11.PENTAKSIRAN PEMBELAJARAN
.pdf
School
The National University of Malaysia**We aren't endorsed by this school
Course
EDUCATION GGGA5032
Subject
Communications
Date
Dec 20, 2024
Pages
54
Uploaded by JudgeTreeGoat44
Assessing Student LearningDr Khairul Jamaludin
“Used with skill, assessment can motivate the reluctant, revive the discouraged, and thereby increase, not simply measure, achievement.”- Chappuis et al.(2014)
•What is assessment?•Types of assessment•Quality classroom assessment•Setting up classroom assessment•Selecting assessment method•School-based assessment•Your presentation!•ConclusionWhat will we discuss?
What is assessment?Ministry of Education Malaysia (2018)“…process of collecting information about pupils’ progress in the classroom. The on-going assessment is planned, implemented and reported by respective teachers. This process is ongoing to enable teachers to determine the pupils’ mastery level.”Wiggins (1993)“…is a comprehensive, multifaceted analysis of performance; it must be judgment-based and personal. “Chappuis et al. (2014)“… (1) gather accurate information about student achievement, and (2) use the assessment process and its results effectively to improveachievement"
Assessment vs Evaluation“Evaluation is a judgment regarding the quality or worth of the assessment results. This judgment is based on multiple sources of assessment information.”“Evaluation thus involves placing a “value” on the collection ““Assessment is the act of collecting information about individuals or groups of individ- uals in order to better understand them.”“The assessment process involves using a range of strategies to make decisions regarding instruction and gathering information about student performance or behavior in order to diagnose students’ problems, monitor their progress, or give feedback for improvement.”
What say you?Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid
As a teacher you have….Planning and managing both formative and summative assessments in the classroom Identifying, clarifying, and teaching to valued learning targets Designing or selecting high-quality assessment items and tasks Devising high-quality scoring keys, guides, and rubrics Using assessment results to plan further instruction Offering descriptive feedback during learning Designing assessments so that students can self-assess and set goals Tracking student achievement along with other relevant data Setting up a system so students can track and share their progress Calculating grades that accurately represent student achievement at the time they are assigned
What is quality classroom assessment?They are designed to serve the specific information needs of intended user(s). They are based on clearly articulated and appropriate achievement targets. They accurately measure student achievement. They yield results that are effectively communicated to their intended users. They involve students in self-assessment, goal setting, tracking, reflecting on, and sharing their learning.
Keys to effective assessmentClear purposeClear targetsSound Assessment DesignEffective CommunicationStudent Involvement
Clear purposeto gather information about student learning that will inform instruc- tional decisionsneed regular information about what each student has and has not yet learneddecide what comes next in student learning within lessons or when we diagnose problemsintended to support student learning—to help students learn more
Clear targetsstart the assessment process with a clear sense of the learning to be assessed—the achievement expectations we hold for our students, the content standards at the focus of instructionWhen our learning targets are clear to us as teachers, the next step is to ensure they are also clear to studentsstudents’ chances of success improve when they start out with a vision of where they are headed
Sound Assessment Designselecting an assessment method capable of reflecting the intended targetAfter we have chosen a method, we develop it with attention to three other quality criteriamust sample well by including just enough exercises to lead to confi- dent conclusions about student achievementmust build the assessment of high- quality items, tasks, or exercises accompanied by proper scoring schemesevery assessment situation brings with it its own list of things that can go wrong and that can bias the results or cause them to be inaccurate
Effective Communicationan assessment’s results must be communicated to the intended user(s) in a timely and understandable wayCommunication of formative assessment infor- mation provides the kind of descriptive feedback learners need to grow. Communication in a summative assessment context leaves all recipients understanding the sufficiency of student learning such as when we convert summative assessment information into grades that accurately reflect achievement at a point in time.
Student InvolvementStudents decide whether the learning is worth the effort required to attain it. Students decide whether they believe they are capable of reaching the learning targets. Students decide whether to keep learning or to quit working. It is only when students make these decisions in the affirmative that our instruction can benefit their learning.
Chappuis et al. (2014)
Setting up targetsKnowledge Targets •Knowledge targets represent the factual information, procedural knowledge, and conceptual understandings that underpin each discipline. Reasoning Targets •Reasoning targets specify thought processes students are to learn to do well within a range of subjects. Skill Targets •Skill targets are those where a demonstration or physical skill-based performance is at the heart of the learning. Product Targets •Product targets describe learning in terms of artifacts where creation of a product is the focus of the learning target. With product targets, the specifications for quality of the product itself are the focus of teaching and assessment. Disposition Targets •Disposition targets refer to attitudes, motivations, and interests that affect students’ approaches to learning. They represent important affective goals we hold for students as a byproduct of their educational experience.
While engaged in this step, take the following into account: •If a target is at the knowledgelevel, all underlying targets will be at the knowledge level. There will be noreasoning, skill, or product components. •Reasoning targets will have knowledge components, but they do not require skill or product components. •Skill targets alwayshave knowledgeunderpinnings. They usually require reasoningas well. •Product targets will require knowledge and reasoning, and in some cases might be underpinned by skilltargets as well.
Selected ResponseWritten ResponsePerformance AssessmentPersonal Communication• Questions during instruction • Interviews and conferences • Participation• Oral exams • Student journals and logs • Multiplechoice• True/false• Matching• Fill-in-the-blank questions • Short answer items• Extended written response items • Performance task • Performance criteria Methods
Chappuis et al. (2014)Selected response assessmentMultiplechoiceTrue/falseMatchingFill-in-the-blank questions
Chappuis et al. (2014)Selected response assessment
Chappuis et al. (2014)Selected response assessmentGuidelineRightWrongKeep wording simple and focused. Aim for the lowest possible reading level. Good item writing first and foremost represents an exercise in effective written communication. What are the poles of a magnet called? a.Anode and cathode b.North and south c.Strong and weak d.Attract and repel When scientists rely on magnets in the development of electric motors, they need to know about poles, which are? Ask a full question in the stem. This forces you to express a complete thought in the stem or trigger part of the question, which usually promotes students’ under- standing. What was the trend in interest rates between 1950 and 1965? a.Increased only b.Decreased only c.Increased, then decreased d.Remained unchanged Between 1950 and 1965 a.Interest rates increased. b.Interest rates decreased. c.Interest rates fluctuated greatly. d.Interest rates did not change. Eliminate clues to the correct answer either within the question or across questions within a test. When grammatical clues within items or material presented in other items give away the correct answer, students get items right for the wrong reasons. All of these are an example of a bird that flies, except ana.Ostrich b.Falcon c.Cormorant d.Robin *(The article an at the end of the stem requires a response beginning with a vowel. As only one is offered, it must be correct.)
Chappuis et al. (2014)Continued…•Do not make the correct answer obviousto students who have not studied the material. •Highlightcritical, easily overlooked words (e.g., NOT, MOST, LEAST, EXCEPT). •Have a qualified colleague read your itemsto ensure their appropriateness. This is especially true of relatively more important tests, such as big unit tests and final exams. •Double-checkthe scoring key for accuracy before scoring.
Chappuis et al. (2014)•• Describe two differences between fruits and vegetables.• List three causes of the Spanish-American War.• What will happen if this compound is heated? Why will that happen? Examples of short answer items: •Evaluate two solutions to an environmental problem. Choose which is better and explain your choice. •What motivates (the lead character) in (a piece of literature)? •Interpret polling data and defend your conclusions. •Describe a given scientific, mathematical, or economics process or principle. Examples of extended written response items: •• The cycle describes the sequence of reactions by which cells generate energy. • It consumes oxygen.• It produces carbon dioxide and water as waste products. • • It converts ADP to energy-rich ATPExamples of points approach :•the criteria used for comparison •the accuracy of evidence brought to bear•the strength of the argument for the supremacy of one over the other. Example of the “rubric” approach: Written assessment
Written assessment: quality guidelineQuality of the Items •Is written response the best assessment method for this learning target? •Do items call for focused responses? •Is the knowledge to be used clearly indicated? •Is the reasoning to be demonstrated (if any) clearly indicated? •Is the item itself written at the lowest possible reading level—will all students understand what they are to do? • Will students’ level of writing proficiency in English be adequate to show you what they know and can do? •Is there anything in the item that might put a group of students at a disadvantage regardless of their knowledge or reasoning level? •Are there enough items to provide a defensible estimate of student learning on intended targets?
Written assessment: quality guidelineQuality of the Scoring Guide(s) •For the knowledge aspect of the response, is it clear how points will be awarded? If a task-specific rubric is used, does the item clearly call for the features described in the highest level of the rubric? •For the reasoning portion of the response (if any), does the rubric capture the essence of high- quality thinking at the highest level? Does it identify flaws in reasoning at the lower levels? •Does the scoring guide sufficiently represent the intent of the learning target(s)? Scoring Considerations •Is the total number of items to be scored (number of items on the assessment times number of students responding) limited to how many the rater(s) can accurately assess within a reasonable time? •If the scoring guide is to be used by more than one rater, have raters worked together to ensure consistent scoring?
Chappuis et al. (2014)performance assessmentExamples of demonstrations (reflecting skill targets) include the following: •• Playing a musical instrument• Carrying out the steps in a scientific experiment •• Speaking a foreign language•• Reading aloud with fluency•• Repairing an engine•• Working productively in a group Examples of products (reflecting product targets) include: •• Term paper• Lab report• Work of art• Wood shop creation assessment based on observation and judgment
Smith (1990)Designing a good performance-based assessmentRRole: Writers must imagine themselves as fulfilling specific roles—for example, as tour guides or scientists or critics—when they write.AAudience: Writers must always visualize their audiences clearly and consistently throughout the writing process. If they don’t, the writing will fail. FFormat: Writers must see clearly the format that the finished writing should have, whether brochure, memo, letter to the editor, or article in a magazine.TTopic: Writers have to select and narrow their topics to manageable proportions, given their audiences and formats. SStrong verb: the verb we use in the task itself - What is the purpose for the writing?
Strong verbs listChappuis et al. (2014)
ExampleChappuis et al. (2014)
ExampleChappuis et al. (2014)
Continued…Chappuis et al. (2014)
ExampleChappuis et al. (2014)
ExampleChappuis et al. (2014)
ExampleChappuis et al. (2014)
Chappuis et al. (2014)Personal comm. assessmentGathering information about students through personal communication Asking questions during instructionInterviewing students in conferences Listening to students as they participate or perform in class Giving examinations orallyHaving students keep journals and logs
Chappuis et al. (2014)Personal comm. assessmentGathering information about students through personal communication
Chappuis et al. (2014)Personal comm. assessmentHow to maximize?Ask questions that elicit summaries or key points of the learning. Encourage students to interact with each others’ responses rather than looking to the teacher as their only responder. Model the response patterns that you’d like to see from students. For example: Speculate on a given topic. This encourages students to explore ideas and understand that uncertainty is a normal stage in the thinking process. Reflect on topics. For example, say, “I sometimes wonder . . ” This encourages students to explore the topic rather than to seek a single quick answer. Cheerfully admit when you don’t have an answer and model what to do about it. Follow “I’m not sure” with “What could we do to find out?” Sometimes a class member or two will be able to answer a question you can’t, in which case invite students to weigh in. Teach students the question stems that elicit different patterns of reasoning for whatever content they are studying. Have them use question stems in small- or large-group discussions.
Deciding What to Keep Track of, What to Report, and How to Report It
How do you choose an assessment method that reflects the target?
Target-method Match (Stiggins & Chappuis, 2011)
School-based assessment
Component of SBA (MOEM, 2016)Formulate statements of intended learning outcomesDevelop/ select assessment measureCreate experiences leading to outcomesDiscuss & use assessment results to improve results / learning
What if…8084923542600102030405060708090100TOVMid yearFinal yearStudent performanceStudent AStudent B
School-based assessmentIncorporate different people (teacher, parents, peers)Determine learning outcomes to support & motivate studentsAllow students to get support; enhancing learning in class & from homeHelp identify development of academic & working skillsComprehensive, systematic, continuous, diagnostic & integrative teacher-directed assessment procedure
characteristics of SBAInvolve the teacher from beginning to the endIdentify and develop suitable assessment tasks Collection of a number of samples of students’ performances over a period of timeConducted by students own teacherStudents are more active during the assessmentStimulates continuous evaluation and adjustment of the teaching and learning
rationales of SBAContinuously assess in pressure-free environmentReduce reliance on one-off public examImprove reliability of assessment Reflect actual abilities & standard Reinforce students’ autonomy & independent learningAllow immediate and constructive feedbacks
Steps in conducting SBAIdentifying curriculum:selecting learning, school priorities & context for learningSequencing learning:Planning learning experiences & teaching strategies to respond to students’ needsDeveloping assessment:Planning a variety of assessment to collect comprehensive & meaningful evidencesMaking judgement:Considering how judgment will be madeUsing feedback:Considering how & when to provide feedbacks
Let’s hear from you
SBA in Malaysia?AssessmentAcademicCentralized assessmentIn-school assessment*Non-academicPhysical, sports & cocurricular activities assessmentPsychometric assessment
How it is done?continuously assess students’ development for learning (assessment for learning)continuously assess students’ development as part of learning (assessment as learning)assess students’ learning achievement (assessment of learning)Example: questioning during lesson-Assess students’ knowledge, skills and values-Will be used to design next lessons / improviseExample: reflective & peer review-Reflective: mind map, portfolio, reflection-Peer review: rating, grading, discussionExample: summative assessment-Final presentation-Final examformativesummative
Designed & developed bysubject teacherPRINCIPLES OF SBA/CBASystematically documented: design –implement - Record –analysis - improvementConsist of both summative and formative assessmentUse more than one sources to assess Criterion-based assessment:Content standard, learning standard etc. Focus on individual developmentAssess students’ all aspects or learning Require follow-up actions Encourage self-assess & peer review
SKILLS TO ASSESSThinking skillsknowledgeLanguage skillsArithmetic skillsSocial skillsLearning skillsManipulative skillsPractical skillsPositive attitudesKinesthetic skillscreativityHealth & intelligenceMoral values
Assessment is…•collecting information about pupils’ progress•planned, implemented and reported by respective teachers. •ongoing to enable teachers to determine the pupils’ mastery level.SBA should be...•Pressure free•Reflect actual abilities & standard•Allow immediate and constructive feedbacks
THANK YOUYou are rewarding a teacher poorly if you remain always a pupil (Friedrich Nietzsche)