MODULE 1:
OVERVIEW IN ASSESSMENT OF LEARNING
Assessment was never easy, but it is one of the most exciting
for us as future teacher. It is on this level where the efficiencies of our
teaching strategies reveal learning outcomes from the results of the administered
assessment. Actually, in the assessment of learning it is not only the learners are being
assess, it is also assesses how equipped we are in teaching.
MODULE 2:
ESTABLISHING THE LEARNING TARGETS
At the conclusion of this module, we, the learners were
able to understand the learning targets and know the importance of it in the
teaching-learning process. We practiced on how to construct learning targets,
where to anchor it, and to explain the criteria in making a strong and feasible
one. The learning activity in this module gave us an opportunity as
learners on how to evaluate learning targets and be able to assess, compare
and contrasts, and categorize learning targets through the use of
the Blooms Taxonomy. It really give us an idea on how we will be able to generate,
experiment, and adapt instructional activities that will sustain
student’s attention, that will motivate student’s to participate, and make them
both (teacher and student) responsible and accountable of the learning outcome.
MODULE 3:
KEYS TO EFFECTIVE TESTING
Testing is the gauging of the level of achievement or
performance of the learners. It greatly affects the results if the
administration, the scoring and interpretation of the test is effective.
The very essence of testing is to know if there is a behavioral/attitudinal
change. A quality and relevant testing is a must because the result of
this is for grading purposes and it will be reflected to the student’s report
cards which will become a permanent educational record and later dictates the
career that the student will pursue in the future. Thus, this should be
authentic and reflects the real personality of the person. The
educational authorities demand careful planning and expertise in the
construction and that this should also reflects the national and school’s
educational goals.
MODULE 4: DEVELOPMENT OF
ASSESSMENT TOOLS
The assessment in the classroom is both a teaching approach and
a set of techniques. The approach is that the more you know about what and how
students are learning; the better you can plan learning activities to structure
your teaching.
How are they learning will be reflected in the formative assessment result,
this will further tell the teacher on the quality of the tools and the depth of
their learning. The techniques are mostly simple, non-graded, in-class
activities that give both you and your students’ useful feedback on the
teaching-learning process.
The tools are the vehicle in obtaining a measurable data from the responses of
the learners. In constructing assessment tool; careful planning and
matching of the objectives is very crucial in order to assess the desired
learning outcome that the teacher and the school administration wants to
know. Avoid making assessment tool which will not answer the objective,
thus this will be labeled as “irrelevant assessment result or irrelevant
assessment tool”. In this module, we learned a lot on the various factors
and consideration in constructing a relevant and effective assessment tools.
We now believed that our knowledge in tool construction will really reveal an
assessment result that truly reflects the quality of our teaching
someday. Assessment result helps teacher to improve the strength of
instruction.
MODULE 5: CHARACTERISTICS OF
A GOOD TEST
“STEM” is the word we always associate when we hear of the word “Good
Test”. Because the understandability of the question depends so much on
how the stem was constructed by the teacher or assessor or “what is being asked
is well stated” which does not need for the learners to speculate of what is
being asked in the question. Clarity and simplicity of the words used is
a must.
Characteristics of A Good Test are as follows: Validity: A test
is considered as valid when it measures what it is supposed to measure. Reliability:
A test is considered reliable if it is taken again by the same students under
the same circumstances and the score average is almost the constant, taking
into consideration that the time between the test and the retest is of
reasonable length. Objectivity: Objectivity means that if the test is marked by
different people, the score will be the same. In other words, marking process
should not be affected by the marking person's personality. Comprehensiveness:
A good test should include items from different areas of material assigned for
the test. e.g ( dialogue - composition - comprehension - grammar - vocabulary -
orthography - dictation - handwriting ) Simplicity: Simplicity means that
the test should be written in a clear , correct and simple language , it is
important to keep the method of testing as simple as possible while still
testing the skill you intend to test . ( Avoid ambiguous questions and
ambiguous instructions ) . Scorability: Scorability means that each item
in the test has its own mark related to the distribution of marks given.
MODULE 6:
ANALYZING AND USING OF TEST ITEM DATA
The Purpose and Elements of Item Analysis are: To select the
best available items for the final form of the test; to identify structural or
content defects in the items and to detect learning difficulties of the class
as a whole. Thus, the teacher will be able identify the areas of weaknesses of
students that is in need of remediation.
The difficulty level of an item is known as index of difficulty. Index of
difficulty is the percentage of students answering correctly each item in the
test. Index of discrimination refers to the percentage of high-scoring
individuals responding correctly versus the number of low-scoring individuals
responding correctly to an item. This numeric index indicates how effectively
an item differentiates between the students who did well and those who did
poorly on the test. Analyzing is very crucial on the test item
administered; this will help evaluating if the questions are too easy or
difficult for the students or if the item discriminates the upper (high
performer) and lower (low performer) in the class. This will give the
teacher a basis to retain, discard, and to modify test questions for effective
learning assessment.
MODULE 7:
EDUCATIONAL STATISTICS
The fundamental knowledge of statistics can prove very useful, indeed.
The presentation of information became more persuasive if it is backed up by
facts. In education, the statistics is indispensable; it makes things
like data in research (education, government, business, economics, medicine,
psychology and even sports) and the performance grade of students more credible
and scientific.
We realized the necessity of this subject; we need to have a strong foundation
on this in order to ensure success in the licensure exam. The entire
statistic subject is for us esoteric, but so far, the educational statistics is
understandable base on the lessons provided in the module. It just needs
a time to master the concept. We are very thankful because the
instructional strategies of Prof. Robles on this subject put so much emphasis
on the process of solving and the relevance of each concept on education.
We do not just stick on knowing the terms which is so knowledge base but on the
application of the concept for future use.
MODULE 8:
RUBRICS, PORTFOLIO & PERFORMANCE-BASED ASSESSMENT
The aforesaid assessment strategy is far-different from the conventional way of
assessing student learning. The rubrics and the portfolio are not new,
but the two became renowned when it was discovered its efficacy in assessment
of learning. The performance-based is also the commonly used assessment
of learning which “learning by doing”
The portfolio is not easy to prepare and it requires much time and resources to
complete. Theoretically, it is also important that both the learner and the
teacher vividly knows why they are preparing the portfolio. The teacher’s role
in preparing a quality portfolio stops until its completion. In fact,
this is also too tedious on the part of the teacher if she/he seriously wants
quality portfolio content.
Going to rubric, purposely, it summarizes both student performance and product
against the criteria the teacher priorly established. It even makes scoring of
student performance more exact or precise and a clear description of what
quality work looks like. The series of statements in the rubric which
describes a range of levels of achievement of a process, product, or a
performance must be carefully constructed. It is aimed at accurate and fair
assessment, fostering understanding, and indicating a way to proceed with
subsequent learning/teaching. Again, the rubric is for the assessment of the
process, a product, or a performance. A must for the teacher to be adept
in rubric and portfolio assessments.
MODULE 9:
GRADING AND REPORTING PRACTICES
The
following are questions which an instructor may want to answer when choosing
what will go into a student’ grade: (1) should grade reflects absolute
achievement level? (2) should grades reflect achievement only or others like
non-academic components such as attitude, speed, and diligence? (3) how can
several grades on diverse skills combine to give a single mark?. We
realize that grading is not a simple task to do.
Although grading will always be a process of professional
judgment, making those judgments require heartfelt thinking and continual
reflection on the purpose of the activity. If we give grades to represent
information about the adequacy of students’ achievement and performance, then
the evidence used to determine grades must denote what students have learned
and are able to do. To allow other factors to influence grades or marks is not
good or detrimental to students’ learning attainment. Grading requires
planning, thoughtful judgment, a clear focus on purpose, excellent
communication skills, and an overwhelming concern for students. Such qualities
are necessary to ensure grading policies and practices that provide
high-quality information on student learning. We as a future teacher must
be impartial in assigning grades especially to students who are a family, an
affinity, or to close to us. We will grade base on learning outcome and
changes on behavior.
