Assessment and Students Essay

Journal opinion Conclusion Reccomendation III. INTRODUCTION Why do opinion? Are you guideing too little of your class? Are your schoolchilds approaching your soma as hurdlers, merely clearing required levels of functioning? Or ar they approaching your personal line of credit like high jumpers, push button themselves under your guidance to increasingly more challenging heights? If your students bent high jumpers, maybe its beca utilize you arent asking them to high jump.By using appropriate sagaciousness techniques, you gouge encourage your students to launch the height of the bar. There is considerable evidence showing that judgement drives student schooling. More than anything else, our estimation tools report students what we consider to be important. They give learn what we guide them to learn through our assessments. Traditional examineing methods lead been limited measures of student instruction, and equally importantly, of limited value for guiding student culture.These methods are often conflicting with the increasing emphasis being placed on the ability of students to think analytically, to understand and communicate at both detailed and big picture levels, and to acquire lifelong adroitnesss that permit continuous adaptation to hunt d ingestplaces that are in constant flux. More all over, because assessment is in some respects the glue that think the components of a course its content, instructional methods, and skills development changes in the structure of a course require coordinated changes in assessment.IV. search (CONTENT) What is judicial decision? sagacity is a systematic process of convocation, interpreting, and acting upon data related to student learning and experience for the purpose of developing a deep understanding of what students know, understand, and piece of ass do with their experience as a result of their educational experience the process culminates when assessment results are utilise to chang e consequent learning. Huba and Freed, 2000Key Points Assessment is an ongoing process aimed at understanding and improving student learning quadruplex methods Criteria and standards Evidence Students know, can do and understand Its more than just collecting data chronological succession in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning bulge outcomes to be attained by students LEARNING labour Specifies the particular set of learning task(s) to be assessed. sound judgment Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks.Is there close agreement? What is the Assessment Process? AIMS estimate ACTION ADJUSTMENT grandeur of Assessment To light upon out what the students know (knowledge) To find out what the students can do, and how comfortably they can do it (skill functioning) To find out how students go active the task of doing their work (process) To find out how students feel nearly their work (motivation, effort) What is Student Assessment for? *To befriend us design and transmute programs to develop promote learning and student success. To bring home the bacon common definitions and benchmarks for student abilities that will enable us to act more coherently and legally to promote student learning. *To provide feedback, guidance, and mentoring to students so as to help them better plan and execute their educational programs. *To provide improved feedback about student learning to hold up faculty in their work. Functions of Assessment Diagnostic tell us what the student needs to learn shaping tell us how head the student is doing as work progresses Summative tell us how well the student did at the end of a unit/task What can be assessed?Student learning characteristics -Ability differences -Learning styles Student motivational characteristics -Interest -Self-efficacy -goal orientation Learning Content knowledge Ability to apply content knowledge Skills Dispositions and attitudes accomplishments Direct and corroboratory Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include objective tests, essays, case studies, problem solving exercises, presentations and classroom identifications. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays.It is useful to include both direct and indirect assessment measures in your assessments. How should we assess? True False Item Multiple Choice Completion Short assist Essay Practical Exam Papers/Reports Projects Questionnaires Inventories Checklist Peer Rating Self Rating Journal Portfolio Observations Discussions Interviews Criteria In Choosing an Assessment Method It should be reliable. It should be valid. It should be simple to operate, and should not be too costly. It should be seen by students and society in general. It should benefit all students. Who should be involved in assessment?The instructor The student The students peer Administrator Parents What should we do with the information from our assessment? Use it to improve the focus of our teaching method (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program intend (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments Ask students to respond in theme to questions or problem -Item level Assessing lower vs. higher skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, matching (recognition), dead answer, essay (recall) Paper and Pencil Assessment Strengths -Can cover a lot of material reasonably well -Fair -Effective in assessing declarative knowledge of content Easier to construct and administer than act assessments Weaknesses -Require forethought and skill -Less effective in assessing p rocedural knowledge and creative mentation -Construction of right-hand(a) higher level recognition items is toilsome -Recall items that do a good job of assessing higher level thinking (essay questions) are tall(prenominal) to come to.Performance Assessments assessment that elicits and adjudicates actual student performances Types of Performances Products drawings, science experiments, term papers, poems, solution to authentic problems Behavior time campaign for running a mile, reciting a poem, acting tryouts, dancing Performance assessments Strengths Effective for assessing higher level thinking and authentic learning -Effective for assessing skill and procedural learning -Interesting and motivating for students Weaknesses -Emphasize depth at the expense of pretension Difficult to construct -Time consuming to administer -Hard to score fairly How can we assess student learning? Traditional assessment assess student knowledge and skills in relative isolation from real grou nd context. Traditional assessment practices reflect what students are able to recall from memory through various means, such as, multiple choice, true/false, fill in the blank, and matching questions. Authentic assessment assess students ability to use what theyve learning in tasks equivalent to those in the outside world.Occurs when the authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. Classroom Assessment Informal Assessment teachers spontaneous, day to day observations of student performances. Examples Verbal -Asking questions -Listening to student discussions -Conducting student conferences Nonverbal -Observing -Task performances -On-and off-task appearance -student choices -student body languageInformal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individualise Weaknesses -Require s high level of teacher skill -Is vulnerable to -Bias -Inequities Mistakes Classroom Assessment Formal assessment assessment that is planned in near and used to assess a predetermined content and/or skill domain. Strengths -allows the teacher to evaluate all students systematically on the important skills and concepts -helps teachers determine how well students are progressing over the entire year -provides useful information to parents and administrators.Portfolios A collection of student samples representing or demonstrating student schoolman harvest-time. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, sort reports, peer reviews and some new(prenominal) such items. Portfolios are systematic, purposeful, and meaningful collections of students work in one or more subject areas. Importance of Portfolios For Students Shows growth over time Displays students accomplishment Helps students make choices Encourages the m to take responsibility for their work Demonstrates how students thinkImportance of Portfolios For Teachers Highlights performance-based activities over year Provides a asheswork for organizing students work Encourages collaboration with students, parents, and teachers Showcases an ongoing curriculum Facilitates student information for decision making Importance of Portfolios For Parents Offer insight into what their children do in school Facilitates communication between kin and school Gives the parents an opportunity to react to what their child is doing in school and to their development Shows parents how to make a portfolio so they may do one at home at the same timeImportance of Portfolios For Administrators Provides evidence that teacher/school goals are being met Shows growth of students and teachers Provides data from various sources What do portfolios contain? Three basic models Showcase model, consisting of work samples chosen by the student. Descriptive model, consisti ng of representative work of the student, with no attempt at evaluation. Evaluative model, consisting of representative wares that have been evaluated by criteria. Disadvantages of Portfolio Require more time for faculty to evaluate than test or simple-sample assessment.Require students to compile their own work, usually outside of class. Do not easily demonstrate lower-level thinking, such as recall of knowledge. may threaten students who limit their learning to cramming for doing it at the last minute. Rubric It is a scaling guide that seeks to evaluate a students performance based on the sum of a full regorge of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the identification begins in order to get students to think about the criteria on which their work will be judged.Rubrics are scoring criteria for Free-response Questions Scientific reports Oral or Power point presentations Reflections/Journals Es say Laboratory-based performance tests Article review or reactions Portfolios Many others Open-ended Question Concept Mapping It requires students to explore relate between 2 or more related concepts. When making concept maps, they clarify in their minds the links they have made of the concepts and having visual representation of these links, they are better able to rearrange of form impudently links when new concepts are introduced. Laboratory PerformanceIn this format students and teachers know the requirements in advance and prepare them. The teacher judges the student performance in spite of appearance a specific time frame and setting. Students are rated on appropriate and effective use of laboratory equipment, measuring tools, and safety laboratory procedures as well as a hands-on designing of an investigation. Inventories Diagnostic Inventories Student responses to a serial of questions or statements in any field, either verbally or in writing. These responses may indica te an ability or interest in a particular field.Interest Inventories student responses to questions designed to find out historical experience and or current interest in a topic, subject or activity. Classroom Assessment Presentation a presentation by one student or by a group of students to demonstrate the skills used in the completion of an activity or the acquisition of curricular outcomes/expectations. The presentation can take the form of a skit, lecture, lab presentation, debate etc. Computers can also be used for presentation when using such software as Hyperstudio, Powerpoint or Corel presentations.Peer Evaluation judgments by students about one anothers performance relative to stated criteria and program outcomes Journal Assessment This contact to students ongoing record of expressions experiences and reflections on a given topic. There are two types one in which students write with minimal direction what he/she is thinking and or feeling and the other requires students to compete a specific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can recrudesce different types of reflecting writing, drawing, painting, and role playing.REFLECTIVE JOURNAL What did I learn? How do I feel about it? What happened? SYNTHESIS JOURNAL How I can Use It? What I learned? What I Did? SPECULATION roughly EFFECTS JOURNAL What could happen because of this? What happened? V. CONCLUSION A fair assessment is one in which students are given equitable opportunities to demonstrate what they know and can do. Classroom assessment is not only for tearing down or ranking purposes. Its goal is to inform instruction by providing teachers with information to help them make good educational decisions.Assessment is integrated with students day-to-day learning experiences rather than a series of an end-of-course tests. Why link assessment with instruction? Better assessment means better teaching. Better teach ing means better learning . Better learning means better students. Better students mean better opportunities for a better life. VI. RECCOMENDATION Specific assessment tools, listed below, are strongly recommended to faculty and department heads for their ability to provide useful information for accountability and, more importantly, to foster dialogue to improve student learning within courses.These three assessment tools are strongly recommended because they are concise and effective direct evaluations as inappropriate to indirect evaluations. Direct evaluations can be both formative (the gathering of information about student learning during the progression of a course or program, usually repeatedly, to improve the learning of those students) and summative (the gathering of information at the conclusion of the course, program or undergraduate career to improve learning or to meet accountability demands. ) 1.RubricsThese are the most flexible types of direct assessments and can be used to score any product or performance such as essays, portfolios, skill performances, oral exams, debates, project/product creation, oral presentations or a students body of work over the course of a semester. Since we are talking about assessing official course learning outcomes that are stated in course documents, all faculty teaching that course must agree on a detailed scoring system that delineates criteria used to discriminate among levels and is used for scoring a common assignment, product or performance or set of assignments, products or performances.Information can be obtained from the course documents assignment and evaluation pages to help guide the creation of the rubric. Pros Defines clear expectations. Can be used to score many kinds of assignments or exams Faculty define standards and criteria and how they will be applied Cons Faculty must agree on how to define standards and criteria and how they will be applied 2. Common Final Exam or Common coping stone P rojectThese direct assessment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course. all use the same net exam for all sections offered in a course (commercially produced/standardized test or locally developed final exam) or require a culminating final project that is similar (using the same grading rubric to evaluate). Pros Good method to measure growth over time with take in to a course Cumulative The data is more robust if all students complete the same assessment Provides an supererogatory buffer between student learning performance and an individual instructors teaching performance Cons Focus and breadth of assessment are important Understanding all of the variables to produce assessment results is also important May result in surplus course requirements Requires coordination and agreement on standards 3. plant Test QuestionsEmbed the same agreed upon questions that relate to the courses student learning outcomes in to the final exam for all sections of the course and analyze those results and/or embed the same agreed-upon requirements into the final project/assignment for all sections of the course and analyze those results.Pros Good method to measure growth over time with regards to a course Cumulative The data is more robust if all students complete the same assessment Provides an additional buffer between student learning performance and an individual instructors teaching performance Embedded questions can be reported as an aggregate Cons May result in additional course requirements Requires coordination and agreement on standards If some instructors embed and others do not, the data will be difficult to compare and analyze Separate analysis of embedded set of questions is required VII. REFERENCES https//www. google. com. ph/search? q=ASSESSMENT+TOOLS+PPTrlz=2C1GTPM_enPH0537PH0537aq=foq=assessment+tools+aqs=chrome. 0. 59j57j61j60l2j0. 3437j0sourceid=chromeie=UTF-8 http//www. slidesh are. net/armovil/assessment-of-student-learning? from_search=2 Fulks, Janet, Assessing Student Learning in confederation Colleges, Bakersfield College, 2004