is an example of bias. This assessment may affect students whose parents are working with the MMDA. Unfair penalization harms student performance due to test content, not because items are offensive but rather, the content caters to some particular groups from the same economic class, race, gender, etc, leaving other groups at a loss or a disadvantage. For example, a reading comprehensionAssessment of Learning 1 [I test was given. Questions were given by the teacher based on a given passage. The passage is about the effects of K to 12, Will students who are not familiar with the K to 12 basic education framework answer the questions accurately? Similarly, will male and female students be able to perform equally well in a statistics test that contains several problems and data about sports? What if a teacher in Computer or Educational Technology gives a test on how wearable technology can impact various professions, will students coming from low income families answer as elaborately as those from the upper class who actually possess wearable gadgets? Consider another situation. Suppose the subject is Filipino or Araling Panlipunan (Social Studies), and the class has foreign students, Should they be mixed with native speakers in class? Should test items be constructed containing deep or heavy Filipino words? The aforementioned are situations that illustrate undue penalization resulting from group membership. Unfair penalization causes distortion and greater variation in scores which is not due to differences in ability. Substantial variation or disparity in assessment scores between student groups is called disparate impact. Popham (2011) pointed out that disparate impact is not tantamount to assessment bias. Differentiation may yet exist but it may be due to inadequate prior instructional experience. Take for instance the 2013 National Achievement Test where the National Capital Region topped other regions under Cluster I composed of Eastern Visayas, Western Visayas, Central Luzon, Bicol and Calabarzon. If the test showed no signs of bias, then it is insinuated that the disparate impact is due to prior instructional inadequacies or lack of preparation. To avoid bias during the instruction phase, teachers should heighten their sensitivity towards bias and generate multiple examples, analogies, metaphors and problems that cut across boundaries. To eradicate or significantly reduce bias in assessments, teachers can consider a judgmental approach or an empirical approach (Popham, 2011), Teachers can have their tests reviewed by colleagues to remove offensive words or items. Content-knowledgeable reviewers can scrutinize the assessment procedure or each item of the test. In developing high-stakes test, a review panel is usually formed ~ a mix of male and female members from various subgroups who might be adversely impacted by the test. On each item, the panelists are asked to determine if it might offend or unfairly penalize any group of students on the basis of personal characteristics. Each panel member responds and gives their comments. The mean per item absence-of-bias index is calculated by getting the average of the “no” responses. If an item Is found biased, the item is discarded. Qualitative comments are also considered in the decision to retain, modify or reject items. Afterwards, the entirety of the test is checked for any bias. As for the empirical approach, try-out evidence is sought. The test may be pilot-tested to different groups after which differential item functioning (DIF) procedures may be employed. A test item is labelled with DIF when people with comparable abilities but from different groups have unequal chances of item success. Item response theory (IRT), Mantel-Haenszel and logistic regression are common procedures for assessing DIF. Accommodating Special Needs Teachers need to be sensitive to the needs of students, Certain accommodations must be given especially for those who are physically or mentally challenged. The legal basis for accommodation is contained in Sec. 12 of Republic Act 7277 entitled “An Act Providing for the Rehabilitation, Self- Development and Self-Reliance of Disabled Person and their Integration into the Mainstream of Society and for Other Purposes’. The provision talks about access to quality education - that learning institutions should consider the special needs of learners with disabilities in terms of facilities, class schedules, physical education requirements and other related matters. Another is Sec. 32 of CHED Memorandum 09, s. 2013 on “Enhanced Policies and Guidelines on Student Affairs and Services” which states that higher education institutions should ensure that academic accommodation is made available to persons with disabilities and learners with special needs.HE Assessment of Learning 1 Accommodation does not mean giving advantage to students with learning disabilities, but rather allowing them to demonstrate their knowledge on assessments without hindrances from their disabilities. Itis distinct from assessment modification as accommodation does not insinuate altering the construct of the assessment - what the assessment was intended to measure in the first place. Let us consider some situations that require accommodations. For students with documented learning disabilities who are slow in reading, analyzing and responding to test questions, the teacher can offer extended time to complete the test. For students who are easily distracted by noise, the teacher can make arrangements for these students to accomplish the assessment in another room free from distractions, or carry out simple or innovative ways to reduce unnecessary noise from entering the classroom. For students who do not have perfect vision, the teacher can adjust and print the written assessment with a larger font. The situations above have straightforward solutions. But there are also challenging situations that require much thought. For instance, should a student who is recovering from an accident, unable to write with his/her hand be allowed to have a scribe? Should foreign students who do not possess an extensive English vocabulary be permitted to use a dictionary? Are there policies and processes for such cases? Accommoda & Ysseldyke, 2000). ns can be placed in one of six categories (Thurlow, McGrew, Tindal, Thompson * Presentation (repeat directions, read aloud, use large print, braille) + _ Response (mark answers in test booklet, permit responses via digital recorder or computer, use reference materials like dictionary) + Setting (study carrel, separate room, preferential seating, individualized or small group, special lighting) + Timing (extended time, frequent breaks, unlimited time) * Scheduling (specific time of day, subtests in different order, administer test in several timed sessions) + Others (special test preparation techniques and out-of-level tests) Fundamentally, an assessment accommodation should attend to the particular need of the student concerned, For instance, presentation and setting are important considerations for a learner who is visually impaired. For a learner diagnosed with attention deficit hyperactivity disorder (ADHD), frequent breaks are needed during a test because of the child's short attention span. To ensure the appropriateness of the accommodation supplied, it should take into account three important elements: + Nature and extent of the learner's disability. Accommodation is dictated by the type and degree of disability possessed by the learner. A learner with moderate visual impairment would need a larger print edition of the assessment or special lighting condition. Of course, a different type of accommodation is needed if the child has severe visual loss. + Type and format of assessment. Accommodation is matched to the type and format of assessment given. Accommodations vary depending on the length of the assessment, the.time allotted, mode of response, etc. A partially deaf child would not require assistance in a written test. However, his/her hearing impairment would affect his/her performance should the test be dictated. He/she would also have difficulty in assessment tasks characterized by group discussions like round table sessions.Assessment of Learning 1 i ” * Competency and content being assessed, Accommodation does not alter the level of performance or content the assessment measures. In Science, permitting students to have a list of scientific formulae during a test is acceptable if the teacher is assessing how students are able to apply the formulae and not simple recall. In Mathematics, if the objective is to add and subtract counting numbers quickly, extended time would not be a reasonable accommodation. Relevance Relevance can also be thought of as an aspect of fairness. Irrelevant assessment would mean short-changing students of worthwhile assessment experiences. Assessment should be set in a context that students will find purposeful. Killen (2000) gave additional criteria for achieving quality assessments. “Assessment should reflect the knowledge and skills that are most important for students to learn.” Assessment should not include irrelevant and trivial content. Instead, it should measure learner's higher-order abilities such as critical thinking, problem solving and creativity which are 21* century skills. These skills are essential if ‘one is to be productive and competitive in today’s global society. Teachers are reminded that when aiming for high levels of performance, assessment should not curtail students’ sense of creativity and personality in their work. Rather, it should foster initiative and innovation among students, “Assessment should support every student's opportunity to learn things that are important.’ Assessment must provide genuine opportunities for students to show what they have learned and encourage reflective thinking, It should prompt them to explore what they think is important, This can be done for example using Ogle's KWL. (Know-Want-Learn) chart as a learning and assessment tool._It activates students’ prior knowledge and personal curiosity and encourages inquiry and research. “Assessment should tell teachers and individual students something that they do not already know.” Assessment should stretch students’ ability and understanding, Assessment tasks should allow them to apply their knowledge in new’situations, In a constructivist classroom, assessment can generate new knowledge by scaffolding prior knowledge. Ethical Issues ‘There are times when assessment is not called for. Asking pupils to answer sensitive questions like their sexuality or problems in the family are unwarranted especially without the consent of the parents, Grades and reports of teachers generated from using invalid and unreliable test instruments are unjust. Resulting interpretations are inaccurate and misleading. Other ethical issues in testing (and research) that may arise include possible harm to the Participants; confidentiality of results; deception in regard to the purpose and use of the assessment; and temptation to assist students in answering tests or responding to surveys. 5Assessment of Learning 1 EXPLORE alll ACTIVITY 1: ASSESSMENT SCENARIOS. Suppose you are the principal of a public high school, You received complaints from students concerning their tests. Based on their complaints, you decided to talk to the teachers concerned and offered advice based on ethical standards. Write down your recommendations citing specific aspects of ethics or fairness discussed in this chapter. Scenario 1: Eight-grade students complained that their music teacher uses only written tests as the sole method of assessment. They were not assessed on their skills in singing or creating musical melodies. Scenario 2: Grade 7 students complained that they were not informed that there is a summative test in Algebra Scenario 3: Grade 7 students complained that they were not told what to study for the mastery test. They were simply told to study and prepare for the test. Scenario 4: Grade 9 students complained that there were questions in their Science test on the last unit which was not discussed in class. Scenario 5: Grade 9 students studied for a long test covering the following topics: Motion in two dimensions; Mechanical Energy; Heat, Work and Efficiency; and Electricity and Magnetism. The teacher prepared several questions on the first topic. Hence, students complained that most of what they studied did not turn up in the test. Scenario 6: Students complained that they had difficulty with the test because they prepared by memorizing the content. Scenario 7: Students were tested on an article they read about Filipiné ethnic groups. The article depicted llocanos as stingy. Students who hail from Ilocos were not comfortable answering the test. ACTIVITY 2: DO’S AND DON'TS ‘Suppose you are a firm teacher especially when it comes to ethics in assessment, You would like to observe correct conduct prior, during and after a test. Write down five do’s and don'ts for each phase of testing. Cts Drs a aedACTIVITY 3: CHECKLIST QUESTIONS Assessment of Learning 1 [Ri An inexperienced teacher would like to ask for your help in regard to ethics in assessment. Generate guide questions to ensure ethical behavior in each aspect (3 each) discussed in the previous chapter. Sample questions are given. Student knowledge of learning targets and assessments ero Prerequisite knowledge and skills | 1. Opportunity to learn 1. Were all students given sufficient opportunities to learn the knowledge or skills being tested? 2, 3. Avoiding student stereotyping 1 Avoiding bias in assessment tasks | 1. and procedures Accommodating special needs a Relevance 1,y Assessment of Learning I wy, Finn Name: Date: A. CASE ANALYSIS Article VIII of the Code of Ethics for Teachers (Resolution No. 435, s.1997) contain ethical standards in relation with students. These standards are benchmarks to ensure that teachers observe fairness, justice and equity in all phases of the teaching-learning cycle. Section 1, Section 2. Section 3. Section 4, Section 5. Section 6. Section 7. Section 8, Section 9, Ld Article VIII: The Teacher and Learners A teacher has a right and duty to determine the academic marks and the promotions of learners in the subject or grades he handles, provided that such determination shall be in accordance with generally accepted procedures of evaluation and measurement. In case of any complaint, teachers concerned shall immediately take appropriate actions, observing due process. A teacher shall recognize that the interest and welfare of learners are of first and foremost concern, and shall deal justifiably and impartially with each of them. Under no circumstance shall a teacher be prejudiced or discriminate against a learner. A teacher shall not accept favors or gifts from learners, their parents or others in their behalf in exchange for requested concessions, especially if undeserved A teacher shall not accept, directly or indirectly, any remuneration from tutorials other than what is authorized for such service, A teacher shall base the evaluation of the learner's work only in merit and quality of academic performance, In a situation where mutual attraction and subsequent love develop between teacher and learner, the teacher shall exercise utmost professional discretion to avoid scandal, gossip and preferential treatment of the learner. A teacher shall not infllet corporal punishment on offending learners nor make deductions from their scholastic ratings as a punishment for acts which are clearly not manifestation of poor scholarship. A teacher shall ensure that conditions contribute to the maximum development of learners are adequate, and shall extend needed assistance in preventing or solving learner’s problems and difficulties, iAssessment of Learning 1 91 a 2 For each of the following, explain why the teacher's action is deemed unethical. Moreover, cite a section of the Code of Ethics that was violated to support your answer. A Social Studies teacher gave an essay asking students to suggest ways to improve the quality of education in the country. The teacher simply scanned students’ answers and many of the students received the same score. A Grade 4 Technology and Livelihood Education teacher did not allot sufficient time in teaching animal care, but instead focused on gardening, a topic which he liked the most. ‘The teacher uses stigmatizing descriptions for students who are not able to answer teacher's questions during an initiation-response-evaluation/recitation. A grade school teacher deducted five points from a student's test score for his misdemeanor in class.Assessment of Learning 1 6. The teacher gave additional points to students who bought tickets for the school play which ‘was declared to be optional. Some students received an “incomplete” in the performance task due to absences or other reasons. The teacher told them to acquire books instead in lieu of the performance assessment. ‘A student approached the teacher during the summative test in Mathematics to ask about a test item. The teacher reworded the test item and clarified the test question. ‘The teacher excused foreign students from participating in the Linggo ng Wika program.ee ee Assessment of Learning 1 B, SURVEY AND RECOMMENDATIONS Green, Johnson, Do-Hong Kim & Pope (2007) wrote a study on “Ethics in Classroom Assessment Practices’. Their study focused on defining ethical behavior and examining educator's ethical judgment in relation to assessment. Some of those scenarios are presented here. Your task is to judge each scenario whether the student evaluation practice was unethical or not. Each member of the group should do this separately. Afterwards, determine the number and percentage of the group who judged the scenario as ethical/unethical. Then, discuss among your group members the reasons for your agreement/disagreement. If unethical, write your recommendations, Complete the table below. Respondents’ | Total Scenario answers = JS) % 1. A teacher spends a class period to train his students In test-taking skills (e.g., not spending too much time on one problem, eliminating Impossible answers, guessing). 2, A teacher administers a parallel form of the National Aptitude Test (NAT) to his students In preparation for the national testing. The parallel form is another version of the national test that assesses the same content. 3. ‘A teacher assesses student knowledge by using many types of assessments: multiple-choice tests, essays, projects, portfolios, 4, A high school Social Studies teacher bases students’ final quarter grade on two multiple choice tests. 5, A teacher states how she will grade a task when she assigns It. 6. A teacher tells students what materials are Important to learn Inv preparing for a class test. 7. For the final exam, a teacher always uses a few surprise Items about topics that were not on the study guide. 8, To minimize guessing, a teacher announces she will deduct more points for a wrong answer than for leaving the answer blank. 9. A teacher allows a student with a learning disability In the language arts to use a tape recorder when the student answers the essay questions on soclal studles tests, 10. A teacher always knows the identity of the student whose essay test she is grading,HEB Assessment of Learning 1 PP asses Name: Date: TASK 1; SCENARIO-BASED/ PROBLEM SOLVING LEARNING As an assessment expert, you were asked for advice on the following matters. Provide your recommendations. Scenario 1: Here is an item found in a primary textbook characterizing people in a unit called “Racial Harmony’. Choices: Japanese Indian British Chinese Korean _ Filipino 1, lam_________. lam an English Teacher. 2. lam______. Tama domestic helper in Hong Kong. ‘Would you recommend changing the items? Why? Scenario 2: Ms. Samson is assessing the spelling skills of Grade 3 students. Suppose she has a student with hearing impairment. Which of the following would you select? Why? a Proof-reading style test A paragraph is given to the student, and the student must find the misspelled words and supply the correct spelling in the spaces provided. b. Multiple choice spelling test ‘Two or more options are given for each word in the test, and the student must choose the correctly spelled word. Scenario 3: Mr. Rabor gave a test asking Grade 1 pupils to indicate whether the activity is for males or females. 1. Cleaning the house 4. Fixing the faucet 2. Washing the dishes 5. Doing the laundry 3. Driving a car Do you find the test proper? Explain your answer. What would you recommend?Assessment of Learning 1 TASK 2: WORD CLOUD A word cloud is an image composed of words selected from a text source. Words that appear more frequently are given more prominence, Explain how ethics come into play in regards to assessment. Use at least three words/ expressions found in the word cloud. Cite an example or situation how ethics (in assessment) can be translated from theory to practice. Accommodating special néeds Opportunity to lean S \ Prerequisite skills, 9822) Bu1we9} jo aBpeynouy, x GROUP ASSIGNMENT: Ask a group of elementary, high school or non-Education college students (20-25) about their concept of a fair assessment, Write down their responses in bullet form, Highlight key | words. Create your own word cloud, You may use any online word cloud generators.