Assessment of Learning

refers to a measure of the extent to which a student's current test result can be used to estimate accurately the outcome of the student's performance at later time.

Predictive Validity

refers to the degree to which a test contains a fairly wide sampling of items to determine the objectives or abilities

Adequacy

-commonly known as summative assessments -refers to strategies designed to confirm what students know, determine whether or not they have met curriculum outcomes. -focuses on the development and utilization of assessment tools to improve the teaching-learning process.

Assessment OF Learning

is a type of assessment given at the beginning of instruction or during instruction It aims to identify the strengths and weaknesses of the students

Diagnostic Assessment (Beginning of Instruction or During Instruction)

This applies to any or all assessments that differ from the traditional paper and pencil test (PAPET).

ALTERNATIVE ASSESSMENT

engages students in APPLYING KNOWLEDGE and SKILLS in the same way they are USED IN THE REAL WORLD outside of school.

AUTHENTIC ASSESSMENT

Modes of Assessment

-Conventional Assessment -Alternative Assessment

Methods of Interpreting the Results

-Norm-reference Interpretation -Criterion-reference Interpretation

refers to the ability of the test to be administered easily.

Administrability

Modes of Alternative Assessment We can assess learning authentically through ...

Affect, Product, Performance, Process

gathers evidence about the student's attitudes, feelings, behavior, and interests regarding learning. Sample Concerns: -How well did you, as a team, manage the conflicts you experienced during the practices for this role play? -What is your level of involvement in this project? Process Assessment

Affective Assessment

Performance- Based Assessment (PBA)

Alternative Assessment

is the systematic collection, review, and use of information about educational programs undertaken for purpose of improving student learning and development.

Assessment

-is the use of a track or an activity to allow students the opportunity to use assessment to further their own learning.

Assessment AS learning

-commonly known as formative & diagnostic assessments. -determine the student progress during a unit or block of instruction.

Assessment FOR learning

An assessment procedure used to measure the performance of the learner in contexts and on problems valued in their own right. (experiments, projects, essays)

Complex-performance Assessment (Format of Assessment)

oncerns the extent to which your test or measure accurately assesses what it's supposed to.

Construct Validity

refers to the relationship between test and the instructional objectives (including topics)

Content validity

Paper and Pencil Testing (PAPET)

Conventional Assessment

It is used to describe student performance according to a specified domain of clearly defined learning tasks.

Criterion-reference Interpretation

efers to the extent to which scores from a test relate to similar measures.

Criterion-related Validity

a type reliability determined by administering two different but equivalent forms of test (also called parallel or alternate forms) to the same group of students in close succession.

Equivalent Form

is a process of summing up the results of measurement or tests, giving them some meaning based on value judgments; refers to the process of judging the quality of what is good and what is desirable.

Evaluation

means the test item should not have any biases.

Fairness

An assessment used to measure knowledge and skills effectively and efficiently. (multiple-choice test, true or false)

Fixed choice Test (Format of Assessment)

has options which the examinees can select from.

Fixed-response Test

is a type of assessment used to monitor the learning of the students To provide immediate feedback to both student and teacher regarding the success & failures of learning.

Formative Assessment (Before, During, After Instruction)

is administered to a group of individuals/students

Group Test

Aim of Assessment

Improve, (Learning) Develop

is a test administered to student on a one-on-one basis using oral questioning.

Individual Test

is the quality of the test in which the test results can be readily, easily, and properly interpreted.

Interpretability

Characteristics of a GOOD test

Interpretability Objectivity Reliability Validity Scorability Administrability Fairness Adequacy

measures the degree of mastery of a limited set of learning outcomes using criterion-referenced interpretation

Mastery Test

It is used to determine what individuals can do perform when performing at their best. (aptitude test, achievement test)

Maximum Assessment (Nature of assessment)

is the process of quantifying or assigning number to the individual's intelligence, personality, attitudes and values, and achievement of the students.

Measurement

Basic Key Terms

Measurement, Evaluation, Assessment

Classroom Assessment

Nature of Assessment, Format of Assessment

is a type of test developed by the classroom teachers.

Non-standardized Test

It is used to describe student performance according to some relative position in some known group.

Norm-reference Interpretation

is a type of test in which two or more evaluators give an examinee the same score

Objective Test

refers to the degree to which personal judgment is eliminated in the scoring of the test.

Objectivity

refers to the TASKS in which students demonstrate or exhibit their knowledge and skill. Examples: Demonstrate the process of solving a mathematical equation. Recite a poem. Play basketball, applying the rules of the game.

Performance Assessment

is concerned with the entry performance and typically focuses on the questions: Does the learner possess the skills needed to begin the planned instruction?

Placement Assessment (Beginning of Instruction)

Role of Assessment in Classroom Instruction

Placement Assessment, Formative Assessment, Diagnostic Assessment, Summative Assessment

measures the level of performance rather than speed of response.

Power Test

looks into the students' level of engagement in a lesson--- how they managed the task or came up with an output. Examples: -Using a flowchart, explain how your group has made this output. -Trace the steps you took in this speech choir presentation.

Process Assessment

refers to the students' tangible learning outputs. Examples: -Design a travel brochure for your favorite vacation destination. -Create a jingle that describes the new geometric shapes. -Construct an essay on the importance of upholding human rights.

Product Assessment

is the ability of the test to show similar results when it is repeated or when a different form is used.

Reliability

-the alternative scoring -from a Latin expression, "rubica terra," to mean "red earth" which was used centuries ago to make or signify something of importance. -It is a set of criteria with a fixed scale and a list of characteristics used for judging a particular product or performance.

Rubric

is the quality wherein the test can be scored in a simplest way and at a quickest possible time.

Scorability

measures the number of items an individual can complete over a certain period of time.

Speed Test

Administer test once and score two equivalent halves of the test.

Split-half Method

is a type of test developed by specialists.

Standardize Text

is a type of test in which the scores are influenced by the judgment of the evaluators: there is not one correct answer.

Subjective Test

is a type of assessment usually given at the end of a course or unit. To determine the extent to which the instructional objectives have been met.

Summative Assessment (End of Instruction)

requires the examinee to provided answers.

Supply Test

measures students' general achievement over a broad range of learning outcomes using norm-referenced interpretation.

Survey Test

A type of reliability determined by administering the same test twice to the same group of students with any time interval between the tests.

Test-retest Method.

It is used to determine what individuals will do under natural conditions. (attitude, interest, personality inventories, observational techniques and peer appraisal)

Typical Assessment (Nature of assessment)

refers to the extent to which a test measures what it is supposed to measure.

Validity