Alex Sharhima

educator and a learner

[alexsharhima]

PED 111 (Assessment in Learning 1)

Subject: PED 111

Subject description: Assessment in Learning 1

Name: Sharhima A. Alex

Section: PEC 1A

[alexsharhima]

Designing and Developing Assessment

Designing and Developing Assessment

A. Characteristics of Quality Assessment Tools

Valid: measures what it is supposed to measure, at the appropriate level, in the appropriate domains (constructive alignment).

Fair: is non-discriminatory and matches expectations.

Transparent: processes and documentation, including assessment briefing and marking criteria, are clear.

Reliable: assessment is accurate, consistent and repeatable.

Feasible: assessment is practicable in terms of time, resources and student numbers.

Educational Impact: assessment results in learning what is important and is authentic and worthwhile. The aspect of authenticity is an important one. Authentic assessment can be defined as: 'An assessment requiring students to use the same competencies, or combinations of knowledge, skills, and attitudes that they need to apply in the criterion situation in professional life.' Gulikers, Bastiaens, and Kirschner, (2004, p. 69).

B. Types of Teacher-made Test

Three Reasons for Teacher-Made Tests:

1. They are Consistent w/Classroom Goals and Objectives.

2. They Present Same Questions to All Students Under Nearly Identical Conditions.

3. They Generate a Product that can be Evaluated and Stored for Later Use—for example, Parent Conferences.

Three Alternatives/Types of TeacherMade Tests:

1. Objective Test—alternative, multiple choice, matching, and completion test.

2. Essay Test—brief or extended.

3. Combination of the Two.

C. Learning Target and Assessment Method Match: Table of Specifications

The table of specifications (TOS) is a tool used to ensure that a test or assessment measures the content and thinking skills that the test intends to measure. Thus, when used appropriately, it can provide response content and construct (i.e., response process) validity evidence. This type of table: *helps faculty assure adequate coverage of content. *helps students study for a test. *points out the types of items on a test besides factual knowledge.

D. ASSESSMENT TOOLS DEVELOPMENT CYCLE

1. ASSESSMENT DEVELOPMENT CYCLE

Good assessment follows an intentional and reflective process of design, implementation, evaluation, and revision. The Assessment Cycle relies on four simple but dynamic words to represent this process: Plan-Do-Check-Act. These are the following questions to have a good assessment: *What do I want students to learn? *How do I teach effectively? *Are my outcomes being met? *How do I use what I've learned?

2. TEST ITEM FORMULATION

A test item is a specific task test takers are asked to perform. test items can assess one or more points or objectives, and the actual item itself may take on a different constellation depending on the context. Preparation of test item is the most important task in the preparation step.

PREPARING THE TEST ITEMS:

1. Write test items according to rules of construction for the type(s) chosen.

2. Select the item to be included in the text according to table of specifications.

3. Review and edit items according to guidelines.

4. Arrange items: decide on a) grouping of items b) sequence of items within groups c) sequence of groupings.

5. Prepare directions for the test: if necessary, prepare directions for individual items (e.g, matching type) or for sections (e.g, negative form of one-best response type).

6. Decide on method of scoring.

PRINCIPLES FOR PREPARING TEST ITEMS:

Preparation of the the test items is the most important task in the preparation step.

The following principles help in preparing relevant test items.

Test items must be appropriate for the learning outcome to be measured.

Test items should measure all types of instructional objectives and the whole content area.

The test items should be free from ambiguity.

The test items should be of appropriate difficulty level.

The test item must be free from technical errors and irrelevant clues.

Test items should be free from racial, ethnic and sexual biasness.

3. ITEM ANALYSIS

Item analysis is a process which examines student responses to individual test items (questions) in order to assess the quality of those items and of the test as a whole. The Item Analysis output consists of four parts: A summary of test statistics, a test frequency distribution, an item quintile table, and item statistics. This analysis can be processed for an entire class.

4. RELIABILITY

Reliability refers to whether an assessment instrument gives the same results each time it is used in the same setting with the same type of subjects. Reliability essentially means consistent or dependable results.

A. MEASURES OF RELATIONSHIP

Correlation coefficients It measures the relationship between two variables rather than the agreement between them, and is therefore commonly used to assess relative reliability or validity. A more positive correlation coefficient (closer to 1) is interpreted as greater validity or reliability.

Linear Regression and Multiple Regression

1. Linear regression is the use of correlation coefficients to plot a line illustrating the linear relationship of two variables X and Y. It is based on the slope of the line which is represented by the formula: Y = a + bX where * Y = dependent variable * X = independent variable * b = slope of the line * a = constant or Y intercept

Regression is used extensively in making predictions based on finding unknown Y values from known X values. For example, the linear regression formula for predicting college GPA from known high school grade point averages would be displayed as follows: College GPA = a + b(High School GPA

2. Multiple Regression is the same as regression except that it attempts to predict Y from two or more independent X variables. The formula for multiple regression is an extension of the linear regression formula: Y = a + b1 X1 + b2 X2 + .... Multiple regression is used extensively in making predictions based on finding unknown Y values from known X values. For example, the multiple regression formula for predicting college GPA from known high school grade point averages and SAT scores would be displayed as follows: College GPA = a + b1(High School GPA) + b2(SAT Score).

Discriminant Analysis Discriminant analysis is analogous to multiple regression, except that the criterion variable consists of two categories rather than a continuous range of values.

Factor Analysis Factor analysis is often used when a large number of correlations have been explored in a given study; it is a means of grouping into clusters or factors, certain variables that are moderately to highly correlated with each other.

B. INDEX OF DETERMINATION

The coefficient of determination (R²) is a number between 0 and 1 that measures how well a statistical model predicts an outcome. You can interpret the R² as the proportion of variation in the dependent variable that is predicted by the statistical model.

C. INTER-RATER RELIABILITY In statistics, inter-rater reliability is the degree of agreement among independent observers who rate, code, or assess the same phenomenon. Assessment tools that rely on ratings must exhibit good inter-rater reliability, otherwise they are not valid tests.

5. VALIDITY

The validity of an assessment tool is the extent by which it measures what it was designed to measure. For example, a test of reading comprehension should not require mathematical ability. There are several different types of validity:

Face validity - do the assessment items appear to be appropriate?

Content validity - does the assessment content cover what you want to assess?

Criterion-related validity - how well does the test measure what you want it to?

Construct validity - are you measuring what you think you're measuring?

A valid assessment should have good coverage of the criteria (concepts, skills and knowledge) relevant to the purpose of the examination.

[alexsharhima]

Assessment for Learning

Assessment for learning is assessing the strength and weaknesses of students (Formative).

Assessment for learning also described as assessment as learning because it assess learners comprehension and understanding of a skill or lesson during the learning and teaching process.

The following are also the definition and keywords of Assessment for Learning:

Design to assist teacher and learners. It is where teacher assist learners about their performance and understanding their lessons.

Observation. Teachers often observe and monitor learners for teachers to now what are the strategies they will do to learners.

Focuses the improvement. Instead of focus on the score or grades of the learners, if focuses how will learners improve and what teachers going to do to make learners improve their performance of grades.

Responding to students work and in conversation. In Assessment for learning, teachers are responsive to every concerns of learners.

Usually detailed, specific, and descriptive feedback (teachers effort). Teachers giving efforts to learners for them to improve and make their task with clear instructions. Teachers always think about what are we going to do to help students.

Assessment for learning focuses on the improvements of learners

Needs to involve students. In assessment for learning, it focuses on the students or the so called student-based learning method.

After the discussion you assess your learners

As well as evaluate if they achieve the standards.

Example of Assessment for learning is Formative Assessment.

[alexsharhima]

Assessment as Learning

Assessment as learning occurs when students reflect on and monitor their progress to inform their future learning goals. Teacher's role is to give feedback (Formative).

Assessment as learning also define as self learning and reflective assessment. In this assessment, what are you going to do to assess learners performances and what are your strategies on learners improvements.

Assessment as learning is also part of assessment for learning.

[alexsharhima]

Assessment of Learning

Before we will discuss about Assessment of Learning, first and foremost, I will share to you what is an assessment.

According to The Glossary of Education Reform (2015), assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students. Hence, assessment is a tool to determine learners performance, skills, and ability.

Assessment of Learning occurs when teachers use evidence of student learning to make judgements on student achievement against goals and standards (summative assessment). The following are also the definition and keywords of Assessment of Learning.

Checks what has been learned to date. When teachers and giving lessons to learners and provide quizzes to them and finds out about the learners scores then that's the only thing teachers will do.

Focuses only on grades. Teachers only focuses on students score or grades without realizing what strategies will do to make students performance be better.

Design to those not directly involve. Assisting of teachers and students are not being involve.

Presented in a formal report. Assisting students and asking about their result performances are not being discussed.

Compares the students learning.

Does not need to involve the student. This is student focuses or teacher-centered of learning.

Assessment of learning is limited only. There teachers are the one who is teaching students without engagement of students to participate in any lessons or participations.

Example of Assessment of Learning is summative assessment.

Also some examples of Assessment of Learning are Test exams, Summative test, Periodic test, etc.

[alexsharhima]

The Differences Between Measurement, Testing and Evaluation

Those terminologies above have the same goals in educating learners. Their goals are to make students understand, have knowledge about what teachers being taught to learners, and specially to determine their multiple intelligence and their over-all performance.

Now, we will be discussing the differences of these terminologies. The first one is the word Measurement. When we are assessing learners we will determine and measure their capabilities and what they have learn. This measurement is a tool or an instrument to be use when teachers assessing their learners. So for instance when teacher is doing assessment to learners it can be objective or subjective. Objective refers to an assessment where it is based on testing for instance multiple choice or enumeration where the answers of each questions are given and will not be change. Hence, it is not based on learners opinion. On the other hand, subjective refers to an assessment of learners give by their perception. the example of subjective measurement is as essay type of assessment where learners give their own opinion and ideas based of what they have learned about the given questions.

Also, just like research, measurement has also quantitative and qualitative measurements. Quantitative measurements are represented by a numerical value. On the other hand, Quantitative measurements involve "types" and may be represented by a name, symbol, or a number code. After the said measurements to learners, what happened next? So the next step of teacher is to test learners or give test to learners to determine if they learn something about their lessons.

When measurement determine learners intelligence, personality, values, and achievements of the students, testing is determine how far students learn from their lessons given by teachers, assessing their abilities, skills and knowledge. Testing is the most common form of assessment. This assessment is a formal and systematic instrument. Commonly using paper and pen procedure. This form of assessment is to determine the performance of learners. There are different forms of testing; Standardized test and High stakes testing.

When we say standardized testing, it is a form of test being used every year and has a common and same questions given to every learners. This test is being standard, proven and tested by different students able to take to this test. So the best example of standard test is an Entrance Examination in a University. When entering Universities, schools are undergoing Standard Testing to determine learners ability and knowledge to be able to pass the test. Hence, High stakes testing is a form of test that is standardized and has the primary mechanism for evaluating the performance of students and educators. There are many factors involved in this form of test, for students, educators and schools. This form of test has a significant consequences or forms the basis of a momentous decision. The examples of High stakes test are Licensure Examination for Teachers (LET) and Nurses Licensure Examination (NLE).

After undergoing learners from measurement and testing, teachers will now evaluate their learners based of learners performance during the given assessment to them. Evaluation is a process of judging the quality of what is good and what is desirable. The evaluation of teachers is to determine how well the performances of your learners. It is to evaluation the over-all performances of learners.