1
Q
Assessment vs. evaluation
- Its purpose is to increase quality
- measures learning progress and achievement
A
assessment
2
Q
Assessment vs. evaluation
- its purpose is to judge quality
- Makes judgement based on collected data
A
evaluation
3
Q
process of gathering information about learning or performance to understand progress.
A
assessment
4
Q
judgment about the value, quality, or success of a program, project, or individual.
A
evaluation
5
Q
assessment vs evaluation
measures learning progress and achievement
A
assessment
6
Q
assessment vs evaluation
identifies strength and weakness
A
assessment
7
Q
assessment vs evaluation
makes judgements based on collected data
A
evaluation
8
Q
assessment vs evaluation
determines the effectiveness of programs
A
evaluation
9
Q
assessment vs evaluation
summative, providing overall judgement
A
evaluation
10
Q
assessment vs evaluation
formative, providing ongoing feedback (summative)
A
assessment
11
Q
assessment vs evaluation
use of tests and quizzes
A
assessment
12
Q
assessment vs evaluation
multiple data collection methods
A
evaluation
13
Q
assessment vs evaluation
individual-focused
A
assessment
14
Q
assessment vs evaluation
improvements learning and performance
A
assessment
15
Q
assessment vs evaluation
improves educational programs and policies
A
evaluation
16
Q
assessment vs evaluation
emphasizes the process of learning
A
assessment
17
Q
assessment vs evaluation
informs instructional decisions
A
assessment
18
Q
assessment vs evaluation
supports individualized learning
A
assessment
19
Q
assessment vs evaluation
emphasizes the outcomes and results
A
evaluation
20
Q
assessment vs evaluation
informs policy decisions
A
evaluation
21
Q
assessment vs evaluation
influences program development
A
evaluation
22
Q
assessment vs evaluation
conducted by external evaluators or experts
A
evaluation
23
Q
assessment vs evaluation
conducted by teachers
A
assessment
24
Q
assessment vs evaluation
focuses on specific learning objectives
A
assessment
25
# **assessment vs evaluation**
examines the **overall impact** and effectiveness of an educational system
evaluation
26
**ongoing process** of identifying, gathering, organizing, and interpreting quantitative and qualitative information about what learners know and can do
classroom assessment
27
essential component of curriculum implementation
classroom assessment
28
enables teachers to monitor and assess students' progress and adjust lessons accordingly
classroom assessment
29
informs students, their parents/guardians, about their development
classroom assessment
30
What are the two types of classroom assessment?
* formative
* summative
31
# Classroom assessment
* teachers can adjust in their instruction
* students reflect on their own progress
* **informal**; helps students identify strengths and weaknesses.
formative assessment
32
# Classroom assessment
* given at any time
* way to check the effectiveness of instruction
* teachers observe and guide learners in their tasks
formative assessment
33
# Classroom assessment
* at the **end** of a particular unit
* occurs **toward the end** of a period of learning to describe the standard reached by the learner
* measures whether learners have met the content and performance standards
* results of summative assessments are **recorded** and used to report on the learners’ achievement
summative assesment
34
# **Formative or Summative assessment?**
short quiz
formative assessment
35
# **Formative or Summative assessment?**
observations during in-clas activities
formative assessment
36
# **Formative or Summative assessment?**
homework exercises
formative assessment
37
# **Formative or Summative assessment?**
written examinations (major, quarterly, final)
summative assessment
38
# **Formative or Summative assessment?**
reflection journals
formative assessment
39
# **Formative or Summative assessment?**
term paper
summative assessment
40
# **Formative or Summative assessment?**
book report
summative assessment
41
# **Formative or Summative assessment?**
question and answer sessions
formative assessment
42
# **Formative or Summative assessment?**
conferences
formative assessment
43
# **Formative or Summative assessment?**
polls
formative assessment
44
# **Formative or Summative assessment?**
student feedbackk
formative assessment
45
# **Formative or Summative assessment?**
book report
summative assessment
46
# **Formative or Summative assessment?**
portfolio
summative assessment
47
# **Formative or Summative assessment?**
performance
summativr assessment
48
* can be used for summative assessment
* developed around a set of standards or expectations
* can be given to students before they begin working on a particular project so they know how they will be graded
rubrics
49
What are the 2 types of rubrics?
* holistic
* analytic
50
# 2 Types of Rubrics
* Provides a single, overall score based on a general impression of the student’s work
* describe characteristics of each level of performance for an assignment or activity
holistic rubrics
51
# 2 Types of Rubrics
best to use when there is no single correct answer or response, and the focus is on **overall quality of a specific content or skills**
holistic rubrics
52
# 2 Types Rubrics
* Feature a grid of criteria and levels of achievement
* the instructor assigns points or weights to criteria, and then assesses student performance in each area
analytic rubrics
53
# 2 Types of Rubrics
useful in providing feedback on areas of strength and weakness
analytic rubrics
54
What are the 3 types of assessment according to the basis of comparison?
* criterion-referenced
* norm-referenced
* ipsative
55
# **Types of Assessment according to the basis comparison**
Measures a student’s performance against a fixed set of predetermined criteria or learning standards
criterion-referenced assessment
56
compares a student's knowledge and skills against a predetermined standard, cut score, or other criterion
criterion-referenced assessment
57
# **Types of Assessment according to the basis comparison**
In these tests, the performance of other students does not affect a student's score
criterion-referenced assessment
58
# **Types of Assessment according to the basis comparison**
compares a student's performance to that of a **group**, typically a representative sample of peers
norm-referenced assessment
59
# **Types of Assessment according to the basis comparison**
compare a student's performance against the performance of their peers
norm-referenced assessment
60
# **Criterion-referenced assessment vs norm-referenced assessment**
master of specific content or skills
Criterion-referenced assessment
61
# **Criterion-referenced assessment vs norm-referenced assessment**
ranking among peers
norm-referenced assessment
62
# **Criterion-referenced assessment vs norm-referenced assessment**
comparison standard is **other students**
norm-referenced assessment
63
# **Criterion-referenced assessment vs norm-referenced assessment**
comparison standard is **fixed criteria**
Criterion-referenced assessment
64
# **Criterion-referenced assessment vs norm-referenced assessment**
determine if standards are met
Criterion-referenced assessment
65
# **Criterion-referenced assessment vs norm-referenced assessment**
determine relative performance
norm-referenced assessment
66
# **Criterion-referenced assessment vs norm-referenced assessment**
individual performance
Criterion-referenced assessment
67
# **Criterion-referenced assessment vs norm-referenced assessment**
focuses on group performance
norm-referenced assessment
68
# **Criterion-referenced assessment vs norm-referenced assessment**
scoring system is **absolute score**
Criterion-referenced assessment
69
# **Criterion-referenced assessment vs norm-referenced assessment**
scoring system is **percentile or standardized scores**
norm-referenced assessment
70
# **Types of Assessment according to the basis comparison**
An assessment method that compares a **student's current performance with their past performance**, focusing on individual growth
Ipsative assessment
71
# **Types of Assessment according to the basis comparison**
Comparing individuals to peers, ranking, competitive selection, benchmarking
Norm-referenced
72
# **Types of Assessment according to the basis comparison**
checking **mastery of objectives**, curriculum alignment, program evaluation, skill certification
Criterion-referenced
73
# **Types of Assessment according to the basis comparison**
tracking personal progress, motivation, self-improvement, fostering growth mindset
ipsative
74
Chart or table that spells out the:
* content
* level to be tested
* the **weight** in percentage
* the **number of questions or items**
**Blueprint** or **Table of specifications or Grid**
75
# **Blueprint** or **Table of specifications or Grid**
Learning or educational objectives/outcomes
content
76
# **Blueprint** or **Table of specifications or Grid**
taxonomy of levels of learning
level to be tested
77
# This depends on:
* **number of materials** taught
* **type of questions used**
* **amount of time** available for testing
Number of questions of items
78
The greater the sample of questions, the more ____ the test
reliable
79
# **Rule of thumb regaridng the duration of the test**
1 question per minute
multiple choice question
80
# **Rule of thumb regaridng the duration of the test**
3 questions per minute
* fill-in-the-blank
* true or false
81
# General categories of test items
Students select the correct response **from several alternatives**
* multiple choice
* true-false
* matching
82
# General categories of test items
students present an original answer
essay
83
# General Guidelines for objective type questions
1. ask for only ____
2. questions should be appropriated to the ____ of the examinees
3. Give specific and clear ____ or directions
4. The ____ used should be simple and clear
5. Write the ____ as a question
1. important data
2. level
3. instructions
4. language
5. stem
84
# General Guidelines for objective type questions
6. Keep the ____ of the question to a minimum
7. ____ must be clear and concise
8. Avoid some ____ to the correct asnwer
9. Eponyms, acronyms, and abbreviations must be universally ____
10. ____ must be specified
* reading time
* responses
* clues
* accepted
* units
85
# General Guidelines for objective type questions
11. Indicate the authors, manuals or opinions for ____.
12. Use negative questions ____. Use only if the negative is important.
13. Beware of 2 questions in the same ____.
14. Use “All of the Above” and “None of the Above” ____.
15. Avoid interrelated items or ____ questions
* controversial issues
* sparingly
* stem
* sparingly
* cascading
86
# Type of examination questions
* Most widely used selection type item
* Versatile; It can test a greater variety of learning or instructional objectives
* When properly constructed, this can measure higher level of cognitive skill
MCQ
