ENGAGE: Input phase

EXPLORE: Processing of input through interactive activities

APPLY: Application Tasks

ASSESS: Formative and Assessment

WHAT IS OBE?

 A process of curriculum design, teaching, learning and assessment that focuses on what students can
actually do after they are taught.
 An approach that focuses and organizes the educational system around what is essential for all
learners to know value and do to achieve a desired level of competence at the time of graduation”
(CHED Implementation handbook, 2013)

SPADY (1993) IDENTIFIED FOUR BASIC PRINCIPLES OF OBE:

 Clarity of focus about outcomes

 Designing backwards
 Consistent, high expectations of success
 Expanded opportunity

WHY SHIFT TO OBE?

 Focus on outcomes
 Enabling it to address the pressing worldwide concerns on accountability. And effectively pairs
legislative control with institutional autonomy (EVANS,1991)
 It makes it imperative to lay down what are the intended learning outcomes of an institution and
commits its education resources until the goals are achieved.
 A PERSPECTIVE ON EDUCATIONAL ASSESMENT, MEASUREMENTS, AND EVALUATION

MEASUREMENT

 From the old French word measure which means “limit or quantity”.
 A quantitative description of an objects characteristics or attribute.
 In science measurement is a comparison of an unknown quantity to a standard.
 Quantification of what students learned through the use of test, questionnaires, rating scales
checklists and other devices

ASSESMENT

 Assessment is the ongoing process of gathering. Analyzing and reflecting on evidence to make
informed and consistent judgments to improve future learning

TESTING

 A formal, systematic procedure in gathering information (RUSSEL & AIRASIAN, 2012)

 A tool comprised of a set of questions administered during a fixed period of time under comparable
conditions for all students
 Refers to the full range of information gathered and synthesized by teachers about their students and
their classrooms

TEST

 A systematic procedure for measuring an individuals behavior (BROWN, 1991)

 A formal systematic way of gathering information about the learners behavior usually through
paper-and-pencil procedure (AIRISIAN, 1989)

EVALUATION

 Process of making judgments assigning value or deciding on the worth of students performance
 From the French word, evaluer, evaluation entails finding the value of an educational task

MEASUREMENT

 Process of quantifying or assigning number to the individuals intelligence, personality, attitudes and
values, and achievement of the students

Ex. Is when teacher gives scores to the test of the students

ASSESSMENT

 Process of gathering evidences of student’s performance over a long period of time to determine
learning and mastery of skills, such evidences can take the forms of dialogue record, journals
written, work, portfolios, tests and other learning tasks.
 Assessment results show the more permanent learning and clearer picture of the student’s ability.
 Assessment of skill attainment is relatively easier than assessment of understanding and other mental
ability
  Assessment of understanding is more complex
 The overall goal of assessment is to improve student learning and provide students’ parents and
teachers with reliable information regarding student progress and extent of attainment of the
expected learning outcomes.
 Assessment results show more permanent learning and closer picture of the student’s ability

TESTING

 One of the different methods used to measure the level of performance or achievement of the
learners administration, scoring and interpretation of the procedures designed to get information
about the extent of the performance of students.

MEASUREMENT, TESTING, ASSESMENT AND EVALUATION

EVALUATION

 Process of making judgments assigning value or deciding on the worth of students performance
 From the French word evaluer evaluation entails finding of the value of an educational task
 When we evaluate we expect our process to give information regarding the worth, appropriateness
goodness, legality for which a reliable measurement has been made
 Objects of valuation include instructional programs, school projects, teachers, students, and
educational goals.

PURPOSE OF EDUCATIONAL ASSESMENT, MEASUREMENT AND EDUCATION

Purpose of educational assessment measurement and education serve the following purposes (KELLOUGH &
ET AL 1993)

 IMPROVEMENT OF STUDENTS LEARNING. Knowing how students are performing can lead
teachers to devise ways and means
 INDENTIFICATION OF STUDENT’S STRENGTHS AND WEAKNESSES
These could be a basis for undertaking reinforcement and enrichment of activities
 ASSESMENT OF THE EFFECTIVENESS OF A PARTICULAR TEACHING STRATEGY

Measurements answer the question how much the student learns or know?

 Assessment looks into how much change has occurred on the student’s acquisition of a skill
knowledge or value before and after a given learning experience.
 Since evaluation is concerned with making judgment of worth or a value of a performance it answers
the question how good adequate or desirable is it?
 Measurement and assessment therefore are essential to evaluation.
 ASSESSMENT <-> EVALUATION

REFLECTIVE: Internally defined criteria/Goals PRESCRIPTIVE: External-ly imposed standards

DIAGNOSTIC: Identify areas for improvement JUDGEMENTAL: Arrive at an overall Grade/score
FLEXIBLE: adjusts as problems are clarified FIXED: To reward success, Punish Failure
ABSOLUTE: strive for ideal COMPARATIVE: Divide better from worse
COOPERATIVE: Learn from each other COMPETITIVE: Beat each other out

SUMMARY OF DIFFERENCES

DIMMENSION
OF
DIFFERENCES ASSESMENT EVALUATION

Timing FORMATIVE SUMMATIVE

Focus of
PROCESS-ORIENTED PRODUCT- ORIENTED
measurement

Relationship
between
administrator and REFLECTIVE PRESCRIPTIVE
recipient

Findings, uses
DIAGNOSTIC JUDGEMENTAL
thereof

Ongoing
modifiability of
FLEXIBLE FIXED
criteria, measures
thereof

Standards of
ABSOLUTE COMPARATIVE
measurements

Relation between
COOPERATIVE COMPETITIVE
objects of A/E
TESTING AND TESTS

TESTING

 Testing is a formal, systematic procedure for gathering information

 It refers to the administration, scoring and interpretation of the procedures designed to get information
about the extent of performance of the students
 A TEST is a tool comprised of questions administered during a fixed period of time under comparable
conditions for all students.
 It is an instrument used to measure a construct and make decisions
 Educational tests are used to measure the learning progress of students which is either formative or
summative.

TEST

 It is the most dominant form of assessment it is traditional but it can still give valuable information
 A systematic procedure for measuring on individuals behavior (BROWN, 1991)
 A formal systematic way of gathering information about the learners behavior usually through paper-
and-pencil procedure (AIRISIAN, 1989)
 It cannot measure student motivation (MOORE, 1992)

TYPE OF TESTS

According to Mode of Response

1. ORAL TEST/ VIVA VACE

 Answer are spoken
 used to measure oral communication skills
 Plagiarism is less likely
 favors extrovert and eloquent students
 Consumes time and maybe stressful to students
 used to check students understanding
 Minimally discriminative
 Not appropriate for abstract reasoning
2. WRITTEN TEST
 Students either select or provide a response to a prompt. Ex True or False, Multiple choice,
essays, ETC
 Can be administered to a large group at one time.
 Measures students written communication skills
 enables assessment of a wide range of topics
 Generally fair and effective
 can be used to asses lower and higher levels of cognition provided that questions are phrased
appropriately
3. PERFORMANCE TEST
 Activities that requires students to demonstrate their skills and ability to perform specific
actions
  More aptly called performance assessments
 They include problem0based learning inquiry task demonstration tasks, exhibits, presentation
tasks, capstone performances.
 These tasks are designed to be authentic, meaningful, in depth and multidimensional
 However, cost and efficiency are some of the drawbacks

According to Ease of Quantification of response

1. OBJECTIVE TEST
 can be corrected and quantified easily
 Scores can be readily compared
 Includes true-false multiple choice, completion and matching items
 have specific convergent response
2. SUBJECTIVE TEST
 Elicits varied responses
 may have more than one answer
 Restricted and extended-response essay
 Answer is usually divergent
 Not easy to check
 scores are likely to be influenced by personal opinion judgment by the person doing scoring

According to Mode of Administration

1. INDIVIDUAL TEST
 Given to one person at a time
 Administered to gather extensive information about each student’s cognitive functioning.
 Can identify intellectually gifted students and those with learning disabilities (LDs)
 This can help in identifying difficulties in reading (Dylexia), Math (dyscaculia) writing
(dysgraphy), motor (dyspraxia), language (dysphasia) or visual or auditory processing
2. GROUP TEST
 Administered to a class of students simultaneously.
 Objective and responses are more or less restricted.
 Students are assessed on all itemsof the test.
 Information obtained from the group test are not as comprehensive as those from the individual
test.

According to Test constructor

 Standardized test
o Prepared by specialist(versed with principles of assessment)
o Administered to a large group of students under similar conditions
o It underwent process obtaining its validity and reliability. Hence it can be used for longer period
of time
o Scoring procedures and interpretations are consistent
o Used for a longer period of time
 o Results of standardized test serve as an indicator of instructional effectiveness and reflection of
the school’s performance.
 Non standardized test
o Prepared by teachers who may not be adept at the principles of test construction.
o The quality is uncertain, or if known, they are generally lower
o Usually administered to one or few classes to measure subject or course achievement.
o They may not be thoroughly examined for validity.

According to Mode of Interpreting Results

 Test that yield norm-references interpretations

o Evaluative instruments that measure a student’s performance in relation to the performance of a
group on the same test
o Comparison are made and students relative position is determined
o Examples are teacher mode survey test and interest inventories. And standardized achievement
test
 Tests that allow criterion-referenced interpretations
o Describe each students performance against and agreed upon or pre-established criterion or level
of performance
o The criterion is the domain of subject matter

According to Nature of Answer

 Personality test
o It was first developed in 1920s to aid in the selection of personnel in the armed forces
 Has no right or wrong answer
 Measure one’s personality and behavior style
 Used in career guidance
 In schools, it determine personality strengths and weaknesses
 Can be arranged for student
 Achievement Test
o Measures student learning as a result of instruction and training experiences
o When used summatively, it serve as a basis for promotion to the next grades
o In contrast, aptitude test determines a student’s potential to learn and do new tasks
o A career aptitude test aids in choosing the best line of work for an individual based on his skill
and interest

Type of Assessment Procedures

Classroom Assessment Procedures can be classified according to:

1. Nature of assessment
2. Format of assessment
3. Use in the classroom instruction and
4. Methods of interpreting results
According to Nature of Assessment

 Maximum performance
o It is used to determine what individuals can do when performing at their best; Achieved when
learner are motivated to perform well
o Students are encouraged to aim for a high score
o Examples are achievement and aptitude test
 Typical performance
o It is used to determine what individuals will do under natural condition; it shows that students
will do or choose to do
o Include attitude, interest and personality inventories; observation techniques; and peer appraisals

According to Format Assessment

1. Fixed-Choice Test
 An assessment used to measure knowledge and skills effectively and efficiently. Standard
multiple-choice test is an example of instrument used in fixed-choice text
2. Complex-performance Assessment
 An assessment procedure used to measure the performance of the learner in contexts and on
problems valued in their own right.
 Examples are hands-on laboratory experiment, projects, essays, oral presentation

According to Roles Assessment

 Beginning of instruction
1. Placement Assessment
 During Instruction
2. Formative Assessment
3. Diagnostic Assessment
 End of Instruction
4. Summative Assessment
1. PLACEMENT ASSESSMENT
 Concerned with entry performance. The purpose is to determine the prerequisite skills,
degree of mastery of the course objectives and the best mode of learning
 Focus questions are: Does the learner process the knowledge and skills needed to begin the
planned instruction? To what extent do the students interest, work habits and personality indicate
that one mode of instruction might be better than another?
 Examples of instruments: readiness test. Aptitude tests, self report inventories, observational
techniques
2. FORMATIVE ASSESSMENT
 Used to monitor the learning process of the students during instruction.
 Purposes are: to provide immediate feedback to both students and teacher regarding the success and
failure of learning; to identify the learning errors that are in need of correction; to provide teachers
with information on how to modify instruction and also to improve learning instruction
 Examples: teacher-made tests, custom-made tests from textbooks, observational techniques
3. DIAGNOSTIC ASSESSMENT
 Given at the beginning of instruction or during instruction
  Aims to identify the strengths and weaknesses of the students regarding the topics to be discussed
 To determine the level of competence of students, to identify the students who already have
knowledge about the lesson to determine the cause of learning problems that can be revealed by
formative assessments; and to formulate a plan of remedial action; the causes of learners persistent
learning difficulties such as intellectual, physical, emotional and environmental difficulties

Ex. Published diagnostic tests, teacher-made-tests, observational techniques.

PURPOSES OF ASSESMENT

Assessment for learning (AFL)

 Pertains to diagnostic and formative assessment tasks which are used to determine learning needs,
monitor academic progress of students
 Students are given on-going and immediate feedback concerning their performances
 Examples are pre-tests written assignments quizzes, concept, maps and focused questions

Assessment as Learning

 Employs tasks that provide students with an opportunity to monitor own learning- to think about
their personal learning habits and how they can adjust their learning strategies to achieve goals
 Involves metacognitive processes like reflection and self-regulation
 Students are responsible and accountable for their own learning
 Examples are self-and peer-assessment rubrics and portfolios

Assessment of Learning

 Summative and done at the end of a unit, task or process or period.

 Purpose to provide evidence of a student’s level of achievement in relation to curricular outcomes
 Used for grading, evaluation and reporting purposes
 Provides the foundation of decisions on student’s placement and promotion
RELEVANCE OF ASSESMENT

STUDENTS

 Through varied learner-cantered and constructivist assessment tasks, students become actively engaged.
They take responsibility for their own learning
 With the aid of the teacher, they can monitor changes in their learning patterns
 Become aware of how they think, how they learn, how they accomplish tasks and how they feel about
their work
 These redound to higher levels of motivation, self-concept and self-efficacy (MIKRE,2010) and
ultimately better student achievement (BLACK & WILLIAM, (1998)

TEACHERS

ASSESMENT INFORMS INSTRUCTIONAL PRACTICE

 If tells them how their students are currently doing

 Results can reveal which teaching methods and approaches are most effective. They provide
direction as to how teachers can help students more and teachers should do next

PARENTS

Educational is a shared partnership. Parents should be involved in the assessment process.

 They are valued source of assessment information on the educational history and learning habits of
their, children
 Assessment data can help identify needs of children for appropriate intervention

ADMINISTRATORS AND PROGRAM STAFF

 Use assessment to identify strengths and weaknesses of the program

 They designate priorities assess options and lay down plans for improvement
 Assessment data are used to make decisions regarding promotion or tension of students and
arrangement of faculty development programs

TYPES OF CLASSSROOM ASSESSMENT Three general types (AIRISIAN, 1994)

 OFFICIAL ASSESSMENT – undertaken by teachers to carry up the bureaucratic aspects of teaching,

such as giving students grades at the end of each marking period
 SIZING UP ASSESSMENT – provides teachers information regarding the student’s social academic
and behavioural characteristics
 INTRUCTIONAL ASSESSMENT – utilized in planning instructional delivery and monitory the
progress of teaching learning

MODES OF ASSESSMENT

 TRADIONAL ASSESSMENT
 ALTERNATIVE ASSESSMENT
 PERFORMANCE-BASED ASSESSMENT
 PORTFOLIO ASSESSMENT
TRADIONAL ASSESSMENT

 Students choose their answer from a given list of options

o Ex. Multiple choice, matching type, fill-in the blanks
 Students are expected to recognize that there is only one correct answer or best answer for
the question asked

ALTERNATIVE ASSESSMENT

 Assessment in which students create an original response to answer a certain question

 Students respond to a question using their own ideas in their own words

Ex. Short answer questions, essays, oral participations, exhibits, demonstration.

COMPONENTS OF ALTERNATIVE ASSESSMENT

a) Assessment is based on authentic tasks that demonstrate student’s ability to accomplish

communication goals
b) The teacher and students focus on communication, not on right and wrong answers
c) Students help the teacher to set the criteria for successful completion of communication tasks
d) Students have the opportunities to assess themselves and their peers

PERFORMANCE-BASED ASSESSMENT

Students are asked to perform real workld tasks that demonstrate meaningful application
of essential knowledge and skills

It is a direct and systematic observation of students performance based on pre-determined

performance criterion it is a direct measure of student performance because tasks are designed to
incorporate context problems and solution on strategies that students would use in real life
 It focuses on processes and purposes there is no single correct answer, instead students are led to
craft polished performances and products to curriculum
 The teacher is an important collaborator in crating tasks and developing guidelines for scoring
and interpretation
PORTFOLIO ASSESSMENT
 A systematic, longitudinal collection of student work created in response to specific, known
instructional objectives and evaluated in relation to same criteria
 Portfolio is a purposeful collection of student work that exhibits the student’s effort progress and
achievement in one or more areas over a period of time. It measures the growth and development
of students
 It is a collection of best students outputs or best efforts, students selected samples of work
experiences related to outcomes being assessed, and document according to growth and
development toward mastering identified outcomes
 It is more than just container full of stuff. It is a systematic and organized collection of evidences
used by the teacher and student to monitor growth of students’ knowledge, skills and attitudes in
specific subject areas.

TRADIONAL VS. PORTFOLIO ASSESSMENT
TRADISIONAL ASSESSMENT
 Measures student’s ability at one time
 Done by the teacher alone, students are not
aware of the criteria
 Conducted outside instruction
 Assigns student’s grade
 Does not capture the student’s language ability
 Does not include the teacher’s knowledge of
student as a learner
 Does not give student responsibility
PORTFOLIO ASSESSMENT
 Measures student’s ability overtime
 Done by the teacher and student’s the students
are aware of the criteria
 Embedded in instruction
 Involves student in own assessment
 Captures many facets of language learning
performance
 Allows for expression of teacher’s knowledge
of student as a learner
 Student learns how to take responsibility