CED Gabay. II. CONCEPTS IN ASSESSING STUDENT LEARNING. 1. Role of Measurement and Assessment in teaching De Guzman Santos Rosita, et. ADVANCED METHODS IN EDUCATIONAL ASSESSMENT AND EVALUATION ASSESSMENT OF LEARNING 2. Rosita De Guzman-Santos, Ph.D. These approaches are classified below (source: Rosita de Guzman-Santos, ): . 1. Clarity of Learning Targets Assessment can be made precise, accurate.

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What are the critical or important external factors? Subjectivist, elite, true evaluation. Should courses be integrated or separate?

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However, they only focus on the testee performance and they might not adequately sample what is taught or expected. Student performance can be documented in four ways: Other documents relating to learning Advance Methods in Educational Assessment.

What time is available compared with the workload for preparation? These studies help people understand the activities and values involved from a variety of perspoectves. How supportive is the classroom environment? They draw on the insights, experience and expertise of qualified individuals who use established guidelines to determine if the applicant should be approved to perform specified functions.

How strong are the teaching skills of teachers? In addition, well-written performance criteria allow the teacher to be consistent in scoring over time which is especially good when evaluating skills Stiggins, How do students use what they have learned? What is the students’ existing knowledge? Specific assignments or tasks to be evaluated and the assessment criteria need to be clearly identified at the start.

educational assessment

How do you measure student performance? Observation and Self Reports – Useful supplementary methods when used in conjunction with oral questioning and performance tests 3. Diane Hart, in her excellent introduction to Authentic Assessment: Is there a need for the course? Authentic assessments have many potential benefits. This helps ensure a balanced presentation of different perspectives on the issues, but also likely to discourage later cooperation and heighten animosities between contesting parties if “winners” and “losers” emerge.

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Adanced Methods of Educational Assessment by De. How is the course organized? Authentic assessment provides valuable information to the teacher on student progress as zssessment as the leadning of instruction.

Introduce authentic assessments in one area for example, on homework assignments and progress in small steps as students adapt. Spearman-Brown prophecy formula ii. These programs are good at comparing individuals or groups to selected norms in a number of subject areas or to set a standards of performance.

This approach is considered a quasi-evaluation as it is not based on value judgment, only based on knowledge, thus not true evaluation.

The learning targets, involving knowledge, reasoning, skills, products and effects, need to be stated in behavioral terms which denote something which can be observed through the behavior of the students. What is the quality of assessment what levels of KSA are assessed?

Public relations studies or information is used if paint a positive image of an object regardless of the actual situation. Friday, May 22, Evaluation Method: While effective at measuring content knowledge, standardized tests do not measure students’ skills or ability to perform higher level thinking. Drafts of rubrics presented in the class d. That practice has evolved into what is today termed “authentic vuzman-santos which encompasses a range of approaches including portfolio assessment, journals and logs, products, videotapes of performances, and projects.

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What are the students’ KSA levels after the course? The are quasi-evaluation because particular studies legitimately can focus only on questions of knowledge without addressing any questions of value.

guzman-xantos These are designed to provide knowledge based for making and defending decisions. Some of the more common methods are listed below: However, this information is restricted to readily quantifiable data usually available at regular intervals. These approaches are not acceptable evaluation practice, although the seasoned reader can surely think of a few examples where they have been used.

Objectivist, elite, true evaluation. Temptation to assist students. In this approach, the user is asked to to go through a series of questions in the context, inputs, process and product stages. However, unless performance-based standards are used, attributes of applicants and the processes they preform often are over-emphasized in relation to measure of outcomes or effects.

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Ultimately, a more positive attitude toward school and learning may evolve. Presence of concealment or deception.

Authentic assessment can be successfully used with students of varying cultural backgrounds, learning styles, and academic ability. Are the aims suitable? Product Rating Scales – Used to rate products like book reports, maps, charts, diagrams, notebooks, creative endeavors – Need to be developed to assess various products over the years c. What are the main lessons learned?