CED Gabay. II. CONCEPTS IN ASSESSING STUDENT LEARNING. 1. Role of Measurement and Assessment in teaching De Guzman Santos Rosita, et. ADVANCED METHODS IN EDUCATIONAL ASSESSMENT AND EVALUATION ASSESSMENT OF LEARNING 2. Rosita De Guzman-Santos, Ph.D. These approaches are classified below (source: Rosita de Guzman-Santos, ): . 1. Clarity of Learning Targets Assessment can be made precise, accurate.
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However, this responsive approach can lead to low external credibility and a favorable bias toward those who participated in the study.
Copy of a certificate or proofs if any of any training attended relating to authentic assessment h. Do the objectives derive from aims? Are the aims suitable? This can give detailed information about the dynamic operations of complex programs.
Product Is there one final exam at the end or several during the course? Process What is the workload of students? Authentic assessment can be successfully used with students of varying cultural backgrounds, learning styles, and academic ability.
Performance based assessments ask students to show what they can do given an authentic task which is then judged using a specific set of criteria. Such studies are, by definitions, not evaluations since it produce only characterizations without appraisals. Student performance can be documented in four ways: Diane Hart, in her excellent introduction to Authentic Assessment: Clarity of Learning Targets Assessment can be made precise, accurate and dependable only if what are to be achieved are clearly stated and feasible.
It is also a systematic determination of merit, worth, and significance of something or someone. What is performance based assessment? Teachers assume a larger role in the assessment process than through traditional testing programs.
Coverage of sufficient material iii. Presence of concealment or deception.
First, it defines for the student and the teacher what the expectations of the task are. Management information Systems MIS. Authentic assessment promotes a more student-centered approach to teaching. Correlating the two test results c.
Reliability — consistency, dependability, stability which can be estimated by – Split-half method – Calculated using the i. Performance based assessment assessmentt teachers with information about how a student understands and applies knowledge. This involvement is more likely to assure the evaluation process reflects course goals and objectives.
The are quasi-evaluation because particular studies legitimately can focus only on questions of knowledge without addressing any questions of value.
Instead, there are m,any ways in which they can be answered. Context What is the relation of the course to other courses?
Properties of Assessment Methods a. What KAS related to the subject, do the teachers have?
Portfolio Assessment doc | Lizlie Laosinguan –
They may be suspicious at first; years of conditioning with paper-pencil tests, searching for the single right answer, are not easily undone. Does the content match student abilities? What books do the students have? Should courses be integrated or separate? Kuder-Richardson — KR 20 and KR21 – Consistency of test results when the same test is administered at two different time periods i. Introduce authentic assessments in one area for example, on homework assignments and progress in small steps as students adapt.
Fairness — assessment procedure needs to be fair, which means: Creating performance criteria asssssment two purposes.
However, guzmah-santos only focus on the testee performance and they might not adequately sample what is taught or expected. Where can performance based assessment be used? How can you document student performance? Subjectivist, mass, true evaluation.