REVIEWER IN ASSESSMENT IN LEARNING I

 is the gathering and organizing of quantitative and qualitative data. Assessment

Abegail Urbano : Uses of Educational Assessment

 It is a reflection of what students has learned as defined in the student learning outcomes. (ROLE OF GRADING IN
ASSESSMENT)
 It Provides feedback from instructors, students become aware of their strengths and challenges with respect to course
learning outcomes. (ASSESSMENT INFORMS STUDENTS OF THEIR PROGRESS)
 It is a pre-test or needs assessment informs instructors what students know and do not know at the outset.
(ASSESSMENT DRIVES INSTRUCTION)
 This assessment practices must send the right signals to students about what to study, how to study and the relative time
to spend on concepts and skills in a course. (ASSESSMENT DRIVES LEARNING)
 It is Reflection on students accomplishments offers instructors insights on the effectiveness of their teaching strategies.
(ASSESSMENT INFORMS TEACHING PRACTICE)
Chapter 1: Common Terminologies -Joy Soberano & Mary Joy Soliven

 MEASUREMENT - as the process of quantifying observations and/or descriptions about quality or attribute of a thing or
person. ex. Counting scores -is the process of qualifying a given trait.
 TEST - is a formal and systematic instrument, usually paper and pencil procedure designed to assess the quality, ability,
skill or knowledge of the students by giving a set of question in uniform manner. is a tool to measure a trait.
 STANDARDIZATION - is the process of trying out the test on a group of people to see the scores which are typically
obtained.
 CRITERION-REFERENCED TESTING - It measured factual knowledge of a defined body of material.
 NORM-REFERENCED TESTING - It measures performance relative to all other students taking the same test
 It is a type of test developed by the classroom teachers. Non-Standardized Test
 a type of test that measures students’ general achievement over a broad range of learning outcomes using norm-reference
to interpret the result Survey Test
 Multiple-choice test, matching type of test, true/false test are what type of Test? Fixed-Response Test
 It is used to describe student performance according to a specified domain of clearly defined learning tasks. Criterion
referenced
 An assessment procedure used to determine the causes of learner’s persistent learning difficulties such as intellectual,
physical, emotional, and environmental difficulties Diagnostic Test
Diane Adaliga & Nicole Nazarita : HIGH QUALITY ASSESSMENT COMPONENTS

 It is the first assessment that happens once you enter the room. Observation
 This assessment measures what it is supposed to measure. It is appropriateness, correctness, meaning, and users are made.
Validity
 This is a type of learning target which means the ability of the student to exhibit abilities associated with achievement and
to engage in psychomotor actions. Skill Target
 The example of this Appropriateness of Assessments Methods is Multiple choice like a b c, Binary choice like true or
false, and Matching type. Selective Response
 It is a type of assessment that is concerned with the accuracy, stability, and consistency of the findings. Reliability
Nicole Nazarita

 Learning assessment give students with meaningful feedback and maybe boost their ________? Motivation / self-esteem
 The concept of the assessment should be equitable? Fairness
 Teachers have a limited amount of time that is they shoud have this component of high quality assessment? Practicality
and Efficiency
 The right to privacy is one example of this component of high quality assessment? Ethics
Joanna Ariz & Norie ann Ramos: RECENT TRENDS AND FOCUS
 Refers to a system of instruction, assessment grading, and academic reporting that are based on students demonstrating
understanding or mastery of the knowledge and skills that they are expected to learn.
 On of the recent trends and focus which refers to the giving all students an equal chance to show what they know and can
do.
 It is a paradigm for design, analysis, and scoring of tests, questionnaire and attitudes.
 What are the other term for item-response education?
 One of the recent trends and focus that school can demonstrate what they know and what are they can able to do.
 The system of teaching and learning focuses all elements of the educational experience.
 Enumeration: enumerate the four recent trends and focus. Accountability and Fairness Standard-based education
Outcome-based Education Item-response education
Chapter 2 Bernadette Asirot : Standard-based Assessmen

 An assessment that relies on the evaluation of student understanding with respect to agreed upon standards, also known as
"outcomes". Standards-based Assessment It spells out what students should know and be able to do in core subjects
Content Standards
 A system of learning and assessing a student's knowledge through a display of skills. Performance Standards Assesses a
student’s performance during instruction, and usually occurs regularly throughout the instruction process. Formative
Assessment
 Measures a student’s achievement at the end of instruction. Summative Assessment
Kurt Banes

 Can be both short term and long term and can be used to determine the effectiveness of the learning program.
LEARNING OUTCOMES
 It describes the use of desired knowledge, skills, behavior and abilities. LEARNING COMPETENCIES
 A statement that describes what a faculty member will cover in a course LEARNING OBJECTIVES
 2 EXAMPLES OF COMPETENCIES •Functional Competencies •Interpersonal Competencies • Critical Thinking
Competencies
Veronica Baldoz

 From the word SMARTER, The Last letter R stands for? Readjust
 It will help you stay focused all the way along the process and it also means evaluating your performance at the end of the
process. Evaluate
 Are defined as a set of objectives and goals that are put in place by parameters, that bring structure and tractability
together. SMARTER objectives
 It answer the question “Is this goal realistic?" Achievable
 5.Through this objective you can create a timeline and benchmark your progress along it to see if you are meeting your
goals in time or not. Measurable
Luis Mario Soriano

 Is a model that describes levels of increasing complexity in students understanding of subject. Solo Taxonomy
 Who popularized the Solo Taxonomy? Kevin F. Collis and John Biggs
 In this stage of solo taxonomy have one idea about the certain topic. Uni-Structural Level
 Who invented the Marzano Taxonomy? Robert Marzano and John Kendall
 Is defined as thinking about ones thinking. Metacognitive System
Edna Ruetas

 Benjamin Bloom 2-4 Give a three type of blooms taxonomy cognitive knowledge Affective knowledge Psychomotor
 What student give when actively participating in a class discuss Responding
Diana Rose Tobias & Diane Bonode: Chapter 1: Unpacking Learning Competencies
 It must ensure that all students can access the materials. PITCH
 In behavior, use action verbs (Bloom's Taxonomy) to write ________ and _______ that shows mastery of the objective.
OBSERVABLE, MEASURABLE
 It must maintain interest and ensure learning. PACE
 In _________, there must be a good reason for teaching it. PURPOSE
Alaiza CHARACTERISTICS OF QUALITY ASSESSMENT TOOLS

 Is an assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of
essential knowledge and skills. -Performance Assessment
 Refers to the consistency of measurement that is how consistent test results or other assessment to another. -Reliability
 It permits student to organize and present an original answer. It involves either short answer questions or long general
questions. -Subjective Test
 The test items constructed must be appropriate to measure learning outcomes. - Use Appropriate Test Items
 The teacher must construct a test that is valid so that it can measure what is supposed to measure from the students. -
Make Test Valid and Reliable
Rhiza

 It is type of assessment that requires students to demonstrate skills and competencies that realistically represent real world
problem and situations. AUTHENTIC ASSESSMENT
 It is simplest form of objective test items. Most common format is true/false. Permit teachers to take a broad sampling of
behaviours. ALTERNATIVE CHOICE
 Give students the opportunity to formulate answer to questions in their own words. ESSAY
 Comprised of alternative-choice, multiple choice, matching, and completion items. OBJECTIVE TEST Requires
students to write responses in their own handwriting. COMBINATION
Desiree TABLE OF SPECIFICATION

 It is sometimes called blue print Table of Specification (TOS)

 It shows only one element such as the objectives or skills on one topic area. One-Way TOS
 These are the levels of thinking and the objective were categorized into easy, average and difficult. Bloom's Revised
Taxonomy
4-5. TRUE OF FALSE

 One of the steps in making TOS is determine the number of the students False
 Number of items is one of the steps in making TOS True
Jhazmin

 In what phase of assessment cycle where we develop methods for us to assess our students learning. MEASURE OR DO
 It is use to measure the level of skills or knowledge that has been reached TEST
 What type of test item wherein the student is asked to supply the omission COMPLETION TYPE
 It is a sequential process for us to achieve our goal and objectives. ASSESSMENT CYCLE
 In this principles of constructing test items we are going to assessed what would be our objectives and the content
coverage of test items. PLANNING
Kristel

 is the extent to which a test measures what purports to measure or as referring to the appropriateness, correctness,
meaningfulness and usefulness of the specific decisions a teacher makes a based on the test results. Validity
 Is demonstrates whether a test measures it's intended construct. Construct- related validity evidence
 When the students performance is measured bearing all the contents of the performed task. Content- related evidence
 types of Criterion- related evidence. Concurrent Validity Predictive Validity
 It means to measure the validity or effectiveness of a given evaluation method by comparing the scores in one test to those
of another. Criterion -related evidence
 Test are constructed based on the competencies that have to be tested. Content validity
Venus Assessment Tool Development

 is a degree to which an assessment tool stable and consistent results. -Reliability

 refers to the power of the item to discriminate the student between those scored high and low in the over all the test. -
Index of Determination
 is a measurement that involves assigning scores to individuals. - Measure of Relationship
 a measure of consistency used to evaluate the extent to which different judges agree in their assessment decisions. -Inter-
rater Reliability
 a measure of how consistent an individual is at measuring a constant phenomenon. - Intra-rater Reliability
 It is a basic measure of the validity of an item. Discrimination Index
 A good item must have distractors that attract more people from the LG than those at the UG. Otherwise it is considered
an ___________ item. Ambiguous
 Is defined as the percentage proportion of test takers who correctly answered the item. Difficulty index
COGNITIVE, PSYCHOMOTOR, AFFECTIVE

26. Participating in class discussion.

27. Make a scrap book with the use of indigenous materials.
28. Values people for what they are, not how they look.
29. Describe the method for making a color wheel.
30. Demonstrate the use of simple machine.
Identify the parts of flower

 rate their own work / judging the worth of project Evaluating

 is the analysis of quantitative and qualitative data for decisions. Evaluation
 Performance-based assessment/authentic assessment are evaluated using rubrics through demonstration Examples:
skill-related(cooking/ role-playing etc.)
 Objectives/Outcomes must integrate 2 or 3 domains Cognitive(mind, psychomotor(hands) and affective(heart).
 Criteria in determining the desirability of an item in a test-
 The difficulty of an item (Di)
 Discriminating power of an item (Ds)
 Effectiveness of alternatives

Assessment FOR learning occurs beFORe- Placement Assessment, Formative Assessment, Diagnostic Assessment
Assessment of learning occurs AFter the discussion ex.- Summative , Quizzes, Midterm and final Exam
Assessment AS learning -occurs when students are their own ASsessors- ex.Reflection, introducing a peer & self
assessment
like…

Giving grades to students

Reporting to parents the performance of their child.
Recommending new policies in grading students.
Giving 1- item questionnaire before discussing the chapter.
Assessing the strengths and weaknesses of students.
Giving summative test

 metacognitive system
 Solo taxonomy
 The types of test
  The lower the difficulty index, the higher its level if difficulty.

 Assessment should be based on clear and appropriate learning targets or objectives.

 Assessment should have a positive consequence on student’s learning
 Assessment should be reliable.
 Assessment should be fair.
 Which test considered to be relatively less reliable for scoring and grading?

What are the objectives under?

 Remembering
 Understanding
 Analyzing
 Evaluating
 Creating