MODULE 1: OVERVIEW IN ASSESSMENT OF LEARNING
Lesson 1 of Module 1 talks about the overview of the assessment of learning. the term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.Assessment refers to the process of gathering, describing or quantifying information about the student performance.Measurement, beyond its general definition refers to the set of procedures and the principles for how to use the procedures and educational test and assessment. Some of the basic principles of measurement in educational evaluation would be raw scores, percentile ranks, derived scores, standard score, etc. Evaluation: procedures use to determine whether the subject ( I.e.student ) meets a preset criteria , such as qualifying for special education services. This uses assessment ( remember that an assessment maybe a test.) to make a determination of qualification in accordance with a predetermine criteria.Test: a method to determine student ability to complete certain task or demonstrate mastery of a scale or knowledge of content. Some type would be multiple choices test or a weakly spelling test. While it is commonly used interchangeably with assessment, or even evaluation it can distinguish by the fact that a test is one of form of an assessment.
Lesson 2 tackles about the types of measurement which it has two.first is Norm-referenced tests allow us to compare a student's skills to others in his age group. Norm-referenced tests are developed by creating the test items and then administering the test to a group of students that will be used as the basis of comparison. Statistical methods are used to determine how raw will be interpreted and what performance levels are assigned to each score. Many tests yield standard scores which allow comparison of the student's scores to other tests. Criterion reference test A test or other type of assessment designed to provide a measure of performance that is interpretable in terms of a clearly defined and delimited domain of learning tasks."
Lesson 3: Common Characteristics and Differences Between Norm-referenced Test and Criterion-referenced Test. Norm-referenced tests
compare an examinees performance to that of other examinees. Standardized examinations such as the SAT are norm-referenced tests. The goal is to rank the set of examinees so that decisions about their opportunity for success (e.g. college entrance) can be made while Criterion-referenced tests differ in that each examinees performance is compared to a per-defined set of criteria or a standard. The goal with these tests is to determine whether or not the candidate has the demonstrated mastery of a certain skill or set of skills. These results are usually “pass” or “fail” and are used in making decisions about job entry, certification, or license. A national board medical exam is an example of a CRT. Either the examiner has the skills to practice the profession, in which case he or she is licensed, or does not.
Lesson 4: Types of Assessment. Placement Assessment a test to determine a student's level of ability in one or more subjects in order to place the student with others of the same approximate ability.Formative Assessment is a type of assessment used to monitor the learning progress of the student during or after instruction. Diagnostic Assessment to determine the strength and the weakness of the learner. Summative assessment is commonly used to refer to assessment of educational faculty by their respective supervisor. It is imposed onto the faculty member, and uniformly applied, with the object of measuring all teachers on the same criteria to determine the level of their performance.
Lesson 5: Modes of Assessment
Performance Assessment - it talks about application of knowledge
Portfolio Assessment – it tackles about the student’s progress throughout the course.
Traditional Assessment – it is standardized test or teacher-made test.
Lesson 6: Formative vs. Summative Assessment.There's a lot to be said for summative tests. They provide a snapshot of a school system, can be easily compared to prior years, and currently form the basis of accountability systems that ensure schools are effectively teaching all their students while formative they help inform instruction, usually in a low–stakes way. Most formative testing is not consistent or reliable enough to be used for high–stakes decisions (which is why even traditional final exams count for only a portion of a students' course grade), let alone to look across classes or schools.
As a future teacher we must know how to measure and how evaluate their skill in order for theme to know their strength and weakness that they are needed to improve.