Assessment - process of gathering data to make Bloom's taxonomy three domains

decisions
- cognitive (knowledge based goals)
Assessment of learning - summative
- psychomotor (skills based goals)
Assessment for learning - formative; identify the
- affective goals (attitudes)
meeds of the students
Traditional assessment - use of traditional
assessment (objective - multiple choice; subjective Performance Assessment
- essay)
- generate products/performance
Alternative assessment - performance oriented and
product oriented assessment methods - how well a student understands and applies the
knowledge
Performance assessment - requiring students to
perform or develop a product; apply what they
learned Performance Based Tasks
Portfolio assessment - document their progress - learning by doing
Portfolio - collection of learning and performance - actual performance pf making those products
artifacts

Types of criteria to evaluate student performance

Three different models of alternative assessment
1. Content criteria - evaluate the degree of a
1. Emergent Assessment student's knowledge & understanding
- free evaluation model 2. Process criteria - evaluate the proficiency level of
- determining the effects of instruction on students performance

- examines how and what the educational program 3. Quality criteria - quality of products/performance
and instruction are doing to address the needs of 4. Impact criteria - overall results/effects of a
the students product/performance
- DIRECT EXPERIENCE (tangible and compelling
evidence)
Rubric - performance expectations
- INDIRECT EVIDENCE (less tangible and less
compelling) Different types of rubrics;

2. Developmental Assessment 1. Holistic rubric - evaluated by applying all criteria;

overall judgent
- adopts a pre test and post test method
2. Analytic - using each criterion separately
- compare to see if the students have
impoved/progress 3. General rubric - can be applied across tasks

3. Authentic Assessment 4. Task-specific rubric - unique to a specific tasks

- allow learners to perform/create a product that are

based on real world contexts
Affective Assessment (latin - affectus - feelings)
- noncognitive outcomes
Educational Objectives - specific behaviour that will
- attitudes, values, beliefs, opinions, interests, and
lead to the desired goal
motivation
 Portfolio Assessment
- alternative to pen and paper
Affective Qualities: - a purposeful, ongoing, dynamic, and collaborative
process of gathering multiple indicators
1. To receive - attention by choice; demonstrates
awareness in an activity; gives attention to that - performance based approach to assessing
activity learning
2. To respond - willing to participate; learner reacts
to a given stimulus/info that has been received
In doing portfolio assessment
3. To value - learner places value on behavior;
1. Content principle - reflect the subject matter that
demonstrates commitment to the knowledge
is important for the students to learn
4. To organize - prioritize values and resolves
2. Learning Principle - enable the students to
conflicts between them; internlized and integrated
become active and thoughtful learners
feelings; able to discern right from wrong
3. Equity principles - demonstrates their learning
5. To characterize - acts out of one's values;
styles
demonstrates beliefs and attitudes in multiple
events

Three types of portfolio

Assessment tools to measure affective learning: 1. Working portfolio - day to day eorks that reflect
his/her learning
1. Self-Report Questionnaires - asked to answer a
question about himself/herself 2. Show portfolio - collection of a student's best
work
A. Likert Scale (rensis likert) - respond to select
on a scale (strongly agree, agree, disagree, 3. Documentary portfolio - combination of a working
strongly disagree) and a show portfolio

Entire Scale - sum the balues of each selected Steps in portfolio development
option and determine the score for each
respondent 1. Set goals

Semantic Differential - contrasting adjective placed 2. Collect

at opposite ends of the number scale 3. Select
Checklist - form of self-report; demonstrates a set 4. Organize
of qualities/behaviors
5. Reflect
Interview - oral assessment of student learning
6. Evaluate
Student Journals - monitoring student thinking and
attitudes; gives students guided opportunities to 7. Confer
think aloud through writing
8. Exhibit
Observations - looking out for the
presence/absence of behaviours of learners in a
natural setting
RUBRIC 4. Determine the benchmarks and point values
- scoring guide 5. Write the benchmark or performance descriptors
for quality work criteria
- specifies the performance expectations for any
kind of student work
Likert Scale - measure favorability and
unfavorability
Three essential features fo rubrics;
Verbal Frequency Scale -, measure how often a
1. Criteria - aspects, set of qualities
habit is done
2. Descriptors - descriptions, characteristics
Linear Numeric Scale - large array of ratings is
associated with each criterion
provided
3. Performance level - score, identify student's level
Semantic Differential Scale - describe the object or
of mastery w/n each criterion
behaviour by making use of two opposite adjectives
Graphic Scale - uses illustrations to represent
Types of Rubrics: degree of presence and absence

1. General/Generic Rubric - can be used to any

tasks
Table of Specifications
2. Task-specific Rubric - unique yo a specific tasks
- tool to ensure that a test/assessment measures
3. Holistic Rubric - applying all criteria the content and thinking skills that the test intends
simultaneously, overall judgement to measure

4. Analytic Rubric - using each criterion separately

Constructing TOS

Characteristics of a goof rubric: 1. Determine the coverage of your exam

1. Explicit - clear, concrete, and observable as well 2. Determine your testing objectives for each topic
as relevant and applicable area

2. Aligned - w/ the expected quality of performance 3. Determine the duration for each content area
for a particular task
4. Determine the test types for each objective
3. Authentic - meaningful and requires application
5. Polish your terms of specification
of real life skills
4. Valid - be able to measure what it intends yo
measure
5. Diagnostic - able to communicate to the students
what are expected of them

Basic steps in developing rubric:

1. Determine the learning outcomes and the
performance task to be evaluated
2. Identify the quality attributes or indicators of the
performance task
3. Determine the criteria or dimensions