Post on 25-Feb-2022
ROHAYA TALIB
FACULTY OF EDUCATION
UNIVERSITI TEKNOLOGI MALAYSIA
JOHOR BAHRU
BBA (ACCOUNTING)
M.ED (MEASUREMENT & EVALUATION)
PhD (MEASUREMENT & EVALUATION)
ASSESSMENT& CONSTRUCTIVE
ALIGNMENT
14 – 15 MAY 2018
OVERVIEW
IR 4.0
EDUCATION 4.0
How we adapt to the
changes??
OBEOUTCOME-BASED EDUCATION
Education System that focus /emphasis on the development and achievement of student’s outcomes
CURRICULUM DEVELOPMENT
OBE
Starting with a clear picture of what is important for students to be able to do
then organising the curriculum, instruction and assessment to make sure that the learning is ultimately happens (Spady,
1994)
LEARNING OUTCOMES
Learning Outcomes are statements of what a learner
is expected to know, understand and/or be able to demonstrate after completion of a process of learning. (Source : ECTS Users’ Guide, 2005)
Hence….
• Learning outcomes focus on what the learner hasachieved rather than the intentions of the teacher;
• Learning outcomes focus on what the learner candemonstrate at the end of a learning activity.
CONSTRUCTIVE ALIGNMENT
CURRICULUM
INSTRUCTION ASSESSMENT
WHY CONSTRUCTIVE ALIGNMENT IS IMPORTANT????
• ABILITY
• ACHIEVEMENT
• COMPETENCE
• MASTERY
VALID AND RELIABLE
The Word “Assess”
• From the Latin verb “assidere” = “to sit by” (e.g., as an
assessor)
• Assessment is the art and science of knowing what
students know
• It provides “evidence” of students’ knowledge, skills,
and abilities
• “Evidence” supports instructors’ inferences of what
students know and can do (it guides and informs
instruction)
ASSESSMENT
• 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.
• Assessments also are used to identify individual student weaknesses and strengths so that educators can provide specialized academic support and educational programming
• FORMATIVE ASSESSMENT refers to a wide
variety of methods that teachers use to conduct
in-process evaluations of student
comprehension, learning needs, and academic
progress during a lesson, unit, or course.
• Formative assessments help teachers
identify concepts that students are struggling to
understand, skills they are having difficulty
acquiring, or learning standards they have not
yet achieved so that ADJUSTMENTS can be
made to lessons and instructional techniques and strategies.
TYPES OF ASSESSMENT
1
• SUMMATIVE ASSESSMENT are used to evaluate student learning at the conclusion of a specific instructional period—typically at the end of a unit, course, semester, program, or school year.
• SUMMATIVE ASSESSMENTS are typically scored and graded tests, assignments, or projects that are used to determine whether students have learned what they were expected to learn during the defined instructional period.
TYPES OF ASSESSMENT
2
ASSESSMENT
FEEDBACK
DIAGNOSTIC
IMPROVEMENT
PURPOSE OF
FORMATIVE
ASSESSMENT
1
JUGGEMENT
VERIFICATION
CERTIFICATION
PURPOSE OF
SUMMATIVE
ASSESSMENT
2
• Administrators use assessment as benchmarks for instruction, placement, or exemption in course levels and certification.
• Educators use assessments as diagnostic tools and feedback for guiding instruction, evidence of progress, and evaluation of teaching or curriculum.
Purpose of Assessment
• The purpose of Formative Assessment is to provide students with feedback on how they are going- help students improve their performance and make their next piece of assessed work better.
• The feedback students receive is the key component of formative assessment. Feedback is intended to help them identify weaknesses and build on strengths to improve the quality of their next piece of assessment. The focus is on comments for improvement, not marks.
Purpose of Formative Assessment
• Key purpose of summative assessment is to gather evidence to make a judgment about a student's level of performance; against the specified learning objectives.
• Students are usually assessed at the end of an element of learning. They are awarded results typically as marks or grades to represent a particular level of achievement (high, medium, low). This judgmental "summative" process formally provides the evidence, to verify or "certify" which students may progress to the next level of their studies.
Purpose of Summative Assessment
ASSESSMENT
FORMATIVE
SUMMATIVE
ASSESSMENT
FORMATIVE
ASSESSMENT
FORMATIVE ASSESSMENT
The goal of a formative
assessment is to monitor
progress toward a goal or
objective, providing
information in an expedient
manner which allows both
teachers and students to
respond to the academic
needs of the students.
***Formative assessments provide
students with feedback rather than a
grade
• Feedback
• Discussion (TPS, Buzz, Round
Robin)
• Student-Teacher conferences
• Graphic organizer: Mind Map
• Quizzes
• Concept Tests (eg. Kahoot)
• Questionnings : LOT Qs
HOT Qs
• Self Assessment
• Peer Assessment
• Reflective Journal
SUMMATIVE ASSESSMENT
Summative assessments are
generally administered at the
end of a unit or course
Summative assessments occur
only a few times over the course
of the academic year.
Summative assessments always
yield a specific grade.
***
Summative assessments tend to feature a
narrower range of question types, such as
multiple choice, short answer and essay
• Final exams
• Tests
• Standardized Exams
• Project Report
• eAssessment;
• ePortfolio
• Digital Gallery
• 3D Model
• Presentation
• Vlog
• Digital Scrapbook
Alternative assessments -referred to as performance or authentic assessments are used to determine what students can and cannot do, in contrast to what they do or do not know.
In other words, an alternative assessment measures applied proficiency more than it measures knowledge.
learning requires that the learner engage in problem-
solving to actively build mental models. Knowledge
is attained not just by receiving information, but
also by interpreting the information and relating it to the learner's knowledge
base.
COMMON CHARACTERISTICS OF ALTERNATIVE ASSESSMENT
Asks students to perform, create or produce something
Evaluation criteria and standards are known to the
student
Involve interaction between assessor (instructor, peers,
self) and person assessed
Provides self-assessment opportunities for students
Provides opportunities for both individual and group work
Encourages students to continue the learning activity
beyond the scope of the assignment
KEY FEATURES OF ALTERNATIVE
ASSESSMENT
Assesses a learning process and encourages
student self-reflection
Based on authentic task with real-world
application
Topics and means of expression are of interest
to the students
ASSESS PROCESS OF LEARNING
Flexible
Show
development
Increases
communication
Promotes
reflection
Provides feedback
ASSESSMENT TASKS
PORTFOLIOSREFLECTIVE JOURNAL
SELF/PEER
ASSESSMENT
PRESENTATIONS
ALTERNATIVES
ASSESSMENT
GROUP WORK /
INDIVIDUAL
ARTICLE REVIEW
DIARY/LOG
POSTER
LITERATURE REVIEW
AUDIO/VIDEO/VLOG
LETTERS/
MEMOS
BUSSINESS PLAN
WEB PAGE
CASE STUDY
PROJECT
AA - The utilization of non-traditional
approaches in judging student performance.
SONG
BILL BOARD
MODEL/DIORAMA
CARTOONBROCHURE
/ PAMPHLET
NEWS REPORT
Constructive Alignment
• CA was devised by John B. Biggs (2003,1999) and represents a marriage between a constructivist understanding of the nature of learning, and an aligned design for outcomes-based teaching
education.• the underpinning concept behind the current
requirements for programme specification, declarations of Learning Outcomes (LOs) and assessment criteria, and the use of criterion based assessment.
CONSTRUCTIVE ALIGNMENT
Constructive Alignment
• There are two basic concepts behind constructive alignment:
❶
• Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's memory, and extrapolation to possible future scenarios via the abstraction of basic principles through reflection.
Constructive Alignment
❷
The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well designed learning activity or activities that are appropriate for the task, and well designed assessment criteria for giving feedback to the learner.
Biggs’s Model of CA
• The main theoretical underpinning of the outcomes-based curriculum is provided by Biggs (2003). He calls the model CONSTRUCTIVE ALIGNMENT which he defines as:
• …coherence between assessment, teaching strategies and intended learning outcomes in an educational programme. (McMahon & Thakore 2006)
Constructive Alignment
IN THE
COURSE
OUTLINE
WHAT U NEED
TO KNOW
LEARNING TAXONOMIES
TEACHING STRATEGIES/
METHODS
ASSESSMENT METHODS/
TASKS
BLOOM TAXONOMY 1956ANDERSON & KRATHWOL 2001
KRATHWOLL TAXONOMY [AFFECTIVE]
SIMPSON TAXONOMY [PSYCHOMOTOR]
ORIGINATION
ADAPTATION
COMPLEX OVERT RESPONSE
MECHANISM
GUIDED RESPONSE
SET
PERCEPTION
• Distinguish between declarative knowledge and functioning knowledge
Knowledge that can be declared
Put the knowledge to work, to make it function
EXAMS
PERFORMANCE BASED ASSESSMENT
UTM GRADUATE ATTRIBUTEs
GRADUATE ATTRIBUTE
COMMUNICATING SKILLS(Kemahiran Berkomunikasi)
CS
Thinking Skills(Kemahiran Berfikir)
TH
Scholarship(Kesarjanaan)
SC
Team working skills(Kemahiran kerja berpasukan)
TW
Adaptability(Kebolehsuaian)
AD
Global Citizen(Warga Global)
GC
Enterprising Skills(Kemahiran Berdaya Usaha)
ES
CONTINUOUS QUALITY IMPROVEMENT
[CQI]
CQI - A process to ensure programs are systematically
and intentionally improving services and increasing positive outcomes
OBJECTIVES
• Continuous improvement is included in the new program standards
• Programs participate in on-going self assessment process
• Programs identify their areas of strength and opportunities for growth
• Multiple feedback loops inform improvement at the program, classroom and professional level
CONTINUOUS QUALITY IMPROVEMENT
[CQI] FOR ASSESSMENT
CONTINUOUS QUALITY IMPROVEMENT
[CQI] FOR ASSESSMENT
VALIDITY AND RELIABILITY
VALIDITY AND RELIABILITY OF THE ASSESSMENT
ALTERNATIVE ASSESSMENT
VALIDITY AND RELIABILITY