Table of Contents

A Unit 1

1. Handout/Powerpoint Presentation

2. Abstracts of 2 Research Paper on the topics

3. Analysis & Insights on the Research Paper problem and Findings

4. Summative Test Score and Analysis: Strength, Weakness, Improvement Plan

of Action

5. 10 Multiple Choice test Items with TOS

6. Activity Output

7.

B Unit 2

1. Handout/Powerpoint Presentation

2. Abstracts of 2 Research Paper on the topics

3. Analysis & Insights on the Research Paper problem and Findings

4. Summative Test Score and Analysis: Strength, Weakness, Improvement Plan

of Action

5. 10 Multiple Choice test Items with TOS

6. Activity Output

C Unit 3
 1. Handout/Powerpoint Presentation

2. Abstracts of 2 Research Paper on the topics

3. Analysis & Insights on the Research Paper problem and Findings

4. Summative Test Score and Analysis: Strength, Weakness, Improvement Plan

of Action

5. 10 Multiple Choice test Items with TOS

6. Activity Output

Unit 1: PRELIMINARY CONCEPTS AND RECENT TRENDS

I. Handouts

A. What is Educational Assessment?

The word 'assessment' is roote in the Latin word 'assidere' which means "to sit beside another."

• Assessment is generally defined as the process of gathering

Quantitative and/or qualitative data for the purpose of making decisions.

Assessment in Learning
• Refers to the process of gathering information about a student's knowledge, skills, and
abilities during the learning process.

Assessment and Testing

• Assessment and Testing are often used interchangeably, but there is a subtle difference.
Assessment is a broader term that encompasses various methods of evaluating student
learning, including tests. Testing specifically refers to the use

of standardized instruments or exams to measure knowledge and skills.

Assessment and Grading

• Assessment involves gathering data about a student's performance, which can be formative
(informative, with feedback to support learning) or summative (evaluative, to

assign grades). Grading is the process of assigning a value (usually in the form of a letter grade
or percentage) to a student's overall performance in a course or on an

assessment.

DIFFERENT MEASUREMENT FRAMEWORKS USED IN

ASSESSMENT:

• Norm-Referenced Assessment: This framework compares a student's performance to that a

larger group (a norming group.)

• Criterion-Referenced Assessment: This framework measures a student's performance against

specific criteria or learning standards.

II. ABSTRACT OF 2 RESEARCH PAPER

Students’ and Teacher’s Experiences of the Validity and Reliability of Assessment in a
Bioscience Course
ABSTRACT

This case study explores the assessment of students’ learning outcomes in a second-year
lecture course in biosciences. The aim is to deeply explore the teacher’s and the students’
experiences of the validity and reliability of assessment and to compare those perspectives. The
data were collected through stimulated recall interviews. The results showed that grades did
not always reflect the learning outcomes and that the intended level of understanding was not
always measured. In addition, the teacher and the students thought that the assessment
criteria were unclear, which in turn led to the unreliability of the assessment. These problems
with the validity and reliability of assessment led to perceptions that the assessment was
unfair. The results imply that grades should be critically evaluated as indicators of the quality of
learning outcomes. In addition, practical implications are discussed.

ANALYSIS: The aim of this study was to construct a comprehensive picture of the assessment in
that one specific bioscience course. In addition, the aim was to explore the teacher’s and the
students’ experiences of the validity and reliability of assessment and to compare them. The
main results were that both the teacher and the students experienced that assessment was not
always valid and reliable. The grades did not always reflect the students’ learning outcomes.
INSIGHT: Assessment has an important role in higher education because it affects students’
studying and the quality of learning outcomes. Course grades are used as objective
measurements of student achievement. The grades are trusted and relied on for important
decisions and they play a major role in students’ lives. In addition, assessment might have a
profound impact on students’ sense of their own capacities and achievements.

SUMMATIVE TEST SCORE AND ANALYSIS

Strengths:

They have prior knowledge about our topic since it very common and familiar.
They know how assessment developing the students learning.

They have the idea how the recent trends corresponds in assessment.

Actively participating.
Weaknesses:
They are confused somehow about the subtopics.
Some terms in the topic are not familiar to them.
There are some terminologies and topics that new to them.
Incomplete Mastery.

Improvement Plan of Action

Make the discussion audible, concise and informative.
Must be stated the meaning of those unfamiliar words.
Must site more examples to avoid misunderstandings and confusion.
Monitor Progress.
ANALYSIS
Overall, Students scoring 28/30 demonstrate the effective of subject to test their knowledge,
active participating, time management, and problem-solving skills. However, some of them may
have of a lack fluency, limited participation, and test anxiety. To improve, we need to monitor
their academic progress and growth and provide enrichment, combat test anxiety, encourage
critical thinking, and maintain regular assessment for them to participate.

BSED English 3A Quiz Result (10 Items)

Number of Responses: 41

Number of Items Total no. of Correct Answer Total no. of Incorrect

Answer

10