We appreciated how each lesson was reported in the class. Now, we had learned that there are different types of assessing students' performances and there are different modes of assessing them.
As we go along with our learning, we’ve learned that assessment is an important tool for us as a future teachers. Assessment tools help the teacher to identify the weaknesses of every students in different subject areas, it also give them guide on how to rate their students' learning. Assessment opens new possibilities to proceed in the direction of developing learner’s awareness of their own learning. It also provides tools for managing and monitoring the learning processes. It evaluates the level of understanding of students and reveals the effectiveness of teacher’s strategies and methods of learning. As a future teacher, I’ve learned a lot from it.
Making an assessment or evaluating the student’s learning performance is very important in a learning activity. Through the evaluation, the teacher could evaluate the effectiveness of his teaching. A teacher could identify the points he had successfully delivered to the pupils and the points the he need to emphasize more. It is by this process you will learn or find if your students really understand the lesson that you are teaching to them. It also serves as a determinant for a learner on what progress he is making, whether he had learned or not. It is through this, you can see where your students lack understanding or if any of those concepts that you’ve teach to them is unclear.
In this module, we've learned that before conducting assessments, the teacher must first ask him/herself about how effective will the lessons' objectives are, so it can cover the learning domains: COGNITIVE, AFFETIVE & PSYCHOMOTOR responses of the students.
The first thing students need to learn is what they're supposed to be learning. Learning target is important to describe what the student should know or able to do at the end of the unit. The goal is to make majority if not all the student understand what you want them to understand. We, as a future teachers should use strategies that help assess students' comprehension of the meaning of learning goals and their comprehension of what good work looks like. Teachers should use this information to affirm understanding and clarify misconceptions.
As subject matter experts in their field, faculty know almost intuitively what the most important things are that students must master. In order to develop learning goals, faculty should answer the question, “What do I want my students to know or be able to do by the end of this course?”
Developing a set of learning goals for a course takes what faculty know but don’t always state and puts it into a short list of real concepts that can guide students and add clarity to teaching and learning. The overall goal for teaching should be learning. When students know what they should be able to do by the end of a course it will be less of a challenge for them to meet that goal. Learning goals can add to student's sense of ownership in the learning process helping them feel like they are on the inside logic of the course instead of the outside. It is also a useful communication tool. Faculty can describe their goals to colleagues and students by beginning with their goals or targets.
In this module, we've found out that there are guides in making effective tests and there are factors to consider. I've also learned that teachers should make a Table of Specifications to see if their desired test will affect their students cognitive, dispositional and psychomotor domains.
The ongoing developments in the society and work life as well as the recent shift in the conceptions of man and learning suggest the need to work towards self- regulated learning in foreign and second language in education. Such aims in language learning are part of the general education goals and supporting learner autonomy and learning to learn. Being a future teacher, the responsibility lies on our hand. We are willing to accept the challenge, shared what we’ve learned and help them to become a better person.
Testing is a usually a key component in a teacher’s overall assessment strategy. The quality of the tests given is closely linked with their ability to provide the kind of information you need regarding student performance. A well-written test allows you to accurately and consistently measure students’ mastery of specific content taught in class. Results of well-written tests also allow teachers to measure, to some degree, how effective their instruction has been.
We know that there are common types of tests but we've learned that each test type has its own advantages and disadvantages, there are pointers in making it, factors to consider, how they are used, and there are suggestions in writing and making such assessment tools.
Assessment tools help the teachers to identify the weaknesses and strengths of every student. Testing is one of the techniques on how we can rate or on how we can measure their performances. Teachers need to know about their pupils' progress and difficulties with learning so that they can adapt their own work to meet the students' needs -- needs that are often unpredictable and that vary from one student to another. So, therefore, as a future teacher, we must believe on self-evident proposition that teaching and learning must be interactive.
Through evaluation we could get new ideas on the next activity we want our pupils to perform. We could also change our styles in teaching by thinking of another way to deliver the lesson. Evaluation is not only important for the learner and for the teacher but also for the parents. Through this, the parents could evaluate the performance of their child in school, since parents are more responsible in the progress of their child.
In this Module, we've learned a lot about tests. One of the most important characteristic of a good test is the Validity. It refers to which a test measures what it is supposed to measure. We've learned that not all reliable tests are valid because a test might not measure what it is supposed to. And there are lots of factors that affects the reliability of the test. The results of a test may vary because of the condition of examination rooms, time duration given in administering the test and the difficulty level of the test. To avoid bias judgement in scoring, the test should be an objective test.
We were able to recognize the importance of Validity in Educational Measurement. First is that the Validity isn't determined by a single statistic but by a body of research that demonstrates the relationship between the test and the behavior of a test, it is important to study the test results in the setting in which they are used.
Testing should create a positive wash-back effect, i.e., the test should positively affect teaching. This is achieved by making sure that the test actually tests what has been taught, and does not omit to test anything important.
Among the characteristics of a good test is that it must have a validity, in which a test is considered as valid when it measures what it is supposed to measure. Then, it must have reliability, in which, a test is considered reliable if it is taken again by the same students under the same circumstances and the score average is almost the constant , taking into consideration that the time between the test and the retest is of reasonable length. And then, objectivity which means that if the test is marked by different people, the score will be the same . In other words, marking process should not be affected by the marking person's personality. And then comprehensiveness, which good test should include items from different areas of material assigned for the test. Then scorability and the simplicity.
In this Module, we've learned to analyze and use test item data to assess the students' learning. We've done computations to solve the Index of Difficulty and Index of Discrimination. There are methods in solving the test reliability, it is the test-retest method and parallel method.
We not only learned its importance but we also learned to compute using different methods for gaining the right answer. The importance of knowing how to solve for the Df (Index of Difficulty) which means the percentage of students who got the right item and Di (Index of Discrimination) which means the degree to which a test item differentiates high from low achievers.
The difficulty level of an item is known as index of difficulty . Index of difficulty is the percentage of students answering correctly each item in the test Index of discrimination refers to the percentage of high-scoring individuals responding correctly versus the number of low-scoring individuals responding correctly to an item. This numeric index indicates how effectively an item differentiates between the students who did well and those who did poorly on the test. Using Information about Index of Difficulty The difficulty index of a test item tells a teacher about the comprehension of or performance on material or task contained in an item. Using Information about Index of Discrimination The index of discrimination tells a teacher the degree to which a test item differentiates the high achievers from the low achievers in his class. A test item may have positive or negative discriminating power. An item has a positive discriminating power when more students from the upper group got the right answer than those from the lower group When more students from the lower group got the correct answer on an item than those from the upper group, the item has a negative discriminating power.
In this module, we'd learned the importance of Educational Statistics in assessing students' learning. There are two types of Statistics, the Descriptive and Inferential Statistics. Descriptive Statistics draw complete surveys of the data set to summarize a state or give a conclusion and the Inferential Statistics draw information with the use of a sample population to represent as a whole population. Inferential Statistics require techniques to evaluate the value of such conclusions drawn from the sample. These two are important in getting the probability with the use of experimentation. It requires analytical thinking to evaluate the data you have gathered.
We had also learned that there are different measures of Central Tendency: the mean, median and mode. And we know how to solve the mean, median and mode to get the Central Tendency which is a great help for the teachers to locate the distribution and is known as the most reliable, stable and is easy to compute. It is the most widely used and can be subjected to Mathematical computations. Median is used to measure for skewed distributions. It is in the middle value in your list. It is easy to calculate, while also giving a measure that is more robust in the presence of outlier values than is the mean. Mode is the number that is repeated more often than any other. Sometimes it may exist and may not. We learned to compute the Quartile Deviation is half the difference between the Upper and Lower Quartiles in a Distribution. It is a measure of the spread through the middle half of Distribution. It can be useful because it is not influenced by extremely low scores.
We also learned about the different measures of Variability: the Range, Variance and Standard Deviation. The Standard Deviation is the most useful measure of Variation, it is the square root of the variance. It is the average of the degree to which each set of scores in the distribution deviates from the mean value.
We learned from this Module about the Rubrics, Portfolio and
Performance-Based Assessment. We learned how teachers assessed students
learning using Rubrics. It is a scoring tool teachers use to assess
students learning after a lesson . Using a set of criteria and
standards, educators can assess each student's performance on a wide
variety of work. It is helpful to have more than one evaluator grade
each piece of work. Then the Rubric scores can either be averaged or
added together for a final score. We learned the different types of
Rubrics and these are the Analytical and the Holistic. A Holistic Rubric
is consists of a single Scale-all factors that are to be evaluated are
identified together for each level of performance. It might be a
Checklist or a description of each attainable level of performance.
Holistic Rubrics are quicker to develop and learn, quicker to score and
quicker to find agreement among various evaluators than are Analytical
Rubrics because they produce a single score, they are most effective
when the elements being assessed are closely related. However, they do
not give as much feedback to students and so they are more difficult to
use as a learning tool than Analytical Rubrics. Analytical Rubrics are
excellent tools for teaching as well as for assessment. It consists of
multiple,separate scales and therefore provides a set of scores rather
than just one. The multiple scales enable students to pinpoint their
strengths and weaknesses related each criterion.
And we also learned that Portfolio is a collection of student
work that exhibits the student's best work or best efforts, his or her
progress and achievements in one or more areas of the Curriculum. It
should represent a collection of students' samples of work experienced
related to the outcomes being assesses.
Module 9: GRADING AND REPORTING PRACTICES
We learned the types of grades and marks, the advantages and disadvantages of it, the common grading-related problems and guidelines for effective grading like the student's behavior vs. the student's mastery of the content. There are different types of Grading- Product criteria, Process criteria and Progress criteria. Product criteria are favored advocates of standards-based approaches to teaching and learning. For they that believe the primary purpose of Grading and Reporting is to communicate a Summative Evaluation of student's achievement and performance. They focus on what students know and are able to do at a particular point in time. Process criteria are emphasized by teachers who believe that Product criteria do not provide a complete picture of student learning. From this perspective, Grading and Reporting should reflect not just the final results but also how students got there. Teachers who consider effort or work habits when reporting on students learning are using a Process criteria.
So are teachers who count regular classroom quizzes, homework, class participation or attendance. Progress criteria referred to as improvement scoring, learning gain o0r value-added grading, consider how much students have gained from their learning experiences. Teachers who use Process criteria look at how far students have come over a particular period of time, rather than just where they are.
As a result, Grading criteria may be highly individuali9zed. Most of the research evidence on Progress criteria in Grading and Reporting comes from studies of differentially paced instructional programs and special education programs.
Effective Grading shows you how to choose the proper Grading model for a class, how to motivate students through properly communicating your Grading system, and how to structure your assignments to increase student learning.
We learned the types of grades and marks, the advantages and disadvantages of it, the common grading-related problems and guidelines for effective grading like the student's behavior vs. the student's mastery of the content. There are different types of Grading- Product criteria, Process criteria and Progress criteria. Product criteria are favored advocates of standards-based approaches to teaching and learning. For they that believe the primary purpose of Grading and Reporting is to communicate a Summative Evaluation of student's achievement and performance. They focus on what students know and are able to do at a particular point in time. Process criteria are emphasized by teachers who believe that Product criteria do not provide a complete picture of student learning. From this perspective, Grading and Reporting should reflect not just the final results but also how students got there. Teachers who consider effort or work habits when reporting on students learning are using a Process criteria.
So are teachers who count regular classroom quizzes, homework, class participation or attendance. Progress criteria referred to as improvement scoring, learning gain o0r value-added grading, consider how much students have gained from their learning experiences. Teachers who use Process criteria look at how far students have come over a particular period of time, rather than just where they are.
As a result, Grading criteria may be highly individuali9zed. Most of the research evidence on Progress criteria in Grading and Reporting comes from studies of differentially paced instructional programs and special education programs.
Effective Grading shows you how to choose the proper Grading model for a class, how to motivate students through properly communicating your Grading system, and how to structure your assignments to increase student learning.
For Effective Grading, teachers should develop good criteria
that assess the students' performance and achievement. The Grades or
Marks reflect students' accomplishments.
The primary purpose of Grading and Reporting is other than
facilitation of teaching or learning but serves a variety of purposes,
but no one method serves all purposes well. The purposes of these
Grading and Reporting are- to be able to tell or show the parents and
other interested people what is the student's performance and
achievements, to give information to the students for their
self-evaluation, to document student performance for the evaluation of
the effectiveness of instructional programs, to identify students for a
certain Educational paths or programs.
Through Grading, students are motivate to learn more for they
know their advantages and disadvantages. Marking is very useful for the
purpose of expressing the measurement of learning outcomes or
performance in numerical indices or scores and for easy comparison of
the scores of a number of students helps the Educational Authorities to
select and admit them into various courses.
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