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7/23/2019 Report in Assessment 1.pptx
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Educational MeasurementsIn Assessment 1
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Reporter’s
1.Jayson Santos2.Adeliza Guban3.ar!in "osme
#.R$onalyn Manuel%.April Iba&ez
'.()et$ Gonza*a+.,atric- Ja)ier
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Measurement
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Measurement tools ands-ills $a)e a )ariety ouses in e)eryday lie. /$e
ability to use measurin*tools0 rulers0t$ermometers0 scales0 and
to estimate !it$ t$esetools are necessary s-illst$at enable us to uantiy
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unction o Measurements
1. to determine what knowledge0 s-ills0abilities0 $abits and attitudes $a)e beenacuired.
2. to determine what progress or e4tento learnin* attained
3. to determine strengths0 !ea-nesses0di5culties and needs o students.
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/ypes 6 Measurement
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Measurement can therefore:
•Objective –(as in testing) or
•
Subjective (as in perception).
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•Testing produces objective
measurement while epertratings provide subjective
measurement.
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•
Objective measurement determinethe outcomes of learning! it ma"serve as a basis for determining
the effectiveness of a teachingprocess! then if the Objective isattained! the teaching process is
effective! otherwise it is not
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Characteristics of ObjectiveMeasurement7
•Objectives must be stated clearl"and une#uivocall".
•$t must be fit the age ! gradelevel! and other ps"chological
traits of the learner.
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•Objective must be behavioral.
• Objectives for
that subject mattermust cover all theimportant aspects
of that subjectmatter.
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%owever! there are certain facets of the#uantit" or #ualit" of interest that cannot
be successfull" captured b" objectiveprocedures but which can be done b"S&'*T$+ methods
,aesthetic appeal of a product or aproject of students. $t follows that itma"be best to use both methods ofassessment whenever the constraints of
time and resources permit
e.*.
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Indicator0 8ariables and actors
An educational )ariable 9denoted by anEn*lis$ alp$abet 0 li-e : ; is a measurable
c$aracteristic o a student .
8ariables may be directly measurableas in
: < AGE or : < EIG/ 6 AS/=>E?/ .
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• A 8ariable cannot be directlymeasured li-e !$en !e !ant to
measure @ class participation ’’ o astudent .
• An Indicator 0 I 0 denotes t$e
presence or absence o a measuredc$aracteristic .
• /$usI < 10 i t$e c$aracteristic is presentI<0 i t$e c$aracteristic is absent
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The Variable X= ClassParticipation ,
we can let I1, I2..,
In denote the participation of astudent in N class recitations and let
X= SUM OF THE I’s divided by nrecitations .
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• If there were n= 10 recitations and thestudent participated in 5 of these 10 ,
then x= 5/10 or 50% .
•Indicators are the building blocks ofeducational measurement upon which all
other forms of measurement are built
• A group of indicatorsCONSTITUTE AVARIABLE.• A group of variables form A CONSTRUCTor A FACTOR
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E4ample 7 /$e ollo!in* )ariables
!ere measured in a battery tests 7
:1 < "omputational S-ills
:2 < Readin* S-ills :3 < 8ocabulary:# < Bo*ic and Reasonin*
:% < Seuences and Series
:' < Manual >e4terity
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/$ese )ariables can be *rouped as
ollo!s7
Group 1 7 9 :10 :# 0 :% ; <Mat$ematical Ability actor
Group 2 7 9 :20 :3 ;< Ban*ua*e Ability
actor
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“ASSESSMENT OF
LEARNING”(Basic Concepts)
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• reers to t$e collection o data todescribe or better understand an
issue.
• be*ins as students become a!are ot$e *oals o instruction and t$e
criteria or perormance
Assessment as learnin*
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•in)ol)es *oalsettin*0monitorin* pro*ress0 andreCectin* on results
• implies studento!ners$ip andresponsibility or mo)in*
$is or $er t$in-in*or!ard
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,rinciples o Duality Assessment
1."larity o t$e Bearnin* /ar*et2.Appropriateness o t$e Assessment
Met$od3. 8alidity#. Reliability%. airness'. ,racticality and E5ciency
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8alidity
•is t$e most important uality o atest.• does not reer to t$e test itsel.
Reliability•it reers to t$e consistency oscore obtained by t$e same
person !$en retested usin* t$esame instrument or one t$at isparallel to it.
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•t$e assessment procedures do notdiscriminate a*ainst a particular *roup ostudents
airness
students rom )ariousracial0 et$nic0 or *ender
*roups0 or students !it$disabilities.
e4ample
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,racticality and E5ciency
1./eac$er’s amiliarity !it$ t$e
met$od2./ime reuired
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Various
Roles ofAssessment
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Summative Role-used to measurestudent growth afterinstruction and
are generally given at
the end of a course in order to determine
whether
long term learninggoals have been met.
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Summative Assessments are oftencreated in the following formats:
Selected response items Multiple c$oice /ruealse
Matc$in* Short answer ill in t$e blan- 6ne or t!o sentence response
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ormati)e Role-is a process used byteachers and studentsduring instruction that provides explicit
feedback to adjustongoing teaching andlearning to improve
students’ achievement ofintended instructionaloutcomes.
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ive Attributes of "#ective !ormative Assessm
Learning Progressions
-Learning progressions should clearlyarticulate the sub-goals of the ultimate learning
goal .
Learning Goals and Criteria for Success - Learning goals and criteria for success should beclearly identified and communicated to students.
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Descriptive Feedback
-Students should be provided with evidence-based feedback that is linked to the intendedinstructional outcomes and criteria for success.
Self- and Peer-Assessment -Both self- and peer-assessment areimportant for providing students anopportunity to think metacognitively
about their learning.
Collaboration
- A classroom culture in whichteachers and students are partnersin learning should be established.
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%iagnostic Role
-is intended to improve thelearner’s experience andtheir level of achievement.
However, diagnosticassessment looks backwardsrather than forwards.
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&e' "lements of %iagnostic Assessment
The nature ofdiagnostic assessment:
,$t must be lin-ed to pre,determined learningobjectives.
,$t should be s"stematicall" built in to the curriculum.
,%owever the assessment is done! care should beta-en to ensure that it is ade#uate in scope! valid!reliable! practical and acceptable to those
involved.
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,Testing should be fair! ta-ing account of e#ualopportunities issues.
, test/s instructions and administration must be
clear and not distort results.
,0upils should understand wh" and how the" are tobe tested.
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(lacement
-a test to determine a student's level ofability in one or more subjects in order toplace the student with others of the sameapproximate ability.
-a test usually given to a student entering aneducational institution to determine specificknowledge or proficiency in various subjectsfor the purpose of assignment to appropriatecourses or classes.
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"VA)*A+,O-
O!)"AR-,-.
A-%
(RO.RAMS
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evaluation
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+he evaluation iss'stematicapproach that will
guide inmeasuring the
e/cienc' ande#ectiveness of a
training0 a course
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"valuation uses
methods and measuresto judge studentlearning andunderstanding of thematerial for purposes
of grading and
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,t is meeting the
goals andmatching them
with theintendedoutcomes1
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"valuationmight bebased onmeasurementdata but also
might bebased onother t'pes of
data such as3uestionnaires0 direct
observation0
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/ES/S are tools t$at eFecti)ely en$ance
t$e educational process represent anattempt to pro)ide obHecti)e data t$at canbe used !it$ subHecti)e impressions to
ma-e better0 reliable decisions.
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Student E)aluation is necessary to $elpteac$ers determine t$e de*ree to !$ic$educational obHecti)es $a)e been ac$ie)ed
and to $elp teac$ers -no! t$eir students as
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Conte4t ,nput
(rocess
Output
Outcome
A S'stems Model for "valuatio
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,t refers to theenvironment of the
curriculum1 +he realsituation where thecurriculum is
operating is itsconte4t1 Simpl' put
conte4t evaluation
Conte4t
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Refers to theingredients of the
curriculum whichinclude the goals0instructional strategies0
the learners0 theteachers0 and all thematerials needed1
Input
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Refers to the
wa's ofmeans of
how thecurriculum
was
(rocess
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output is used to
refer to theamount ofsomething that a
person or thingproduces1
Output
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,t is an activit'0
process0 orsituation that e4istsat the end of it1
Outcome
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,ndicates if the
curriculumaccomplishes itsgoals1 ,t will
determine to whate4tent thecurriculum objectives
(roduct
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"valuationis part of a
largerprogramplanning
process1
+he !our Standards of
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-o one right$ evaluation1,nstead0 best choice ateach step is options that
ma4imi5e: Utility : 6ho needs the info from this
evaluation and what info do the'need7
Feasibility 7 8ow much mone'0 time0and e#ort can we put into this7
Propriety: 6ho needs to be involvedin the evaluation to be ethical7
Accuracy: 6hat design will lead to
accurate information7
+he !our Standards of"valuation
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ir-patric- ourle)els o
E)aluation
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The End /$an-s or listenin*
Imparted by7Group 11.Jayson Santos
2.Adeliza Guban3.ar!in "osme
#.R$onalyn Manuel%.April Iba&ez
'.()et$ Gonza*a+.,atric- Ja)ier