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Assessment of Student's Learning: Adriano V. Patac, JR
Assessment of Student's Learning: Adriano V. Patac, JR
Learning
Adriano V. Patac, Jr.
Before we engage in assessment
a. Know why the assessment is being made (the
purpose)
b. What information is being needed to make the
decision (basis)
c. When the information is needed (timing)
d. How the information is best collected (the method)
Definition
Assessment usually refers to the full range of information
gathered and synthesized by teachers about their students and
their classrooms. Information can be gathered on students in
informal ways such as through observation and verbal exchange.
It can also be gathered through formal means such as
homework, tests, and written reports (Arends, 2010 p.217).
Definition
Assessment is the process of gathering
information to make informed decisions
(Anderson, 2003 p. xi).
Classroom Assessment should
1. Promote learning
2. Use multiple Sources of Information
3. Provide, fair, valid, objective, and reliable information
(Ferrara and Mctighe, 1994)
Promote Learning
The primary purpose of classroom assessment is to
inform teaching and improve learning, not to sort and
select students or to justify a grade (Mitchell and Neill,
1992; Ferrara and McTighe, 1994)
Use multiple sources of information
Classroom contexts offers an advantage over large-scale assessment in
that it allows teachers to take frequent samplings of student learning
using an array of methods.
Sources of informations
1. Existing Information
Examples:
a. health information (e.g., immunizations, handicapping
conditions, chronic diseases)
b. Written comments made by teachers;
c. Disciplinary referrals;
d. arrest records;
e. participation in extracurricular activities.
2. Naturalistic Observation
McMillan(1997) linked facial expressions, body language, and vocal
cues with the message they convey.
From McMillan (1997)
Message Facial Expressions Body Language Vocal Cues
Confident Relaxed; Direct eye Sitting up straight; Fluent; few pauses;
contact hands waving; forward variety in tone; loud
position in seat
Happy Smiling; Smirking; Relaxed; head nodding; Animated; fast; loud
eyebrows natural leaning forward
Interested Direct Eye contact; Leaning forward; Higher pitched; fast
eyebrows uplifted nodding; raised hand
or finger
Angry Eyebrows lowered and Fidgety; hands Loud or quite;
drawn together; teeth clenched; head down animated
clenched
Bored Looking around; Slumped Posture; Soft; monotone; flat
relaxed Hands to face
Message Facial Expressions Body Language Vocal Cues
Defensive Downcast eyes; eyes Arms and legs crossed; Loud; animated
squinted leaning away; head on
hands
Frustrated Eyebrows together; Tapping; picking; placing Pauses; Low pitch
downcast eyes; eyes fingers or hands on each
squinting side of head
Nervous Eyebrows lowered Rigid; Tapping; picking Pauses; repetition; shaky;
soft; quiet; fast
Not understanding Frowning; biting lower lip; Leaning back; arms Slow; pauses; low pitch;
eyes squinting; looking crossed; head tilted back; monotone; quiet; soft
away hand on forehead;
scratching chin; leaning
head on hands
3. Assessment Tasks
Quality of Information: Validity, Reliability,
Objectivity, and Fairness
Validity is the extent to which the information obtained
from an assessment instrument (e.g., Test) or method
(e.g., observation) enables you to accomplish the
purpose for which the information was collected.
Quality of Information: Validity, Reliability,
Objectivity, and Fairness
• A teacher wants to decide on the grade to be assigned to a
student. Let us assume that we are assigning a grade based
on a student’s performance on a single test. Let us further
assume that the test represents a unit of material that
requires about 3 weeks to complete. Finally, let us assume
that we want the grade to reflect how well the student has
achieved the stated unit objectives.
Quality of Information: Validity, Reliability,
Objectivity, and Fairness
Suppose that the test in mathematics Grade 7 consist of a
single item, that is,
If 0.2𝑥 + 7.2 = 12, what is the value of 𝑥?
Further, suppose that the major objective of the unit was for
students to learn to solve for unknowns in number sentences
and that all but 10% of time devoted to the unit focussed on
learning to solve for unknowns in number sentences. Finally,
suppose the grading was pass, or fail. That is, if the student
arrives at the right (regardless of many other students got the
item right) , answer (i.e., x = 24) he or she is assigned a grade
of pass. Otherwise, a grade of fail is assigned.
If the teacher will use the test results to
make inferences about student’s
achievement on unit objectives, what issue/s
the test result provide?
Suppose that the test in mathematics Grade 7 consist of a single item,
that is,
If 0.2𝑥 + 7.2 = 12, what is the value of 𝑥?
Further, suppose that the major objective of the unit was for students
to learn to solve for unknowns in number sentences (Content Validity)
and that all but 10% of time devoted to the unit focussed on learning
to solve for unknowns in number sentences (instructional validity) .
Finally, suppose the grading was pass, or fail. That is, if the student
arrives at the right , answer (i.e., x = 24) he or she is assigned a grade of
pass (regardless of many other students got the item right). Otherwise,
a grade of fail is assigned.
1. We want to make sure that the items on the test
(i.e., the assessment tasks) are directly related to the
unit objective. This is frequently termed content
validity.
2. We want to make sure that the proportions of the
items related to the various objectives correspond with
the emphasis given to those objectives in the unit. This
is frequently termed instructional validity.
Content Validity