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525856496-Educ206-module-1-4.pdf - Assessment in Learning 1...

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RAMONMAGSAYSAYMEMORIALCOLLEGESMARBELINC.COLLEGE OF TEACHEREDUCATIONEDUC206:Assessment in Learning 1
Assessment in Learning 1| 2Module 1:Basic Concepts of AssessmentTime Table:2.5 hoursLearning Outcomes:a.Define terms in assessmentb.Compare and contrast the roles of assessment in classroom instructionc.Discriminate the different purposes, roles, types and modes of assessmentDeepen!AssessmentProcess of gathering, describing, or quantifying information about student performance.It is a prerequisite to evaluation. It provides the information which enables evaluation to take placeThe purpose of assessment is to determine whetherexpectationsmatchstandardsset by schoolauthorities.oExpectationsare provided by instructional objectives, that in turn, are translated intolearning outcomes.oStandardsare levels of performance set by school authorities set by school officials asmeasures of excellence or attainmentExample:“After a 40-minute instruction, the student should be able to locate tenAsian counties on a world map with 90 percent correctness.”Expectation:to locate ten Asian countries on a world mapStandard:90 percent correctnessTeachers can set any of the following kinds of standards (Zais, 1976):1.Absolute maximum standardis a level of performance that can be reachedonly by a few students, e.g.95% performance2.Absolute minimum standardcan be attained by majority of students enoughto guarantee promotion to the next higher grade/year level, e.g.75%performance3.Relative standardrefers to the level of competency compared with theperformance of other students in a class or group, e.g.ranking4.Multiple standardis a level of performance or competency that utilizes acombination of the first three standards. This kind of standards is employedto document and determine the learning growth pattern of studentsMeasurementA process of quantifying or assigning number to the individual’s intelligence, personality, attitudesand values, and achievement of the students.Process of obtaining a numerical description of the degree to which an individual possesses aparticular characteristic.TYPES OF MEASUREMENToNormReferenced
Assessment in Learning 1| 3Describe student performance according to relative position in some known group orwith other studentsIt is usually expressed in percentile, a grade equivalent score or stanine(e.g. Ranks5thin a class of 40 students.)The purpose is to rank each student with regards to the achievement of others inbroad areas of knowledge and to discriminate high and low achieversUsually, it covers a large domain of learning tasks, with just a few items measuringeach specific taskHighlights discrimination among individuals with regards to relative of level of learningFavor items of large difficulty and typically omits very easy and very hard items.

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Term
Fall
Professor
GregoryRossicone
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