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Mind Map by Nery Maday Rivera Lopez, updated 5 months ago
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Created by Nery Maday Rivera Lopez
8 months ago
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CHAPTER 1 AND 2: CHANGING THE
MINDSET: MAKING MEANINGFUL
ASSESSMENT
- LEARNING AND TEACHING
- Learning and teaching are seen as two sides of
the same coin. Thus, you cannot treat the two as
separate. It is dialectically connected in which
each influences the other.
- Testing CAN BE USED TO MEASURE
THE LEVEL OF KNOWLEDGE, SKILL
- Assessment- PROCESS OF DOCUMENTING ONGOING COLLECTION OF
INFORMATION ABOUT WHAT LEARNERS WERMEASURING BY PROVIDING
A SCORE TO DETERMINE LEARNERS’ PERFORMANCE ABLE TO DO.A
- Measurement MEASURING BY PROVIDING A
SCORE TO DETERMINE LEARNERS’ PERFORMANCE.
- Evaluation-IN EDUCATION IT RELATES TO THE IMPACT AND EFFECTIVENESS
OF ACHIEVING THE INTENDED AIM
- Evaluation-IN EDUCATION IT RELATES TO THE IMPACT AND EFFECTIVENESS
OF ACHIEVING THE INTENDED AIM
- Measurement MEASURING BY PROVIDING A
SCORE TO DETERMINE LEARNERS’ PERFORMANCE.
- Assessment- PROCESS OF DOCUMENTING ONGOING COLLECTION OF
INFORMATION ABOUT WHAT LEARNERS WERMEASURING BY PROVIDING
A SCORE TO DETERMINE LEARNERS’ PERFORMANCE ABLE TO DO.A
- WHAT IS THE
DIFFERENCE?
- Testing CAN BE USED TO MEASURE
THE LEVEL OF KNOWLEDGE, SKILL
- Learning and teaching are seen as two sides of
the same coin. Thus, you cannot treat the two as
separate. It is dialectically connected in which
each influences the other.
- ENCOURAGE
IMPROVEMENT
- GUIDE THE
PLANNING/DEVELOPMENT OF
ONGOING TEACHING PROCESS
- CREATEASENSE OF
ACCOMPLISHMENT
- DETERMINE IF THE
OBJECTIVES/OUTCOMES
HAVEBEENACHIEVED
- INFORM LEARNERS
ANDEDUCATORSOF
THESTRENGTHS AND
WEAKNESSES OF THE
PROCESS
- MOTIVATELEARNERSTO
REVIEWOR
CONSOLIDATE
SPECIFICMATERIAL
- FUNCTIONS OF ASSESSMENT
- Assessment of learning The output of the assessment usually is in
the form of a score or grade. It is summative. E.g., Final exam
score
- Assessment for learning Feedback being embedded during teaching and
learning to improve instructional strategy. It is formative. E.g., Oral or
written feedback to learners after presentation
- Assessment as learning On going self-assessment by learners to monitor their
own learning,to reflect on their learning or making adjustments for deeper
understanding. E.g., Writing reflective entries either in journals, forum (online),
completing online quizzes that provide feedback on learners’ performance
- Assessment as learning On going self-assessment by learners to monitor their
own learning,to reflect on their learning or making adjustments for deeper
understanding. E.g., Writing reflective entries either in journals, forum (online),
completing online quizzes that provide feedback on learners’ performance
- Assessment for learning Feedback being embedded during teaching and
learning to improve instructional strategy. It is formative. E.g., Oral or
written feedback to learners after presentation
- TYPES OF
EVALUATION
- DIAGNOSTIC To diagnose learners, usually used when tracking or streaming learners according
to their levels. It is carried out most of the time as a follow-up evaluation to formative evaluation.
A diagnostic test can be in the form of achievement test, performance test, self-rating,
interviewsobservation
- PLACEMENT Tofix learners in the appropriate group or class. e.g., learners are
assigned to classes according to their subject combinations, also known as
tracking, streaming, grouping
- FORMATIVE On-going method of assessment by providing feedback (what they have mastered)
and feedforward (how they can improve) on learners’ performance forimprovement.Itis closely
related tothefeedback and diagnostic functions oftesting. When learners completeeach unit or
phase of instructions, tests can inform them of their knowledge whether they are pacing
themselves adequately to meet course
objectives/outcomesandwhattopicstheyneedtoimprove.(notcountedaspartofoverallperformance).
- SUMMATIVE Assessment is done in the end, in which learners’ performance is measured
and, a score will be given. It occurs at the end of a program or course and determines its
effectiveness.
Thewordsummativemeansthesummingupofallavailableinformationregardinga
program at its decision point. (performance).
- NORM REFERENCE Compares an individual’s performance to those of others.
It is designed to yield an abnormal curve with the majority in the average and
with a 25% percentile at the extreme ends (high and low).
- CRITERION REFERENCE Compares individuals to a set of criteria set standards.
For. the Outcome-Based Education curriculum is largely criterion-based.
INTERIM/ BENCHMARK Given during instruction To inform policymakers of
intervention, which is reported at the aggregate level,e.g
- CRITERION REFERENCE Compares individuals to a set of criteria set standards.
For. the Outcome-Based Education curriculum is largely criterion-based.
INTERIM/ BENCHMARK Given during instruction To inform policymakers of
intervention, which is reported at the aggregate level,e.g
- NORM REFERENCE Compares an individual’s performance to those of others.
It is designed to yield an abnormal curve with the majority in the average and
with a 25% percentile at the extreme ends (high and low).
- SUMMATIVE Assessment is done in the end, in which learners’ performance is measured
and, a score will be given. It occurs at the end of a program or course and determines its
effectiveness.
Thewordsummativemeansthesummingupofallavailableinformationregardinga
program at its decision point. (performance).
- GENERATIONS
- OUR WORLD IS CHANGING
- Assessing learners on regurgitated knowledge will not be a plausible solution to deal with the V.
U.C.A. (Volatile, Unce certainty, Complexity, Ambiguity) world.A need for prospective
orientation towards education.
- CHAPTER 2: ALTERNATIVE ASSESSMENT
- Alternative assessment is indirect contrast to what is known as conventional assessment. It
refers to all sort of assessments that are used to measure learner’s ability and proficiency in
performing complex tasks that are related to the intended learning outcomes (Yusop,2018)
- CONVENTIONAL ASSESSMENT ALTERNATIVE ASSESSMENT Depends on learner learning proxy measures to
represent target skills Encourages memorisation of correct answers Aims to measure acquisition of knowledge
Non-interactive performance Foster extrinsic motivation Usually depends on forced-choice and written measures
- According to Mueller (2005), authentic assessment is a form of assessment in which
learners are asked to carry out real-world situations that show meaningful application of
essential knowledge and skill. Usually,all the performance tasks will be evaluated by using
rubric. A
- According to Chun (2010), performancebased assessment is used to measure learners’ ability to apply
the skills and knowledge learned from a unit or units of study.Usually,the learners use their higher-order
thinking skills to create a product or complete a process as the task challenge. It requires more
subjective judgement on the part of the evaluator based on criteria and rubric development prior to
learners’ assignment.
- PERFORMANCE-BASED
ASSESSMENT
- AUTHENTIC
ASSESSMENT
- alternative
assessment
- COMMON
STRATEGIES
- GROUP ASSESSMENT A group of learners collaborates to solve a complex problem
task that needs proper planning, discussion, research, and presentation either during a
class or over a certain period outside of the class. The educator will monitor learners by
following the groups’ progress and the contribution of individual learners within a
group.
- SELF ASSESSMENT A process of formative assessment during which learners reflect on the
equality of their work, judge the degree that reflects explicitly stated goals of criteria and
revise accordingly (Andrade, 2010)
- Project Project-based assessment is a technique to test the learners when participating in learning through a
more concrete way.It also enables the educators to assess learners’ higherorder thinking skills when engaging in
the projects related to learners’ course work and the experience gained throughout the time frame of the class. A
hands-on project is given to learners to apply what they have learned to an in-depth exploration of a topic.
- InterviewA technique used when assessing the spoken achievement of learners when engaging in the
interaction between educators and learners. The interview will be conducted by educators only for
assessment purposes. So, it is not about learners interviewing to gain information rather the purpose of
the interview is to assess the learner’s oral production as well as to seek to discover a learner’s learning
styles and preferences.
- TECNOLOGIQY-BASED ASSESSMENT It involves the use of technology and modern devices incorporated
into the teaching and learning to assess learners’ performance and progress (Yusop, 2018). This type of
assessment is used to encourage the learners to participate and collaborate in learning via online and
outside the classroom.
- TECNOLOGIQY-BASED ASSESSMENT It involves the use of technology and modern devices incorporated
into the teaching and learning to assess learners’ performance and progress (Yusop, 2018). This type of
assessment is used to encourage the learners to participate and collaborate in learning via online and
outside the classroom.
- InterviewA technique used when assessing the spoken achievement of learners when engaging in the
interaction between educators and learners. The interview will be conducted by educators only for
assessment purposes. So, it is not about learners interviewing to gain information rather the purpose of
the interview is to assess the learner’s oral production as well as to seek to discover a learner’s learning
styles and preferences.
- ALTERNATIVE ASSESSMENT
TECHNIQUE
- ORAL PRESENTATION Itrefers to direct means of assessing learners’ learning outcomes that are conducted
by questioning the learner.For this assessment, there is no structured list of questions where assessors can ask
any questions and request responses depending on the situations compared to interview assessment. An oral
assessment provides opportunities to the learners to develop their verbal communication skills.
- PORTFOLIO Portfolio assessment is an ongoing process, in which learners produce tangible evidence of their
learning. It consists of learners’ work collection in which it would assess their performance, ability, progress, and
learning process based on a marking standard to decide their performance or a study program.
- CONCLUSION Alternative assessments are used to measure applied proficiency more than they measure
knowledge. The educators can apply any alternative assessment strategies and techniques that are suitable
for their courses. Thus, the alternative assessment techniques need to be evaluated based on criteria or
marking standards usually designed in the form of a rubric as a measuring tool to decide learners’
performance or a study program.
- ORAL PRESENTATION Itrefers to direct means of assessing learners’ learning outcomes that are conducted
by questioning the learner.For this assessment, there is no structured list of questions where assessors can ask
any questions and request responses depending on the situations compared to interview assessment. An oral
assessment provides opportunities to the learners to develop their verbal communication skills.
- Project Project-based assessment is a technique to test the learners when participating in learning through a
more concrete way.It also enables the educators to assess learners’ higherorder thinking skills when engaging in
the projects related to learners’ course work and the experience gained throughout the time frame of the class. A
hands-on project is given to learners to apply what they have learned to an in-depth exploration of a topic.
- PEER ASSESSMENT a group of learners collaborates to solve a complex problem task that
needs proper planning, discussion, research, and presentation either during a class or over a
certain period outside of the class. The educator will monitor learners by following the groups’
progress and the contribution of individual learners within a group.
- GROUP ASSESSMENT A group of learners collaborates to solve a complex problem
task that needs proper planning, discussion, research, and presentation either during a
class or over a certain period outside of the class. The educator will monitor learners by
following the groups’ progress and the contribution of individual learners within a
group.
- COMMON
STRATEGIES
- alternative
assessment
- Alternative assessment is indirect contrast to what is known as conventional assessment. It
refers to all sort of assessments that are used to measure learner’s ability and proficiency in
performing complex tasks that are related to the intended learning outcomes (Yusop,2018)
- CHAPTER 2: ALTERNATIVE ASSESSMENT
- Assessing learners on regurgitated knowledge will not be a plausible solution to deal with the V.
U.C.A. (Volatile, Unce certainty, Complexity, Ambiguity) world.A need for prospective
orientation towards education.
- OUR WORLD IS CHANGING
- DIAGNOSTIC To diagnose learners, usually used when tracking or streaming learners according
to their levels. It is carried out most of the time as a follow-up evaluation to formative evaluation.
A diagnostic test can be in the form of achievement test, performance test, self-rating,
interviewsobservation
- Assessment of learning The output of the assessment usually is in
the form of a score or grade. It is summative. E.g., Final exam
score
- FUNCTIONS OF ASSESSMENT
- MOTIVATELEARNERSTO
REVIEWOR
CONSOLIDATE
SPECIFICMATERIAL
- INFORM LEARNERS
ANDEDUCATORSOF
THESTRENGTHS AND
WEAKNESSES OF THE
PROCESS
- DETERMINE IF THE
OBJECTIVES/OUTCOMES
HAVEBEENACHIEVED
- CREATEASENSE OF
ACCOMPLISHMENT
- GUIDE THE
PLANNING/DEVELOPMENT OF
ONGOING TEACHING PROCESS
- LEARNINGOUTCOMESANDASSESSMENT
- learning outcomes and assessment are interconnected. When learning outcomes are
developed, we need to begin with the end in mind. The end of teaching and learning is the
assurance of learning and, this is obtained through assessment (of course if it is done the
right way). Hence it is important to understand what it means by assessment
- WHAT IS ASSESSMENT?
- Based on a collection of information about what the learners know and what they
can do. Interaction Involves interaction, which aims at seeking to understand what
the learners have achieved. Nature Assessment may be descriptive rather than
judgmental. Diagnostic Helps learners to diagnose their problems and improve the
quality of their subsequent learning. Role Increase learner’s learning and
knowledge development.
- Based on a collection of information about what the learners know and what they
can do. Interaction Involves interaction, which aims at seeking to understand what
the learners have achieved. Nature Assessment may be descriptive rather than
judgmental. Diagnostic Helps learners to diagnose their problems and improve the
quality of their subsequent learning. Role Increase learner’s learning and
knowledge development.
- WHAT IS ASSESSMENT?
- learning outcomes and assessment are interconnected. When learning outcomes are
developed, we need to begin with the end in mind. The end of teaching and learning is the
assurance of learning and, this is obtained through assessment (of course if it is done the
right way). Hence it is important to understand what it means by assessment
- PURPOSE OF TESTING IN EDUCATION
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