@ REX Book Store ASSESSMENT IN LEARNING 1 Dr. Marilyn Ubifia-Balagtas Author-Coordinator Dr. Adonis P. David « Dr. Evangeline F. Golla Dr. Carlo P. Magno - Dr. Violeta C. Valladolid Authors TEACH Series First EditioneG Basic Concepts a i) nd Principles in Assessin' Suggested Timeframe: 4.5 hours ? What does assessment in learning mean? (g)UNDERSTAND Desired Significant Learning Outcomes In this lesson, you are expected to: + describe assessment in learning and related concepts and + demonstrate understanding of the different principles in assessing learning through the preparation of an assessment plan. Significant Culminating Performance Task and Success Indicators At the end of the lesson, you should be able to prepare an assessment plan to show an understanding of the concepts and principles in assessing learning. You are considered successful in this culminating performance task if you have satisfied at least the following indicators of success: Performance:Tasks “Success Indicators Develop a metaphor for assessment Explain “assessment” in terms of the in learning metaphor used to show how it relates to other concepts Propose a plan or strategy for assessing student learning based on the core principles in assessing learning Plan assessment Practices that apply the principles in learner assessment in teaching selected topics in the K to 12 curriculum Prerequisite of This Lesson baie eae lesson, there is no Prerequisite lesson that you need to onitheories eeaeros: However, an adequate understanding of lessons appradate this maa ae facilitating learning may help you understand and . etter, It i thereis 44 opportuni S Suggested that you go back to these lessons if(@PREPARE To successfully describe the nature of assessment in le concept map of its basic concepts and document the experiences | \ who apply its principles, To do so, you need to read the following information about the basic concepts, measurement frameworks, and principles in assessing learning. You are expected to read this information before discussion, analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information provided in this worktext is not enough, you can search for more information in the Internet. f arning, develop a ences of teachers What is assessment in learning? The word assessment is rooted in the Latin word assidere, which means “to sit beside another.” Assessment is generally defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions. Assessment in learning is vital to the educational process similar to curriculum and instruction. Schools and teachers will not be able to determine the impact of curriculum and instruction on students or learners without assessing learning. Therefore, it is important that educators have knowledge and competence in assessing learners. Assessment in Learning can be defined as the systematic and purpose- oriented collection, analysis, and interpretation of evidence of student learning in order to make informed decisions relevant to the learners.’In essence, the aim of assessment is to use evidence on student learning to further promote and manage learning. Assessment in learning can be characterized as (a) a process, (b) based on specific objectives, and (c) from multiple sources. How is assessment in learning similar or different from the concept of measurement or evaluation of learning? Measurement can be defined as the Process of quantifying the attributes of an object, whereas evaluation may refer to the process of making value judgments on the information collected from measurement based on specified criteria. In the context of assessment in learning, measurement refers to the actual collection of information on student learning through the use of various strategies and tools, while evaluation refers to the actual process of making a decision or judgment on student learning based on the information collected from measurement. Therefore, assessment can be considered as an umbrella term consisting of measurement and evaluation. However, there are some authors who consider asseSsment as distinct and separate from evaluation (e.g., Huba and Freed 2000, Popham 1998). iAssessment and Testing ne most common f i The most common form of assessment is esting. In the educational Je he use of a test or battery of tests to oy i en on g a specific period of time. A test is a form of assessment, ee Sr elossrants is ape testing. A test can be categorized as either a selected response (e.g., Matching-type of test) or constructed response (e.g., essay test, short answer test), A test can make use of objective format (e.g., multiple choice, enumeration) or subjective format (e.8., essay). The objective format provides for a more bias-free scoring as the test items have exact correct answers. On the other hand, the subjective format allows for a less objective means of scoring, especially if no rubric is used. A table of specifications (TOS)—a table that maps out the essential aspects of a test (e.g., test objectives, contents, topics covered by the test, item distribution)—is used in the design and development of a test. Descriptive statistics are typically used to describe and interpret the results of tests. Atest is said to be good and effective if it has acceptable psychometric properties. This means that a test should be valid, reliable, has acceptable level of difficulty, and can discriminate between learners with higher and lower ability. Teachers are expected to be competent in the design and development.of classroom tests. testing refers to t Assessment and Grading Arelated concept to assessment in learning is grading, which can be defined as the process of assigning value to the performance or achievement of a learner based on specified criteria or standards. Aside from tests, other classroom tasks can serve as bases for grading learners. These may include a learner's performance in recitation, seatwork, homework, and project. The final grade of a learner.in a subject or course is the summation of information from multiple sources (i.e., several assessment tasks or requirements). Grading is a form of evaluation which provides information on whether a learner passed or failed a subject or a particular assessment task. Teachers are expected to be competent in providing performance feedback and communicating the results of assessment tasks or activities to relevant stakeholders. What are the different measurement frameworks used in assessment? The two most common psychometric theories that serve as frameworks for assessment and measurement, especially in the determination of the psychometric characteristics of a measure (e.g,, tests, scale), are the classical test theory (CTT) and the item response theory (IRT). The CTT, also known as the true score theory, explains that variations in the performance of examinees on a given measure is due to variations in their abilities. The CTT assumes that an examinee's observed score in a given measure is the sum of the examinee's true score and some degree of error in the measurement eee by some internal and external.conditions. Hence, the CTT also assumes et al measures are imperfect, and the scores obtained from a measure could ‘er from the true score (i.e., true ability) of an examinee. 4The CTT provides an estimation of the item difficulty based on the frequency or number of examinees who correctly answer a particular item; items with fewer number of examinees with correct answers are considered more difficult. The CTT also provides an estimation of item discrimination based on the number of examinees with higher or lower ability to answer a particular item. If an item is able to distinguish between examinees with higher ability (i.e., higher total test score) and lower ability (i.e., lower total test score), then an item is considered to have good discrimination. Test reliability can also be estimated using approaches from CTT (e.g., Kuder-Richardson 20, Cronbach's alpha). Item analysis based on CCT has been the dominant approach because of the simplicity of calculating the statistics (e.g., item difficulty index, item discrimination index, item-total correlation). : The IRT, on the other hand, analyzes test items by estimating the probability that an examinee answers an item correctly or incorrectly. One of the central differences of IRT from CTT is that in IRT, it is assumed that the characteristic of an item can be estimated independently of the characteristic or ability of the examinee and vice-versa. Aside from item difficulty and item discrimination indices, IRT analysis can provide significantly more information on items and tests, such as fit statistics, item characteristic curve (ICC), and test characteristic curve (TCC). There are also different IRT models (e.g., one-parameter model, three-parameter model) which can provide different item and test information that cannot be estimated using the CTT. In previous years, there have been an increase in the use of IRT analysis as measurement framework despite the complexity of the analysis involved due to the availability of IRT software. What are the different types of assessment in learning? Assessment in learning could be of different types. The most common types are formative, summative, diagnostic, and placement. Other experts would describe the types of assessment as traditional and authentic. Formative Assessment refers to. assessment activities that provide information to both teachers and learners on how they can improve the teaching- learning process. This type of assessment is formative because it is used at the beginning and during instruction for teachers to assess learners’ understanding. The information collected on student learning allows teachers to make adjustments to their instructional process and strategies to facilitate learning. Through performance reports and teacher feedback, formative assessment can also inform learners*about their strengths and weaknesses to enable them to take steps to learn better and improve their performance as the class progresses. Summative Assessments are assessment activities that aim to determine dearners’ mastery of content or attainment of learning outcomes. They are summative, as they are supposed to provide information on the quantity or quality of what students have learned or achieved at the end of instruction. While data from summative assessment are typically used for evaluating learners’ performance in class, these data also provide teachers with information about 5the effectiveness of their teaching strategies and how they can improve their instruction in the future. Through performance reports and teacher feedback, summative assessment can also inform learners about what they have done well and what they need to improve on in their future classes or subjects, Diagnostic Assessment aims to detect the learning problems or difficulties of the learners so that corrective measures or interventions are done to ensure learning. Diagnostic assessment is usually done right after seeing signs of learning problems in the course of teaching. It can also be done at the beginning of the school year for spirally-designed curriculum so that corrective actions are applied if pre-requisite knowledge and skills for the targets of instruction have not been mastered yet. Placement Assessment is usually done at the beginning of the school year to determine what the learners already know or what are their needs that could inform design of instruction. Grouping of learners based on the results of placement assessment is usually done before instruction to make it relevant to address the needs or accommodate the entry performance of the learners, The entrance examination given in schools is an example of a placement assessment. Traditional Assessment refers to the use of conventional strategies or tools to provide information about the learning of students. Typically, objective (e.g, multiple choice) and subjective (e.g., essay) Paper-and-pencil tests are used, Traditional assessments are often used as basis for evaluating .and grading learners. They are more commonly used in classrooms because they are easier to design and quicker to be scored. In general, traditional assessments are viewed as an inauthentic type of assessment. Authentic Assessment refers to the use of assessment strategies or tools that allow learners to perform or create a Product that are meaningful to the learners, as they are based on real-world contexts. The authenticity of assessment tasks is best described in terms of degree rather than the presence or absence of authenticity. Hence, an assessment can be more authentic or less authentic compared with other assessments. The most authentic assessments are those that allow performances that most closely resemble real-world tasks or applications in real-world settings or environments. What are the different principles in assessing learning? There are many principles in the assessment in learning. Based on the different readings and references on these principles, the following may be considered as core principles: 1. Assessment should have a clear Purpose. Assessment starts with a clear Purpose. The methods used in collecting information should be based on this purpose. The interpretation of the data collected should be aligned with the purpose that has been set. This assessment principle is congruent with the outcome-based education (OBE) Principles of clarity of focus and design down.Assessment is not an end in itself. Assessment serves as a means to enhance student learning. It is not a simple recording or documentation of what learners know and do not know. Collecting information about student learning, whether formative or summative, should lead to decisions that will allow improvement of the learners. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a series of tasks and activities conducted over time. Itis not a one-shot activity and should be cumulative. Continuous feedback is an important element of assessment. This assessment principle is congruent with the OBE principle of expanded opportunity. Assessment is learner-centered. Assessment is not about what the teacher does but what the learner can do. Assessment of learners provides teachers with an understanding on how they can improve their teaching, which corresponds to the goal of improving student learning. Assessment is both process- and product-oriented. Assessment gives equal importance to learner performance or product and the process they engage in to perform or produce a product. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies and tools designed to assess student learning in a holistic way. Assessment should be conducted in multiple periods to assess learning over time. This assessment principle is also congruent with the OBE principle of expanded opportunity. 7. Assessment requires the use of appropriate measures. For assessment to be valid, the assessment tools or measures used must have sound psychometric properties, including, but not limited to, validity and reliability. Appropriate measures also mean that learners must be provided with challenging but age- and context-appropriate assessment tasks. This assessment principle is consistent with the OBE principle of high expectations. 8. Assessment should be as authentic as possible. Assessment tasks or activities should closely, if not fully, approximate real-life situations or experiences. Authenticity of assessment can be thought of as a continuum from least authentic to most authentic, with more authentic tasks expected to be more meaningful for learners. @pevetop Let us check what ideas you have acquired about the basic concepts and principles in assessing learning. 1. What is assessment in learning? 2. How similar or different is assessment from measurement, , evaluation, testing, and grading? 13. Whatis the main difference between classical test theory and item-response theory? 4. Whatare the different types of assessment? 5. Give three core principles in assessing learning. To determine whether you have acquired the needed information about the basic concepts and principles in assessment, use the space provided to draw a metaphor (i.e., any object, thing, or action you could liken assessment to) that will visually illustrate what is assessment in learning. Everyone will share and discuss the metaphors they have drawn in class. Example: A thermometer can be drawn as a metaphor for assessment if you consider measurement or collection of information from a person (i.e., student) as central in the assessment process. A thermometer is a device that collects information about a person’s temperature, which provides information on whether a person's body temperature is normal or not (ie. high temperature could be a symptom of fever). The information is then used by medical personnel to make decisions relative to the collected information. This is similar to the process of assessment. aeExample: Principle 1. Assessment should be as authentic as possible, Given the example, continue the identification of illustrations of assessment practices guided by the principles discussed in the class. Use a clean sheet of paper for this work. Share your insights on how your teacher's assessment practices allowed you to improve your learning. Illustration of Practice In our practicum course, we were asked to prepare a lesson plan then execute the plan in front of the students with my critic teacher around to evaluate my performance. The actual planning of the lesson and its execution in front of the class and the critic teacher is a very authentic way of assessing my ability to design and deliver instruction rather than being assessed through demonstration in front of my classmates in the classroom. Illustration of PracticeWw @rransrer Prepare a plan on how you will:conduct assessment based on the core Principles you have learned. Refer to the K to 12 curriculum in identifying the competencies targeted by instruction and how you intend to assess your future students while following the principles in assessing learning. Use the matrix Provided to write your ideas on how you should design and conduct assessment of student learning based on the core principles. x Plan for Applying the Principles in your Principle | Classroom Assessment 1. Assessment should have a clear Purpose. Assessment is not . anend in itself. Assessment is an ongoing, continuous, and formative process.4, Assessment is learner-centered, Assessment is both process- and product-oriented. Assessment must be comprehensive and holistic, Assessment requires the use of appropriate measures, 8. Assessment should be as authentic as possible. Q@evavuare , Part 1. Evaluate the assessment plan matrix that you have developed using the following checklist. Criteria | understood what each of the principles mean. YES | was able to provide an answer (plan or strategy in assessment) to each of the principles given. | was able to make a plan or strategy for assessment that correctly matches and addresses each principle. | was able to answer the matrix by applying what I have learned about the basic concepts of assessment in learning. Iwas able to answer the matrix by applying what | have learned about the principles in assessment in learning. uPart 2. For each item, circle the option that corresponds to what you think is the 12 best answer. Which of the following is TRUE about measurement and evaluation? A, Measurement and evaluation involve collection of information. B. Measurement and evaluation are part of the assessment process. C, Measurement and evaluation require the use of tests. D, Measurement and evaluation are similar processes. Which of the following assessment tasks is the LEAST AUTHENTIC? A. essay test B. field demonstration C. multiple-choice test D. research project Assessment is not about what the teacher does but what the learner can do. This statement is most reflective of which principle of assessment? A. Assessment should be as authentic as much as possible. B. Assessment should have a clear purpose. C. Assessment is not an end in itself. D. Assessment is learner-centered. Which of the following statements about assessment is NOT TRUE? A. Assessment is systematic and purpose-oriented. B. The word assessment is rooted in the Latin word assidere. C. A test is a form of assessment, but not all assessments use test or testing. < D. Assessment is the process of assigning a numerical score to the performance of a student. Assessment should have a clear purpose. Ifyou are already a classroom teacher, how would you best demonstrate or practice this assessment principle? A. Discuss with the class the gradin, 1g System and your expectations of your students’ performance. B. When giving tests, the purpose of each test is Provided in the first page of the test paper. C. Explain during the first day of classes your assessment techniques and your reasons for their use. When deciding on an assessment task, its match and consistency with instructional objectives and learning targets are ascertained.@rervect 1, Examine the assessment plan you developed. Are you satisfied with it? 2, Is there something you want to change or improve in the assessment plan? Why? 3. Which among the principles did you find easy to illustrate in the way that you Planned your assessment? Why? 4, Which among the principles did you find difficult to illustrate in the way that you planned your assessment? Why? 5. How did the activity help you understand assessment of learning? @sustan Evaluate the extent of your knowledge and understanding about assessment of learning and its principles. Indicators I can define assessment. 1. 2. | can explain the meaning of assessment in learning. 3. with measurement and evaluation. 4. can compare and contrast assessment. 7. 1 can explain what each of the principles of assessment means. 8. I can.give examples of assessment tasks or activities that conform with one or more core principles in assessment. 1. can compare and contrast assessment assessment with testing and grading. 5. |can enumerate the different types of 6. I can differentiate between classical test theory and item response theory. Great Extent9. I cangive examples of assessment tasks or activities that do not conform with one or more of the core principles in assessment. 10. | understand what It means to have good assessment practices in the classroom. Based on your self-assessment and teacher feedback, choose the following tasks to help you enhance your knowledge and understanding of the basic concepts and principles in assessment in learning. . . Possible Tasks Very Good Help or mentor classmates who are having difficulty explaining the basic concepts and principles in assessing learning. Read references on other principles in assessment in learning. Good Ask your teacher to provide more examples or illustrations of concepts or principles that you need to further understand. Read references on other principles in assessment in learning. Needs Examine the concepts or principles that you need to understand Improvement | better and ask assistance from teacher and classmates. Read references on other principles in assessment in learning.