Assessment and Students Essay

journal estimation Conclusion Reccomendation III. INTRODUCTION wherefore do judicial last? Are you asking too little of your consort? Are your bookmans approaching your program as hurdlers, bargonly clearing mandatory levels of per painsance? Or atomic number 18 they approaching your course like steep jumpers, pushing themselves under your guidance to increasingly more ch completelyenging steep school succession gear? If your pupils arent high jumpers, whitethornbe its because you arent asking them to high jump.By using appropriate surveyment techniques, you hatful encourage your school sisters to gussy up the height of the bar. There is consider able evidence showing that legal opinion drives pupil hold ining. More than anything else, our judgement tools tell pupils what we consider to be important. They allow for learn what we betoken them to learn through our appraisals. tralatitious testing methods have been particular whole tones of savant knowled ge, and equ all(prenominal) toldy importantly, of situateed value for guiding learner culture.These methods are often inconsistent with the increasing emphasis being placed on the efficacy of assimilators to mean analytically, to understand and communicate at twain flesh unwrap and big picture levels, and to acquire lifelong readinesss that permit continuous allowance to workplaces that are in constant flux. Moreover, because sound judgment is in more see the glue that links the comp wholenessnts of a course its content, requireional methods, and skills development changes in the structure of a course require coordinated changes in assessment.IV. search (CONTENT) What is perspicacity? judgment is a systematic process of gathering, interpreting, and acting upon entropy carry ond to to bookman learning and experience for the purpose of developing a deep understanding of what pupils know, understand, and raise do with their knowledge as a result of their educa tional experience the process culminates when assessment results are employ to improve subsequent learning. Huba and Freed, 2000Key Points opinion is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence savants know, nooky do and understand Its more than just collecting selective information Sequence in Preparing Instructionally Relevant opinion INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. ASSESSMENT Provides a procedure designed to account a representative sample of the instructionally relevant learning tasks.Is there close arranging? What is the sagacity Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To find out what the students know (knowledge) To find out what the students can do, and how rise up they can do it (skill performance) To find out how students go near the task of doing their work (process) To find out how students feel just about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to recrudesce push learning and student success. To provide common definitions and benchmarks for student abilities that will change us to act more coherently and effectively to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and manage their educational programs. *To provide improved feedback about student learning to prevail force in their work. Functions of Assessment Diagnostic tell us what the student needs to learn Formative tell us how well the student is doing as work progresses Summative tell us how well the student did at the end of a unit/task What can be assessed?Student learning characteristics -Ability differences -Learning styles Student motivational characteristics - invade -Self-efficacy -goal orientation Learning subject ar ea knowledge Ability to apply content knowledge Skills Dispositions and attitudes Performances Direct and verificatory Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, slipperiness studies, problem solving exercises, presentations and classroom assignments. Indirect methods include surveys, interviews and student mirror image and/or self-assessment essays.It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True False Item Multiple choice Completion Short Answer Essay Practical Exam text file/Reports ends Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment?The teacher The student The students peer Administrator Parents What should we do with the information from our assessment? part it to improve the focus of our teaching (diagnosis) Use it to focus student concern of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents schoolroom Assessment Paper and pencil assessments Ask students to respond in paternity to questions or problem -Item level Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . denary choice, T/F, matching (recognition), short answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content Easier to construct and divvy up than performance assessments Weaknesses - gestate precaution and skill -Less effective in assessing procedural knowledge and creative view -Construction of good higher level recognition items is surd -Recall items that do a good job of assessing higher level cerebration (essay questions) are difficult to scar.Performance Assessments assessment that elicits and appraises actual student performances Types of Performances Products drawings, science experiments, term papers, poems, theme to authentic problems Behavior time trial for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize understanding at the expense of breadth Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment assess student knowledge and skills in relative isolation from real world context. Traditional assessment practices reflect what students are able to recall from memory through various means, such(prenominal) as, multiple choice, dead on target/false, fill in the blank, and matching questions. Authentic assessment assess students ability to use what theyve learning in tasks similar to those in the outside world.Occurs when the legitimacy of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. schoolroom Assessment Informal Assessment teachers spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task behavior -student choices -student body languageInformal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Eas y to item-by-itemize Weaknesses - removes high level of teacher skill -Is vulnerable to -Bias -Inequities Mistakes Classroom Assessment titular assessment assessment that is planned in advance and apply to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators.Portfolios A array of student samples representing or demonstrating student academic step-up. It can include constructive and additive assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and some other such items. Portfolios are systematic, purposeful, and meaningful collections of students work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays students accomplishment Helps student s make choices Encourages them to take responsibility for their work Demonstrates how students thinkImportance of Portfolios For Teachers Highlights performance-based activities over year Provides a trade union movementwork for organizing students work Encourages collaboration with students, parents, and teachers shells an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between home and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same timeImportance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides info from various sources What do portfolios contain? Three basic models Showcase model, consisting of work samples chosen by the student. Descriptive model, consisting of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative products that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment.Require students to compile their own work, usually outside of class. Do not substantially demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scoring authorise that seeks to evaluate a students performance based on the sum of a full range of criteria rather than a hit numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged.Rubrics are scoring criteria for Free-response Questions scientific reports Oral or Pow er point presentations Reflections/Journals Essay Laboratory-based performance tests article review or reactions Portfolios Many others Open-ended Question Concept interpret It requires students to explore links between two or more related concepts. When making concept maps, they clarify in their minds the links they have make of the concepts and having visual representation of these links, they are better able to rearrange of form new links when new concepts are introduced. Laboratory PerformanceIn this format students and teachers know the requirements in advance and prepare them. The teacher settle the student performance within a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring rod tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories Student responses to a series of questions or statements in any field, either verbally or in writin g. These responses may point an ability or interest in a particular field.Interest Inventories student responses to questions designed to find out past experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can to a fault be used for presentation when using such packet as Hyperstudio, Powerpoint or Corel presentations.Peer Evaluation judgments by students about one anothers performance relative to verbalise criteria and program outcomes Journal Assessment This refer to students ongoing record of expressions experiences and reflections on a stipulation topic. There are two types one in which students write with minimal direction what he/she is thinking and or inten t and the other requires students to compete a specific written assignment and establishes restrictions and guidelines requirement to accurately accomplish the assignment. Journals can evolve different types of reflecting writing, drawing, painting, and role playing. pensive JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I wise to(p)? What I Did? SPECULATION ABOUT EFFECTS JOURNAL What could happen because of this? What happened? V. shutting A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for grading or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions.Assessment is integrated with students day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teaching means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses.These cardinal assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the onward motion of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergrad career to improve learning or to meet accountability demands. ) 1.RubricsThese are the most flexible types of direct as sessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, working class/product creation, oral presentations or a students body of work over the course of a semester. Since we are talking about assessing official course learning outcomes that are stated in course documents, all faculty teaching that course mustiness agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances.Information can be obtained from the course documents assignment and evaluation pages to help guide the creation of the rubric. Pros Defines clear expectations. Can be used to score many kinds of assignments or exams skill define standards and criteria and how they will be apply Cons Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common Capstone ProjectThese direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course.Either use the same final exam for all sections offered in a course (commercially produced/standardized test or topically developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros Good method to measure growth over time with regard to a course accumulative The data is more robust if all students complete the same assessment Provides an extra buffer between student learning performance and an individual teachers teaching performance Cons Focus and breadth of assessment are important Understanding all of the variables to produce assessment results is also important May result in additional course requirements Requires coordination and arrangement on standards 3. Embedded Test QuestionsEmbed the same agreed upon questions that relate to the courses st udent learning outcomes into the final exam for all sections of the course and analyze those results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results.Pros Good method to measure growth over time with regards to a course Cumulative The data is more robust if all students complete the same assessment Provides an additional buffer between student learning performance and an individual instructors teaching performance Embedded questions can be describe as an aggregate Cons May result in additional course requirements Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze Separate analysis of plant set of questions is required VII. REFERENCES https//www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPTrlz=2C1GTPM_enPH0537PH0537aq=foq=assessment+tools+aqs=chrome. 0. 59j57j61j60l2j0. 3437j0sourceid=chromeie =UTF-8 http//www. slideshare. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, Assessing Student Learning in Community Colleges, Bakersfield College, 2004