Assessment and Students Essay Example for Free

perspicacity and bookmans EssayJournal measure outment Conclusion Reccomendation III. INTRODUCTION Why do Assessment? Are you petition too little of your class? Are your assimilators approaching your traverse as hurdlers, b bely advanceing compulsory levels of slaying? Or be they approaching your course like high jumpers, pushing themselves under your pleader to increasingly much ch solelyenging heights? If your scholarly persons atomic number 18nt high jumpers, maybe its beca design you arent beging them to high jump.By utilize appropriate assessment techniques, you support encourage your students to raise the height of the bar. There is consider suitable severalise protracting that assessment drives student teaching. More than anything else, our assessment tools propound students what we consider to be important. They will learn what we pop off them to learn through our assessments. Traditional testing regularitys have been limited measures of student training, and equ wholey importantly, of limited look upon for guiding student skill.These regularitys are often inconsistent 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 memorize lifelong skills that permit continuous adaptation to workplaces that are in constant flux. Moreover, because assessment is in many an(prenominal) respects the glue that links the comp mavinnts of a course its subject field, financial statemental methods, and skills development changes in the structure of a course require coordinated changes in assessment.IV. RESEARCH (CONTENT) What is Assessment? Assessment is a systematic put to work of gathering, interpreting, and acting upon data cogitate to student discipline and experience for the purpose of developing a sound understanding of what students know, understand, and behind do with their cognition as a result of their educational experience the r turn outine culminates when assessment results are used to improve subsequent learning. Huba and Freed, 2000Key Points Assessment is an ongoing process aimed at understanding and improving student learning Multiple methods Criteria and standards Evidence Students know, can do and understand Its more than just collecting data Sequence in Preparing Instructionally Relevant Assessment INSTRUCTION Indicates the learning outcomes to be attained by students LEARNING TASK Specifies the particular set of learning task(s) to be assessed. mind Provides a procedure designed to measure a representative sample of the instructionally relevant learning tasks.Is in that location close agreement? What is the Assessment Process? AIMS ASSESSMENT ACTION ADJUSTMENT Importance of Assessment To stick out what the students know (knowledge) To find out what the students can do, and how well they can do it (skill surgical process) To find out how students go about the task o f doing their work (process) To find out how students feel about their work (motivation, effort) What is Student Assessment for? *To help us design and modify programs to better provoke learning and student success. To grant common definitions and benchmarks for student abilities that will enable us to act more coherently and effectively to promote student learning. *To offer up 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 support faculty in their work. Functions of Assessment Diagnostic tell us what the student needs to learn Formative tell us how well the student is doing as work progresses Summative tell us how well the student did at the end of a whole/task What can be assessed?Student learning characteristics -Ability differences -Learning styles Student motivational characteristics - intimacy -Self-efficacy -goal orientation Learning fill knowledg e Ability to apply content knowledge Skills Dispositions and attitudes functionings Direct and Indirect Assessment Measures Direct methods ask students to demonstrate their learning while indirect methods ask them to reflect on their learning. Direct methods include object tests, essays, case studies, problem solving exercises, presentations and classroom engagements. Indirect methods include surveys, interviews and student reflection and/or self-assessment essays.It is reclaimable to include both direct and indirect assessment measures in your assessments. How should we assess? True False peak Multiple Choice Completion Short Answer Essay Practical Exam ideas/Reports Projects Questionnaires Inventories Checklist couple 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 societ y in general. It should benefit all students. Who should be involved in assessment?The teacher The student The students peer closing maker Parents What should we do with the information from our assessment? call it to improve the focus of our teaching (diagnosis) Use it to focus student attention of strengths and weaknesses (motivation) Use it to improve program planning (program assessment) Use it for reporting to parents Classroom Assessment Paper and pencil assessments Ask students to respond in writing to questions or problem -Item level Assessing lower vs. higher(prenominal)(prenominal) skills -Knowledge vs. application, analysis, synthesis, and evaluation -Authentic tasks e. . multiple choice, T/F, unified (recognition), short 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 retrace and administer than performance assessments Weaknesses -Requi re forethought and skill -Less effective in assessing procedural knowledge and creative sentiment -Construction of good higher level recognition items is difficult -Recall items that do a good job of assessing higher level thinking (essay questions) are difficult to write up.Performance Assessments assessment that elicits and prizes actual student performances Types of Performances Products drawings, science experiments, bourne papers, poems, solution to authentic problems Behavior time trial for running a mile, reciting a poem, acting tryouts, dance 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 breadth 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 propor tional isolation from real world 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 similar 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 behavior -student choices -student body languageInformal Assessment Strengths -Facilitates responsive teaching -Can be done during teaching -Easy to individual ize Weaknesses -Requires high level of teacher skill -Is undefended to -Bias -Inequities Mistakes Classroom Assessment Formal assessment assessment that is planned in advance 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 sinless year -provides useful information to parents and administrators.Portfolios A collection of student samples representing or demonstrating student academic growth. It can include formative and summative assessment. It may contain written work, journals, maps, charts, survey, group reports, peer reviews and other 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 t hem to take responsibility for their work Demonstrates how students thinkImportance of Portfolios For Teachers Highlights performance- base activities over year Provides a framework 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 blank space 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? tierce basic models Showcase model, consisting of work samples chosen by the student. Descriptive mode l, consisting of representative work of the student, with no seek at evaluation. Evaluative model, consisting of representative products 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 substantially demonstrate lower-level thinking, such as recall of knowledge. May threaten students who limit their learning to cramming for doing it at the termination minute. Rubric It is a win guide that seeks to evaluate a students performance based on the sum of a full range of criteria rather than a single numerical score. It is a working guide for students and teachers, usually handed out before the assignment begins in order to rag students to think about the criteria on which their work will be judged.Rubrics are scoring criteria for Free-response Questions Scientific reports ad-lib or Power point presentations Refle ctions/Journals Essay Laboratory-based performance tests Article review or reactions Portfolios Many others open-ended Question Concept Mapping It requires students to explore links between two or more consortd 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 new 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 within 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 plan of an investigation. Inventories Diagnostic Inventories Student responses to a series of questions or statements in any field, either verbally or in writing. These responses may indicate an abili ty or interest in a particular field.Interest Inventories student responses to questions designed to find out past experience and or current interest in a topic, subject or employment. 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, contend 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 refer to students ongoing record of expressions experiences and reflections on a given topic. There are two types one in which students write with minimal manner what he/she is thinking and or feeling and the other requires students to compete a spec ific written assignment and establishes restrictions and guidelines necessary to accurately accomplish the assignment. Journals can evolve 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 ABOUT 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 grading 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? mitigate assessment means better teaching. Better teaching means better learning . B etter 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 treasure dialogue to improve student learning within courses.These three assessment tools are strongly recommended because they are concise and effective direct evaluations as opposed 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 malleable types of direct assessments and can be used to score any product or p erformance 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 moldiness 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. parking lot Final Exam or Common Capstone ProjectThese direct assess ment methods integrate knowledge, concepts and skills associated with an entire sequence of study in a course.Either use the same final 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 regard to a course Cumulative The data is more fertile if all students complete the same assessment Provides an additional 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 additional course requirements Requires coordination and agreement on standards 3. Embedded Test QuestionsEmbed the same agreed upon questions that relate to the courses student learning outcomes into the final exam for a ll sections of the course and analyze those results and/or engraft 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 imbed 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. slideshare. gelt/armovil/ass essment-of-student-learning? from_search=2 Fulks, Janet, Assessing Student Learning in Community Colleges, Bakersfield College, 2004