Nature and Roles of Assessment

 Types of Assessment:

1. Pre-assessment - given before instruction

2. Formative Assessment - given during the instruction

3. Summative Assessment - given after the instruction

What is Outcome-based Curriculum (OBE)?

-OBE refers to the process of clearly focusing and organizing everything in the system of education around what is important for all students to be able to do successfully at the end of the learning experiences. 

-means starting with a clear picture of what is relevant for the students to be able to do.

OBE Principles and Processes:

1. Clarity of focus-focus on what the teachers should do on what the teacher wants the student to know, understand, and do. 

2. Designing down-clear difinition of intended outcomes on the students need to achieve at the end of the program. 

3. High Expectations-encourage students to engage deeply on what they are learning. 

4. Expanded Opportunities-give opportunities to ALL students becuase not all can learn at the same pace. 

Measurement

-comes from old french word "mesure" means "limit or quantity"

-a quantitative description of characteristic or attribute of an object.

-criterion means standard.

Testing

-refers to the practice or act of giving test to measure someone's knowledge. 

-a systematic and formal procedure in gathering information. 

Test

-a tool that consists of a set of questions given during a fixed period of time under comparable conditions for all students. 

-the most dominant form of assessment

Assessment

-refers to a procedure used to gain information about the learning of students. 

-refers to the information collected about the student performance. 

Evaluation

-refers to the process of judging the quality of performance or course of action. 

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Types of Performances

Maximum Performance- optimal performance of the student is attained when the student is MOTIVATED TO PERFORM WELL. 

Typical Performace. Manifest to what student what to do or choose to do. 

PURPOSE OF ASSESSMENT

Assessment for Learning:

-diagnostic and formative in nature and utilized to identify the learning needs and monitor student academically

-Pre-test, Quizzes, Written assignments, Focused questions, concept mapping. 

Assessment as Learning:

-activities or task that allow students to monitor and further their own learning

-students are responsible for their own learning

-Self assessment rubrics, peer assessment rubrics, portfolios

Assessment of Learning

-Summative in nature

-done at the end of the task or unit. 

-Unit test, final projects

Relevance of Assessment

Students - students become actively engage in the process of learning as they are responsible for their own learning. 

Teachers - gives teachers information how to suppor the student. This can also certified the students education opportunities. 

Parents - For preschoolers, they know their children's level of learning. 

Administrators and Program Staff - helps in identifying strength and weaknesses of the program. Data are used to make decisions regarding the promotion or retention of students and faculty.

Policy Makers - gives policy makers basis for formulation of laws. 

Types of Test:

A. Mode of Response

1. Oral Test - Oral communications skills can be measured. Also understand of theories, concepts, and understanding.

2. Written Test - students gives answer promptly. Given to large groups. 

Example: 

Multiple-choice, True or false, matching type, completion, identification, short answer, essay. 

3. Performance Test- called as performance assessment

Example:

Inquiry task, problem-based learning, exhibits, demonstration task, presentation, and capstone performances. 

B. Ease of Qualification of Response

1. Objective test - Single answer, specific

Example: Multiple choice, completion, true or false, matching type

2. Subjective test- varied response

C. Mode of Administration

Individual Test- one person at a time

Group test - given to group of examinees simultaneously. 

D. Test Constructor

1. Standardized test- given to large group of examinees (DAT, NAT)

2. Non Stadarddized test - usually prepared by teachers (Quizes, Summative)

E. Mode of Interpreting result

1. Test that yield norm reference interpretation- test is adminitered to group and student relative position is determined (NCEE)

2. Test that allow criterion reference interpretation - student performance is graded upon a pre established performance level or CRITERION.

F. Nature of Answer

1. Personality Test- no right or wrong answer. Helps employers determine how potential employee respond to work-related activities. 

2. Achievement Test -  basis for promotion to the next level or grade. 

3. Aptitude test - determine the potential of students to learn new things.  Aid students in choosing the best line of work. 

4. Intelligence Test - learners innate intelligence

5. Sociometric test - interpersonal relationship in a social group/ 

6. Trade or vocational test - assess individual knowledge, skills, and comptence in a particular occupation. 

ROLES OF ASSESSMENT

1. Placement assessment - determine the entry performance of students. Done through a pre-test to determine whether the student posses pre requisites. 

2. Formative Assessment - both teacher-centered and student-centered. It occurs during the instruction and context-specific. 

3. Diagnostic Assessment- detetct the causes of persistent learning difficulties. 

4.  Summative Assesment - given at the end of instruction. Used to certify mastery and skills.