Silva assessment

Dorothy D. Silva

Isabela State University

December 6, 2016

How to align assessment

with learning outcomes

How to assess learning

outcomes

“ If you don’t know where you are headed, you’ll probably end up someplace else.”

-Douglas J. Eder, Ph.D.-

What is assessment?

We use the general term assessment to

refer to all those activities undertaken by

teachers and by their students in

assessing themselves – that provide

information to be used as feedback to

modify teaching and learning activities.

Assessment Cycle

Gathering evidence

Giving feedback

Reflecting and

planning

Teaching and

Learning

Holistic

Diagnostic (assessment for learning)

Formative/Developmental (assessment for

and assessment as learning)

Summative and Evaluative (assessment of

learning)

Standards based

Content – what the student knows, can do,

and understand

Performance – how the student transfers

his/her understanding to life situations.

TYPE PURPOSE

Formative

assessment =

Assessment FOR Learning

Provides feedback that helps ensure

quality future achievement by improving

teaching and learning

Summative

assessment =

Assessment OF Learning

Used to measure, record and report on a

student's level of achievement in regards

to specific learning expectations

Formative assessment = assessment FOR learning

Summative assessment = assessment OF learning

What is assessment AS learning?

Assessment AS Learning is a process of

developing and supporting students’ active

participation in their own learning.

Have we always considered individual

differences?

Assessment for Learning

Assessment should boost student

motivation to want to make the effort

and be willing to keep on engaging,

even when they find learning difficult.

To sustain motivation for learning,

progress and achievement should be

emphasized, not failure.

Effective assessment for learning requires that learning goals, teaching strategies and assessment should be carefully matched.

Students should know in advance what they will learn, as well as how and why they are to be assessed.

Hence, teachers’ instructional plans should be flexible to be able to cater to individual, group or class needs anytime.

As a tool for improving teaching and learning,

assessment should take place at the

As a tool for improving teaching and learning,

assessment should take place

Assessment as Learning

Students make progress when they

develop the ability to monitor their own

work. To do this well, they need to

understand:

what high quality work looks like

what criteria define quality work

how to compare and evaluate their

own work against such criteria

DEPARTMENT OF EDUCATION

Is pre-assessment formative or summative?

• Pre-assessment is formative because it’s purpose is to expose the background knowledge of learners of a new lesson.

• Pre-assessment informs both the teacher and the students their strengths and weaknesses (diagnostic assessment).

• Pre-assessment allows learners to have an overview of the lesson prior to instruction.

• Pre-assessment gives meaning and purpose to learning as students tackle the lesson.


BIG QUESTION:

How should the formative assessment results be used?


StudentsTeachers

plan and modify teaching and learning

programs for individual students, groups

of students and the class as a whole

pinpoint students’ strengths so that

both teachers and students can build on

them

identify students’ learning needs in a

clear and constructive way so they can

be addressed

involve parents and families in their

children's learning.

Uses of Formative Assessment Results

plan and manage

the next steps in

learning like

adjusting learning

strategies

uses information to

lead from what has

been learned to

what needs to be

learned next


DepEd Order No. 73, s. 2012General Guidelines for the Assessment and Rating of Learners

Philosophy

Assessment shall be

used primarily as a

quality assurance

tool to

track student progress in the attainment of standards (content and performance),

promote self-reflection and personal accountability for one’s learning

and provide a basis for the profiling of student performance.

Formative

assessment

Self-assessment

Summative

Assessment

DepEd Order No. 73, s. 2012


Nature Purpose

Assessment shall be holistic.

With emphasis on the formative or developmental purpose of quality assuring student learning.

General Guidelines for the Assessment and Rating of Learners

Assessment is standards-based.

Assessment seeks to ensure that teachers will teach to the standards(content and performance) and students will aim to meet or even exceed the standards.



(analyzing which strategy works)

(modifying strategy to cater learners’ needs)

Holistic Assessment

Low Order Thinking Skills further Explained

Levels The learner …

Applying makes use of

information in a

context different

from the one in

which it was

learned

Can you use the

information in

another familiar

situation?

Implementing,

carrying out, using,

executing

Understandi

ng

grasps the

meaning of

information by

interpreting and

translating what

has been learned

Can you explain

ideas or

concepts?

Interpreting,

exemplifying,

summarizing,

inferring,

paraphrasing,

classifying,

comparing,

explaining

Rememberin recall, restate Can you recall Recognizing, listing,

Higher Order Thinking Skills further Explained

Levels The learner…

Creating creates new

ideas and

information using

what has been

previously

learned.

Can you

generate new

products, ideas,

or ways of

viewing things?

Designing,

constructing,

planning, inventing,

devising, making

Evaluating makes decisions

based on in-

depth reflection,

criticism and

assessment.

Can you justify a

decision or

course of action?

Checking,

hypothesizing,

critiquing,

experimenting,

judging, testing,

detecting,

monitoring

Analyzing breaks learned

information into

Can you break

information into

Comparing,

organizing,


Attainment of Learning outcomes

Basis for the quality assurance of learning using formative assessments

Focus of the summative assessments and shall be the basis for grading at the end of instruction


General Guidelines for the Assessment and Rating of Learners



DO DON’T

Give freedom to

students to express

their learning or

understanding in

appropriate ways.

Prescribe materials or

strategy to use in

demonstrating their

learning or

understanding.21st Century Skills

Creativity/innovativeness

Resourcefulness

Critical thinking

Divergent thinking

Inquiry and analytical thinking

Integrative thinking

How can we develop independent, innovative and

critical thinkers if we impose our ideas on learners?

Where is the spirit for differentiated assessment?

Should we insist to give a uniform

assessment to students with differing

learning styles, multiple intelligences,

and social, religious and economic

factors?

Is asking a learner the inherently

impossible a fair method of assessing

his/her 21st century skills?

From stressed to exultant! What

do you think is the reason for the

observable change?

Tim, I’m proud of the progress you are making in solving problems involving linear equations in two variables. Next time, try adding graphical presentations in your solutions.

if

Are teachers like this? Or like this?!

Teacher’s Empathy to Learners

Learners’ Trust to the Teacher

Effective Feedback

Improved

Learning

Outcome

Merden L. Bryant (Staff, QAAD DepEd Region VII)

I choose

C

Why do we need to

assess?

../SHS faci training (november 29, 2016)/Why We Need Common Core- -I choose C.- - YouTube.MKV

…simulate or replicate

important real-world

challenges (Wiggins and McTighe)

…measures a student’s ability

to perform a real world task (Northern Illinois University)

Student performance on a

task is typically scored on a

rubric to determine how

successfully the student has

met specific standards. (Mueller)

A form of assessment in

which students are asked to

perform real-world tasks that

demonstrate meaningful

application of essential

knowledge and skills.

To know if students can

apply what they have

learned in authentic

situations (Mueller)

To Improve

To Inform

To Prove

UW-Madison Assessment Manual: Using Assessment

for Academic Program Improvement April 2000

Program Improvement Revised April 2000

How do we know what to

assess?

At the END!!!

…with the

OUTCOME!!!!

Specific

accomplishments to be

achieved

(Hatfield)

What do my students need to

UNDERSTAND and

DEMONSTRATE as a result

of taking this course?

HOW are my students going to

APPLY what they have

learned in here, out there?

= PERFORMANCE

1. Identify desired results

2. Determine acceptable

evidence

3. Plan learning experiences

and instruction

Wiggins and McTighe, 2004

Participants will identify key

learning outcomes for a

course they teach

Participants will design one

authentic assessment activity

to measure

Real world

application of

knowledge or skill

What criteria will you use to

measure how the student

performed the task?

A scoring scale used to assess

student performance along a

task-specific set of criteria –

Mueller

1. Portfolio - Digital/electronic/web-

based

2. Special projects/capstones

3. Journals/learning logs/digital learning

records

4. Conferences/interviews

5. Oral examinations

6. Self-/peer assessments

7. Collaborative project

8. Performances

9. Experiments/research

studies/visual representations

10. Case studies

11. Service learning

12. Internships –

logs/journals/reflections

13. Anecdotal observations

14. Student generated items

15. Industry certifications that show

competencies

16. Conferences/interviews

17. Education plan

18. Faculty critiques

19. Documentation of service learning

experiences

Your Sub Title Here

Portfolio = a purposeful collection of student’s

work that shows the student’s efforts,

progress, and achievements in one or more

areas of the curriculum

Your Sub Title Here

The collection represents the student’s best

work or best effort, student-selected samples

of work related to learning outcomes being

assessed, and evidence of growth and

development towards mastery of learning

outcomes (i.e., student’s self-reflection)

Thoughtfulness (including evidence of students’

monitoring of their own comprehension)

Growth and development in relation to key curriculum

expectancies and indicators

Understanding and application of key processes

Completeness, correctness, and appropriateness of

products and processes presented in the portfolio

Diversity of entries (e.g., use of multiple formats to

demonstrate achievement of designated performance

standards)

Source: Paulson, Paulson and Meyer, 1991

Critical evaluation of

individual’s work by

reviewers with the same

or similar training (e.g.,

students reviewing the

work of fellow students)

Phase II. Activity 4.1

Authentic Assessment

Gives students an opportunity to be more involved in the learning process

Facilitates group work

Enables teachers to implement complex learning activities in large classes without (being discouraged by) having to read and evaluate each student’s work



“The involvement of students

in identifying standards and/or

criteria to apply to their work

and making judgements about

the extent to which they have

met these criteria and

standards.” (Boud, 1995, 1999)



1. Comprehensive Exam

2. Major Project

3. Student Portfolios

4. Pre-test/Post-test

1. Internship Evaluation

2. Alumni, Employer, Graduate Exit

survey

3. Student scholarly achievement

4. Examination of information

contained in department's own

database

5. Student Satisfaction Survey

6. Student Course Evaluation

7. Community perception of

program

8. Student graduation/retention

rate

9. Focus group discussions

- The minute paper is a short exercise in which you ask students to write for one minute on two questions: What was the most important thing you learned today? and, what question still remains in your mind after today's class?

1

- This assessment method is similar

to the minute paper. Students write a one-

minute essay on the muddiest point that

remains in their minds after a lecture,

demonstration, or presentation.

2

In this method, students write and

then discuss a one-sentence

summary that describes the

content covered in class.

3

In directed paraphrasing, students

summarize a concept or procedure in two

or three sentences.

4

Here, the instructor asks

students to think of real-

world applications of topics

discussed in class.

5

1. Are the following elements present in

the instrument?

Learning Outcome

Product or performance-based

assessment

Real-world relevance

Application of knowledge

Alignment with criteria on rubric

2. Will the assessment task

elicit the learning outcome(s)

being assessed?

3. Will the assessment task

elicit a full expression of

ability at a level appropriate

to the students’ general

education learning

experience?

4. Does the assessment task require

students to demonstrate

proficiency of the learning

outcome (understanding and

ability)?

5. Does the assessment task

integrate knowledge and skills

gained throughout the students’

general education learning

experience?

6. Does the assessment task permit students some individual difference in meeting the performance criteria?

7. On a scale (from disconnected to fully integrated), does the assessment task encourage students to integrate competencies with each other?

8. Does the assessment task assess both knowledge and ability?

9. Is the assessment task authentic; that is, does it involve students in issues they see as vital concerns or engage them with problems related to the real world?

Unlike the cognitive domain which emphasizes measurements of reasoning and the mental faculties of the student, the affective domain describes learning objectives that emphasizes a feeling tone, an emotion, or a degree of acceptance or rejection.

Receiving describes the stage of being

aware of or sensitive to the existence of

certain ideas, material, or phenomena and

being willing to tolerate them. Examples

include: to differentiate, to accept, to listen

(for), to respond to.

1

Responding describes the second stage

of the taxonomy and refers to a

commitment in some small measure to

the ideas, materials, or phenomena

involved by actively responding to them.

Examples are: to comply with, to follow,

to commend, to volunteer, to spend

leisure time in, to acclaim.

2

Valuing means being willing to be

perceived by others as valuing certain

ideas, materials, or phenomena.

Examples include: to increase measured

proficiency in, to relinquish, to subsidize,

to support, to debate.

3

Organization is the fourth stage of

Krathwohl’s taxonomy and

involves relating the new value to those

one already holds and bringing it into a

harmonious and internally consistent

philosophy. Examples are: to discuss, to

theorize, to formulate, to balance, to

examine.

4

Characterization by value or value

set means acting consistently in

accordance with the values the

individual has internalized. Examples

include: to revise, to require, to be

rated high in the value, to avoid, to

resist, to manage, to resolve.

5

1It is the most common measurement tool in

the affective domain. It essentially requires

and individual to provide an account of

his/her attitude or feelings toward a

concept or idea or people. Self reports are

also sometimes called “written reflections.”

In using this instrument tool, the teacher

requires the students to write his/her

thoughts on a subject matter or any other

academic concern.

2Scales measures two things: directionality

of a reaction (e.g. good versus bad) and

also intensity (slight to extreme)

3The most common and perhaps the

easiest instrument in the affective domain

to construct is the checklist. A checklist

consists of simple items that the student of

teacher marks as “absent” or “present.”

1. Enumerate all the attributes and

characteristics that you wish to observe

relative to the concept being measured

2. Arrange these attributes as a

“shopping” list of characteristics

3. Ask the students to mark those

attributes or characteristics which are

present to leave blank those which are

not

3The most common and perhaps the

easiest instrument in the affective domain

to construct is the checklist. A checklist

consists of simple items that the student of

teacher marks as “absent” or “present.”

Source:Dr. Diane King

Director, Curriculum DevelopmentSchool of Computer & Engineering

Technologies

[email protected]

Assessment

should be

a first thought,

not an

afterthought.

“If we always do what we’ve always

done, we will get what we’ve always

got.” - Adam Urbandi-

“Students can escape bad teaching but

they cannot escape bad assessment.”

-David Boud

“The important question is not how

assessment is defined but whether

assessment information is used.”

-Palomba &

Banta-

How do we know if our students

understood what we have taught

them?

Students have mastered the unit

if they can

TRANSFERtheir

UNDERSTANDING

“To understand is to be able to

wisely and effectively use what

one knows, in context – to “apply”

our knowledge and skill

effectively,

in a realistic setting.”

Wiggins and McTighe

Application Transfer

• Involves

practice

• Not always

responding to

real world

situations

• Involves both

practice and

designing

relevant

response to

real world

concerns for a

particular

audience

Course

Learning

Outcomes

Transfer Goal Performance

Task Scenario

(What are

students

expected to be

able to do?)

(What in the long

run after school

can students do

on their own with

what they

learned?)

(What real life

situations can

students put

themselves in

where they can

perform the

transfer goal?) Sample

performance task.docx

If kids come to us from strong, healthy functioning families,

it makes our job easier.

If they do not come to us from strong, healthy, functioning families,

it makes our job more important.

Barbara Colorose

Silva assessment

Education

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