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Assessment of Learning.docx - MEASUREMENT Types of...

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MEASUREMENT Types of Measurement • Objective measurements (as in testing) - more stablein the sense that repeated measurements of the same quantity or quality of interest will producemore or less the same outcome. • Subjective measurements (as in perceptions) - there are certainfacets of the quantity or quality of interest that cannot be successfully captured by objectiveprocedures but can be done by subjective methods. Functions of Measurements: 1.Instructionala. Principal b. Secondary auxiliary functions2.Administrative/ASSESSMENT PURPOSES OF ASSESSMENT1.Assessment FOR LEARNING Includes three types of assessment done instruction suchas placement, formative and diagnostic. ■ Placement assessment determines appropriateplacement of students both in terms of achievement and aptitude. ■ Formative assessmentguides the teacher on his/her day-today N teaching activity.2.Diagnostic assessment is determining the gaps in learning or Teleaming processes/students learning difficulties which are not revealed by formative tests or checked byremedial instruction and hopefully to bridge these gaps3.Assessment OF LEARNING This is done after instruction, usually referred to summativeassessment.as the Summative assessment tries to determine the extent to which the learning objectives for acourse are met and why. (done after instruction to determine what have been learned).4.Assessment AS LEARNING this is done for teachers to understand and perform welltheir role of assessing FOR and OF learning. It requires teachers to undergo training onhow to assess leaming and to equip with the following competencies needed inperforming their work as assessors.PRINCIPLES OF HIGH QUALITY ASSESSMENT Principle 1: Clear and AppropriateLearning Targets Assessment can be made precise, accurate and dependable only if what are tobe achieved are clearly stated and feasible. Leaming targets need to be stated in behavioral terms.a. Cognitive Targets b. Skills, Competencies and Abilities Targets Products, Outputs, andProjects Target Principle 2: Appropriate Methods Categorized Methods of Assessment:1.Written Response Instruments-include objective tests (multiple choice, true-false,matching, short answer, etc.), essays, examinations, and check lists. Objective tests areappropriate for assessing the various levels of hierarchy of educational objectives.Multiple choice tests can be constructed to test higher order thinking skills. Essays, whenproperly planned, can test the student's grasp of the higher level cognitive skills. 2.Product Rating Scale- A teacher is often tasked to rate products (projects, book reports,maps, charts, drawings, essays, and creative endeavors of all sorts).2.Performance Tests - One of the most frequently used measurement instrument is thechecklist.
3.Oral Questioning- It is the appropriate assessment method when the objectives are: a. Toassess the student's stock knowledge b. To determine the student's ability to communicatecoherent verbal sentences.

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