Research on Assessment

7/31/2019 Research on Assessment

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RESEARCH ON

ASSESSMENT


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RESEARCH QUESTIONS

1. What is the gap between currentassessment practice and idealassessment practice?

2. What is the relationship between

formative assessment and studentlearning and motivation?

3. What are the promising formativeassessment practices for promoting

students progress toward becomingcollege ready?4. How can we help teachers use

formative assessment effectively?


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KEY FINDINGS

1. Formative assessment for improvinglearning and motivation

2. Characteristics of effective formativeassessment

- Assessment as instruction- Descriptive feedback- Alignment- Authentic Assessment-Technology

3. Professional development and supportsystems


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FORMATIVE ASSESSMENT

When assessments are used

diagnostically to provide feedback to

teachers and students during the

course of instruction


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Authentic assessment

is performance based capitalizes on the strengths of the learner

is based on real-life events

emphasizes emerging skills

focuses on purposeful learning

relates to instruction is on-going in all contexts - home, school, community

provides a broad and general picture of student learningand capabilities

is based on authentic curriculums

celebrates, supports, and facilitates development andlearning


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Evidence Based Practice

Deep Learning occurs when:

Faculty/Student contact encouraged Student cooperation encouraged Active learning is encouraged Students get prompt feedback Time on task encouraged High expectations communicated Diverse ways of learning respected


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CONSTRUCTIVE

ALIGNMENT


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CA: AN APPROACH TO CURRICULUM

DESIGN

To maximise the conditions for qualitylearning by ensuring alignment throughoutthe process, from the forming of intendedlearning outcomes (ILOs), to the choice ofteaching and learning activities (TLAs) tothe assessment tasks (ATs).

Alignment ensures the system is consistent- every component supports each other.


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ALIGNMENT IN THE DESIGN

OF TEACHING AND

ASSESSMENT.Example of ILO - Design a sampling plan

given a population.

The learning activity in the ILOs (expressed a

verb which acts as a standard) needs to be

activated in the:

- TLAs if the ILO is to be achieved.- ATs to verify that the ILO has in fact been

achieved according to the standard set(criterion-referenced).


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N TR T E NMENT

ACTIVE ENGAGEMENT OF

STUDENTSSKILLS AND KNOWLEDGE- LO

METHODS

TIMING

CLEAR CRITERIA

FEEDBACK/FEED-FORWARD


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PERUBAHAN DALAM

PENTAKSIRAN


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DARIPADA KEPADA

Penekanan kepada produk

pembelajaran

Penekanan kepada proses dan

produk pembelajaran

Pendekatan tong kosong dalampengajaran dan pembelajaran

Pendekatan perkongsian dalampengajaran dan pembelajaran

Berfokus kpd pentaksiran faktadan prosedur yang terpisah

daripada p & p

Berfokus kepada pentaksiranaktiviti kompleks yg

mengintegrasi kemahiran,

pengetahuan dan sikap, yg

memerlukan pemikiran kritikal

dan kreatif


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DARIPADA KEPADA

Bentuk item ujian objektif anika

pilihan, betul-salah, padanan

merupakan bentuk yg utama

Lebih autentik, pentaksiran

prestasi menggunakan aktiviti-

aktiviti penyelesaian masalah,

projek, portfolio

Lebih banyak soalan berbentuk

tertutup

Lebih banyak soalan terbuka

dan aktiviti yang memerlukan

penilaian

Penilaian individu oleh

guru/pensyarah sahaja

Penilaian individu dan

kumpulan oleh guru, pelajar,

rakan sebaya dan lain-lain

Lebih kepada ujian rujukan

norma

Lebih kepada ujian rujukan

kriteria (pendekatan masteri)


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RECOMMENDATIONS

Integrate assessment into dailyclassroom instruction

Provide students with frequent feedbackon their current level of understandingand next steps for enhancing futurelearning

Promote self-assessment

Align assessment with learningobjectives and unique student needs

Utilize technology to improveassessment utility and efficiently

Research on Assessment

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