Assessment of Student Learning 1

June 9, 2014
Discuss the syllabus


How do you know that a child is learning?
Assessment as the means for enhancing
learning became distorted to become
assessment for bureaucratic, recording and
accountability reasons: a means of testing the
teachers as much as the learners. Thus, it
affects how the teachers teach and what and
how pupils learn. It also forces the teachers to
teach to the test.
Assessment is consistently the weakest part of
teaching with only just over a third of schools
being reasonably good at assessment.
- Ofsted
Big Picture
The purpose of teaching and assessment as a
means of ensuring deep, maximized, engaged
and challenging learning
Testing tells us something but not everything
and that assessment exists in many different
forms
This means that teachers become formative
teachers that is, that shape their teaching to
maximum effect to enhance all learners and
they integrate assessment within multitude of
other activities essential to developing a
rounded education.
Assessment as, of, and for learning
develops in the learner personal
responsibility for learning. Self-assessment is a
learning experience.
Data is gathered either by or for students to
help them understand how they learn. This is
the formative assessment approach. The
purpose is so students develop learning skills
and control their own learning.
Assessment as learning
Assessment as learning
The learner:
becomes aware of the goals of instruction
and the criteria for performance
sets his personal learning goals based on
standards set by the teacher
monitors his progress by regularly undertaking
informal and formal self-assessment and by
actively reflecting on his progress
(metacognition) in relation to his personal
goals
Assessment as learning
Focuses on teaching students how to assess
themselves and others
Includes self-assessment, peer assessment,
and sharing criteria with student
Aims to enable students to become critical
evaluators of their own performance
Assessment for learning
the teacher and learner use assessment
primarily to improve learning and teaching
assessment is done to ensure learning.
teachers gather information about where
students are at (what they know and can
do) and how they are reacting to instruction.
The purpose is to design and revise instruction
so that it is the most effective.
Assessment for learning
is about assessing progress, analyzing and
giving feedback on the outcomes of
assessment positively and constructively. It is
given at the beginning of teaching (diagnostic)
or in the process of teaching (formative) to
guide instruction and teacher decision-
making.
Assessment for learning
includes on-going assessment of student work
and understanding to enable the teacher to
modify and alter daily lesson plans and
student activities
Assessment of learning
Data is gathered to reach a conclusion about
how much students have learned after
instruction is done. Until fairly recently, this
was the only use of classroom assessment.
The purpose is to share with the students and
others how much they have achieved.
Assessment of learning
is designed to measure the learners
achievement at the end of a unit or term to
gauge what he/she has learned in comparison
with established standards. The assessment
results are the bases of grades or marks which
are communicated to learners and parents.
Assessment of learning
Represents a final assessment used to
evaluate and rank a student
Typically found in student report cards and
communicated to parents, teachers,
administrators, and the community at large
curriculum
Assessment
AS learning
Assessment
OF learning
Balance of
traditional
and
authentic
assessment
Assessment
FOR learning
To:
1. Assessment as the process of gathering information to
inform instructional decision making as well
2. Assessment of learning
3. Assessment for learning
4. Assessment as learning
From:
Assessment as basis
for computing grades
and measuring what
students learn
Activity
Show me a picture of:
Assessment as learning
Assessment for learning
Assessment of learning
Assessment of Student Learning
is the process of gathering and discussing
information from multiple and diverse sources
in order to develop a deep understanding of
what students know, understand, and can do
with their knowledge as a result of their
educational experiences; the process
culminates when assessment results are used
to improve subsequent learning.
Basic Concepts
in Assessment
of Student Learning
Assessment
Involves the process of gathering and
organizing data into an interpretable form
Provides data that serve as inputs to the
evaluation process
Measurement
is the process of obtaining a numerical
description of the degree to which an individual
possesses a particular characteristic. (Answers
the question How much?)
is the assignment of numbers to certain
attributes of objects, events, or people according
to rules to create ranking that reflects how much
of the attribute different people possess
Measurement
Indicators, Variables, Factors
Indicator- denotes the presence or absence of a
measured characteristic (I = 0 or 1)
Variable- measurable characteristics (X)
Factor/Construct- group of variables
Example:
The Following variables were measured in a
battery of tests
X 1= computational skills
X 2= reading skills
X3 = vocabulary
X 4= logic and reasoning
X5 = sequences and series
X6= manual dexterity
Group 1: (X1, X4, X5) = mathematical ability factor
Group 2: (X2, X3) = language ability factor
Group 3: (X6) = psychomotor ability factor
Evaluation
(in the classroom) a systematic process of collecting,
analyzing and interpreting information to determine
the extent to which students are achieving
instructional objectives. (Answers the question How
good?)
Refers to the process of systematically analyzing,
interpreting, and giving judgment on the value or
worth of a set of organized data or the quality of the
behavior or performance demonstrated by the learners
Provides useful information that serves as basis for
decisions
Chief Purpose of Evaluation
The improvement of the individual learner
Other Purposes of Evaluation
To maintain standard
To select students
To motivate learning
To guide learning
To furnish instruction
To appreciate educational instrumentalities
Function of Evaluation
Prediction
Diagnosis
Research

Areas of Educational Evaluation
Achievement
Aptitude
Interest
Personality
A well defined system of evaluation:
Enable one to clarify goals
Check upon each phase of development
Diagnose learning difficulties
Plan carefully for remediation
Teaching, Learning, and Evaluation
interdependent aspects of the educative
process (Gronlund 1981)
Test
An instrument or systematic procedure for
measuring a sample of behavior. (Answers the
question How well does the individual perform
either in comparison with others or in
comparison with a domain of performance
tasks?).
Used as tools for measuring the knowledge, skills,
and attitudes of learners
May vary according to function, content, form,
administration procedures, scoring system, and
interpretation
Test
Test or testing is a systematic procedure to
determine the presence or absence of certain
characteristics or qualities in a learner.
Test
Norm-referenced Test - a test designed to
provide a measure of performance that is
interpretable in terms of an individuals
relative standing in some known group.
Criterion-referenced Test a test designed to
provide a measure of performance that is
interpretable in terms of a clearly defined and
delimited domain of learning tasks.

Common Characteristics of NRTs and CRTs:
Both require specification of the achievement
domain to be measured.
Both require a relevant and representative
sample of test items.
Both use the same type of test items.
Both use the same rules for item writing (except
for item difficulty.)
Both are judged by the same qualities of
goodness (validity and reliability).
Both are useful in educational measurement.
Differences between NRTs and CRTs (but it is only a matter
of emphasis):
NRT typically covers a large domain of learning tasks, with just a
few items measuring each specific task.
CRT typically focuses on a delimited domain of learning tasks,
with a relatively large number of items measuring each specific
task.
NRT- emphasizes discrimination among individuals in terms of
relative level of learning.
CRT emphasizes description of what learning tasks individuals in
terms of relative level of learning.
NRT favors items of average difficulty and typically omits easy
items.
CRT matches item difficulty to learning task, without altering item
difficulty or omitting easy items.
NRT use primarily (but not exclusively for survey testing)
CRT use primarily (but not exclusively for mastery testing)
NRT interpretation requires a clearly defined group.
CRT interpretation requires a clearly defined and delimited
achievement domain.

Test
Objective-referenced Test a test designed to
provide a measure of performance that is
interpretable in terms of a specific
instructional objective. (Many objective-
referenced tests are called criterion-
referenced tests by their developers).
Non-test Assessment
Non-test Assessment also known as
alternative assessment

Non-test Assessment
Homework is a structured practice exercise
that usually plays a part in grading.
Sometimes instructors assign reading or other
homework which covers the theoretical
aspects of the subject matter, so that the class
time can be used for more hands-on practical
work.

Non-test Assessment
Case studies and problem-solving
assignments can be used to apply knowledge.
This type of assignment required the student
to place him or herself in or react to a
situation where their prior learning is needed
to solve the problem or evaluate the situation.
Case studies should be realistic and practical
with clear instructions.

Non-test Assessment
Projects are usually designed so that the
students can apply many of the skills they
have developed in the course by producing a
product of some kind. Usually project
assignments are given early in the course with
a completion date toward the end of the
quarter. Examples include: a newsletter for
word processing, an overhauled engine for
auto mechanics, a small production for a
video class.

Non-test Assessment
Portfolios are collections of student projects and
products. Like a photographers portfolio they
should contain the best examples of all of their
work. For subjects that are paper-based, the
collection of a portfolio is simple. For subjects
such as auto mechanics, carpentry, cosmetology
and other programs that produce large items or
require the use of tools and machinery, photos,
drawings or videos may be the best
documentation. Portfolios are useful to
demonstrate competencies in job interviews.

Non-test Assessment
Observation should follow an established plan
or checklist organized around concrete,
objective data. Observation needs to be tied
to the objectives of the course.

Other Basic Concepts in Assessment
Testing the act of giving students a test (as
by questions) to determine what they know or
have learned

Performance Assessments assessments
requiring students to demonstrate their
achievement of understandings and skills by
actually performing a task or set of tasks ( e.g.
writing a story, giving a speech, conducting an
experiment, operating a machine)

Alternative Assessments a title for
performance assessments that emphasizes
that these assessments methods provide an
alternative to traditional paper-and-pencil
testing.

Authentic Assessments- a title for
performance assessments that stresses the
importance of focusing on the application of
understandings and skills to real problems in
real world contextual settings.

Authentic Assessment
A process where students not only complete or
demonstrate desired behaviors but accomplish
them in real-life context.
Constitutes a system of instructional and
assessment practices designed to evaluate a
students ability to use diverse academic skills to
complete meaningful and significant real-life
tasks.
Encompasses more than student testing and may
include gathering information on student
performance, student products, and student
attitudes or values.

Informal versus standardized tests.
Informal tests are those constructed by
classroom teachers, whereas those designed
by test specialists and administered, scored
and interpreted under standard condition are
called standardized tests.

Individual versus group test.
Some tests are administered on a one-to-one
basis using careful oral questioning (e.g.
individual intelligence test), whereas others
can be administered to a group of individuals.

Mastery versus survey tests.
Some achievement tests measure the degree of
mastery of a limited set of specific learning
outcomes, whereas others measure a students
general level of achievement over a broad range
of outcomes. Mastery tests typically use criterion-
referenced interpretations and survey tests tend
to emphasize norm-referenced interpretations,
but some criterion-referenced interpretations
also are possible with carefully prepared survey
tests.

Supply versus selection tests.
Some tests require examinees to supply the
answer (e.g. essay test), whereas others
require them to select the correct response
from a given set of alternatives (e.g. multiple-
choice test).

Speed versus power tests.
A speed test is designed to measure the
number of items an individual can complete in
a given time whereas a power test is designed
to measure level of performance under ample
time conditions. Power tests usually have the
items arranged in order of increasing difficulty.

Objective versus subjective
An objective test is one on which equally
competent scorers will obtain the same scores
(e.g. multiple-choice test) whereas a
subjective test is one where the scores are
influenced by the opinion or judgment of the
person doing the scoring (e.g. essay test)

Verbal versus performance tests.
Some tests require examinees to make only
verbal responses (e.g. vocabulary tests),
whereas others require some type of motor or
manual response (e.g. typing, solving a maze).

Characteristics of a Good Test:
Validity
Reliability
Objectivity
Balance
Fairness
Practicality
Scorability
Administrability
Comparability
The Underlying Principles:
The purpose of education is to prepare the
students to complete lifes relevant tasks and
to use academic skills in concert to complete
those tasks.
Authentic assessment must be congruent with
principles of effective instruction, principles of
effective learning and motivation, and
principles of effective instructional strategies.

Roles of Assessment in Making
Instructional Decisions
Placement Purposes
Formative Purposes
Diagnostic Purposes
Summative Purposes

Placement Purposes
Accounts for students entry behavior or
performance
grouping the students in terms of achievement
and aptitude
Ex. NCAE, NCEE (National College Entrance
Examination)
Formative Purposes
Assessment guides the teacher on his day-to-
day teaching activity
Example: Constant revision of lesson
presentation due to the result of a previous
quiz.
Diagnostic Purposes
Administration of an exam covering a wide
scope of topics that will be taught in one
school year. The result will be used to design
appropriate teaching measures and
intervention programs
Example: Science Diagnostic Test
Summative Purposes
Also known as the achievement test
Example: English Achievement Test
Quiz 1