A. Difference between assessment reflection for learning and assessment of learning.
In assessment for learning, it focus on the best ways of delivering a lesson, looking for the best strategy effective to the students since type of pupils are not constant, every year various kind of students are encountered, the style in teaching must not be constant, and so therefore there is a need of assessment for learning to look for the best possible style in teaching that fit to the needs and personality of your pupils and to look for how the strategy in teaching can even be more enhanced. We might thought that our style in teaching is the best and effective but we don’t even know there is much better strategy that can be more effective to the student, and this can be known by looking to the output of the result in assessment. We can also measure how good teaching style by the help of assessment for the learning. Assessment for learning will somehow be the guidance to find out if there’s a problem on teaching strategy are was it effective and be rhe guide in constructing more alternative ways in teaching techniques that will suit the different personalities of students.
While assessment of learning is looking for the result of the students capacity in learning, and their IQ measurement. It will also be the guidance of which particular lessons are need to be reteach, and which part are to be developed. So it will also be a measure of the output of your hard work in making your students learn. So assessment for learning is an evaluation to the teacher while assessment of learning is an evaluation of the student’s learning status.
B. Difference of Norm referenced test and Criterion referenced test.
Norm referenced test are made of standardize test or general examination of knowledge. It is how abundant a certain person possesses in storing knowledge in his mind. While criterion referenced test predefined set of criteria and its aims to reach a specific goals, and reach a certain objectives. Norm referenced test is best on taking board exams, school entrance exam, scholarship exams, and for promotional examinations. While criterion referenced test is best applicable in all level of studies where in they have certain goals and objective to accomplish.
Thursday, July 28, 2011
Friday, July 8, 2011
Assessment of/For Learning ..... Jocelyn B. Jugadora
Reflection on Assessment for Learning vs. Assessment of Learning
Assessment of learning is an evaluation to find out if the learners are actually learning (changing their behavior) as a result of the training.
Assessment for learning is an evaluation to provide feedback to both the teacher and learning regarding the learners’ progress towards achieving the learning objective.
These two (2) types of assessment are different from each other. The first one is assessing in finding out what the learner has learned while the later is assessing the learner’s active involvement in his/her own learning.
For me, they are both important. Since both of them contribute to the progress of the learner. The two types can be differentiated according to the following statements:
Assessment of learning can be measured by asking the learner to recall facts or principles; asking the learners to apply a given or recalled fact or principle; asking the learner to select and apply facts and principles to solve a given problem (example: What do you know that will help you solve this problem?); and asking the learner to formulate and solve his or her own problem by selecting, generating and applying facts and principles (example: What do I see as the problem here and how can I reach a satisfying solution?)
Assessment for learning can be based on a variety of information sources (example: portfolios, works in progress, teacher observation or conversation). The feedback should be used by the teacher to revise and develop further instruction or the feedback can be used by the learner to improve study habit and time management to cope up with his problem regarding his/her studies. This kind of assessment can be more effective when performance task is coupled with a rubric. This kind of assessment is fundamental in illustrating how and why such principles need to be adhered to.
Assessment of learning is an evaluation to find out if the learners are actually learning (changing their behavior) as a result of the training.
Assessment for learning is an evaluation to provide feedback to both the teacher and learning regarding the learners’ progress towards achieving the learning objective.
These two (2) types of assessment are different from each other. The first one is assessing in finding out what the learner has learned while the later is assessing the learner’s active involvement in his/her own learning.
For me, they are both important. Since both of them contribute to the progress of the learner. The two types can be differentiated according to the following statements:
Assessment of learning can be measured by asking the learner to recall facts or principles; asking the learners to apply a given or recalled fact or principle; asking the learner to select and apply facts and principles to solve a given problem (example: What do you know that will help you solve this problem?); and asking the learner to formulate and solve his or her own problem by selecting, generating and applying facts and principles (example: What do I see as the problem here and how can I reach a satisfying solution?)
Assessment for learning can be based on a variety of information sources (example: portfolios, works in progress, teacher observation or conversation). The feedback should be used by the teacher to revise and develop further instruction or the feedback can be used by the learner to improve study habit and time management to cope up with his problem regarding his/her studies. This kind of assessment can be more effective when performance task is coupled with a rubric. This kind of assessment is fundamental in illustrating how and why such principles need to be adhered to.
Sunday, July 3, 2011
The Difference between Assessment OF learning and FOR learning... shamseda tabao
In my own view, there is often confusion over the difference between summative learning (focus on results or grades) and learning assessment, believing that they are totally unrelated and sometimes they are one and the same. The truth is, it depends. Summative learning is often based on more than learning outcomes. Instructors’ grading criteria often include behaviours or activities that are not measures of learning outcomes, such as attendance, participation, improvement, or effort. Although these may be correlated with learning outcomes, and can be valued aspects of the course, typically they are not measures of learning outcomes themselves.
However, assessment of learning can and should rely on or relate to grades, and so far as I do, grades can be a major source of data for assessment. To use grades as the basis for learning outcomes, grades would first have to be decomposed into the components that are indicators of learning outcomes and those that are indicators of other behaviours. Second, grades would have to be based on clearly articulated criteria that are consistently applied. Third, separate grades or subscores would have to be computed for the major components of knowledge and skills so that evidence of students’ specific areas of strength and weakness could be identified. For example, although 30% of a class may receive a grade of 85, the group may all have shown a very high level of competence on one skill set but only moderate achievement in another. This kind of strength and weakness assessment provides feedback that is useful to students because it can guide and focus their practice, to the teacher, because it can reveal topics and skills that require further instructional activities, and to the department, because it can guide potential changes in curriculum to appropriately address areas of strength and weakness.
This kind of analysis is not the same as producing sub scores for different course activities, such as a score for homework, one for exams, and another for projects. These are different methods of assessment, and each of them may assess multiple skills and abilities and may overlap with each other in terms of what knowledge and skills they assess. To accurately assess learning outcomes, each type of assessment (i.e., exam, project, assignment, etc), would need to be analyzed in terms of the different skills it addresses and scores across the various types of assessment activity would have to be compiled and assigned for each of the skills.
The Assessment FOR learning is an approach to formative assessment contends that access to more frequent evidence of student mastery of state standards gathered using multiplechoice tests and placed in the hands of teachers, while potentially helpful, falls short of tapping the immense potential of formative thinking. The alternative is to use many different assessment methods to provide students, teachers, and parents with a continuing stream of evidence of student progress in mastering the knowledge and skills that underpin or lead up to our department of education standards.
By: Shamseda A. Tabao
However, assessment of learning can and should rely on or relate to grades, and so far as I do, grades can be a major source of data for assessment. To use grades as the basis for learning outcomes, grades would first have to be decomposed into the components that are indicators of learning outcomes and those that are indicators of other behaviours. Second, grades would have to be based on clearly articulated criteria that are consistently applied. Third, separate grades or subscores would have to be computed for the major components of knowledge and skills so that evidence of students’ specific areas of strength and weakness could be identified. For example, although 30% of a class may receive a grade of 85, the group may all have shown a very high level of competence on one skill set but only moderate achievement in another. This kind of strength and weakness assessment provides feedback that is useful to students because it can guide and focus their practice, to the teacher, because it can reveal topics and skills that require further instructional activities, and to the department, because it can guide potential changes in curriculum to appropriately address areas of strength and weakness.
This kind of analysis is not the same as producing sub scores for different course activities, such as a score for homework, one for exams, and another for projects. These are different methods of assessment, and each of them may assess multiple skills and abilities and may overlap with each other in terms of what knowledge and skills they assess. To accurately assess learning outcomes, each type of assessment (i.e., exam, project, assignment, etc), would need to be analyzed in terms of the different skills it addresses and scores across the various types of assessment activity would have to be compiled and assigned for each of the skills.
The Assessment FOR learning is an approach to formative assessment contends that access to more frequent evidence of student mastery of state standards gathered using multiplechoice tests and placed in the hands of teachers, while potentially helpful, falls short of tapping the immense potential of formative thinking. The alternative is to use many different assessment methods to provide students, teachers, and parents with a continuing stream of evidence of student progress in mastering the knowledge and skills that underpin or lead up to our department of education standards.
By: Shamseda A. Tabao
Friday, July 1, 2011
JANAIRAH S. BALINDONG's reflections
“OUR STUDENTS ARE REFLECTION OF WHO WE ARE AS A TEACHER”
“Our students are reflection of who we are as a teacher” is my guiding principle when I chose to become a teacher. I always wanted to the best teacher if not the perfect one.
I believe that I can only be the effective and successful in profession though effective assessment. Assessment as we all know is a part and parcel of teaching. I believe I can only assess the development of my students through reliable, valid assessment in the form of testing, measuring, marking, and making reports.
Assessment, though, exceedingly complex activity it is only through this means that the efficiency of the teacher and the growth and achievement of the student can be evaluated through the use of such devices as check lists, rating scales, test of different aspects of teaching ability, interview, and questionnaires.
Moreover, assessment should be diagnostic, for instance, it should reveal the specific points of strength and weakness in teaching and learning. It should also motivate our students to study. The latter will set-up effective and definite goals for learning. Assessment, too, should enable teachers to discover the needs of his/her students to effectively design what learning experiences will satisfy there need (Gregorio). Furthermore, it should stimulate the cooperation from school, the home, and the community in making significant educational progress. Parents will be given the chance to understand their children’s growth, interest, and potentialities. It is our major responsibility to inform parents regarding their child’s development and progress in the various areas of the curriculum, his desires and motives and behavior they lead to, his potentialities for learning, as well as his achievement.
Likewise, assessment is helpful for teacher as this will enable him/her to see how he can make his contribution to the accomplishment of the total goals or aims of the school system.
Our prime concern as a teacher should be determining the effectiveness of teaching through teaching and learning, this, I believe could only be attained evaluation/assessment.
But, if I have to look back, I could only honestly admit I am not totally successful in performing my task, that, in assessing my students. At times, I am competing with time finishing the allotted time for every subject matter. But guided with my acquired knowledge about the principles of assessment, I could only assured everyone that I am giving my best to be effective assessor of my students’ achievement, especially that I am also burden with other responsibilities like my schooling.
“Our students are reflection of who we are as a teacher” is my guiding principle when I chose to become a teacher. I always wanted to the best teacher if not the perfect one.
I believe that I can only be the effective and successful in profession though effective assessment. Assessment as we all know is a part and parcel of teaching. I believe I can only assess the development of my students through reliable, valid assessment in the form of testing, measuring, marking, and making reports.
Assessment, though, exceedingly complex activity it is only through this means that the efficiency of the teacher and the growth and achievement of the student can be evaluated through the use of such devices as check lists, rating scales, test of different aspects of teaching ability, interview, and questionnaires.
Moreover, assessment should be diagnostic, for instance, it should reveal the specific points of strength and weakness in teaching and learning. It should also motivate our students to study. The latter will set-up effective and definite goals for learning. Assessment, too, should enable teachers to discover the needs of his/her students to effectively design what learning experiences will satisfy there need (Gregorio). Furthermore, it should stimulate the cooperation from school, the home, and the community in making significant educational progress. Parents will be given the chance to understand their children’s growth, interest, and potentialities. It is our major responsibility to inform parents regarding their child’s development and progress in the various areas of the curriculum, his desires and motives and behavior they lead to, his potentialities for learning, as well as his achievement.
Likewise, assessment is helpful for teacher as this will enable him/her to see how he can make his contribution to the accomplishment of the total goals or aims of the school system.
Our prime concern as a teacher should be determining the effectiveness of teaching through teaching and learning, this, I believe could only be attained evaluation/assessment.
But, if I have to look back, I could only honestly admit I am not totally successful in performing my task, that, in assessing my students. At times, I am competing with time finishing the allotted time for every subject matter. But guided with my acquired knowledge about the principles of assessment, I could only assured everyone that I am giving my best to be effective assessor of my students’ achievement, especially that I am also burden with other responsibilities like my schooling.
Assessment of/for Learning... by Presentation Ananario
Assessment for Learning
Assessment for learning is an integral part of teaching and learning. It is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.
Assessment, teaching and learning are inextricably linked, as each informs the others.
Assessment is a powerful process that can either optimize or inhibit learning, depending on how it is applied.
Benefits of assessment for learning
For Teachers
Assessment for learning helps teachers gather information to:
• plan and modify teaching programs for individual students ,groups of students and the class as a whole
• pinpoints students strengths so that both teacher and students can build on them
• identify students learning needs in a clear and constructive way so they can be addressed
• involve parents and families in their children’s learning
For students
Assessment for learning provides students information and guidance as they can plan and manage the next steps in their learning.
Assessment for learning uses information to lead from what has been learned to what needs to be learned next.
The assessment for learning can unlock the approaches used by students and help them to become aware of not only what they are learning, but how they are learning it. This empowers student to take control of their own learning, by developing their skills of self-regulation.
Students can discuss their developing understanding of their teacher, peers, parents and families. Independent learners like this have the ability to seek out and gain new skills, new knowledge and new understanding according to their needs and learning goals.
Assessment of Learning
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs and placement. It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to other groups. (e.g. employers, other educational institutions)
Assessment of learning is the assessment that becomes public and results in statements and symbols about how well students are learning. It often contributes to pivotal decision that will affect students’ futures. It is important then, that the underlying logic and measurement of assessment of learning be credible and defensible.
Assessment of learning methods include not only test and examinations, but also a rich variety of products and demonstrations of learning-portfolios, exhibition, performance, presentations ,simulations, multi-media projects and a variety of other written, oral and visual methods.
Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate description of student competence in relation to other assessments results.
Reflections
As part of the over-all evaluation process, we need specifically to find out if the learners are actually learning as a result of the training, for example, are learners are changing their behavior .This will show us whether the training has been effective, which ultimately is the most important issue. Assessment is the means of finding out what learning is taking place. As well as specific knowledge and skills, we might also like to measure other changes in behavior related to personality, social skills, interest, learning styles, etc.
Teachers need to know how a given assessment should enhance learning, and how to check if it has. Assessment should emphasize quality student –teacher learning enter-actions and be fit for purpose.
Assessment for learning supports teaching and learning in three key ways such as; identifying the learning need, feedback and next teaching and learning steps while assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. As said , genuine learning for understanding is much more than just recognition of facts or algorithms,” assessment of learning “tasks need to enable students to show the complexity of their understanding.
To conclude assessment for learning has to assess to enable teacher to determine next steps in advancing students learning while assessment of learning has to assess to certify or inform parents or others of students’ proficiency in relation to curriculum learning outcome.
Assessment for learning will asses each student’s progress and learning needs in relation to the curricular outcomes while assessment of learning will assess the extent to which student’s can apply the key concepts, knowledge ,skills and attitude related to the curricular outcomes.
The methods use for assessment for learning is a range method in different modes that make student’s skills and understanding visible while assessment of learning use a range method in different modes that assess both product and process.
Accuracy and consistency of observation and interpretation of students learning, clear, detailed learning expectations and accurate, detailed notes for descriptive feedback of each student are the ways of ensuring quality of assessment for learning while assessment of learning ensures quality through accuracy, consistency and fairness of judgment based in high quality information, clear, detailed learning expectations, and fair and accurate summative reporting.
Assessment for learning is an integral part of teaching and learning. It is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies.
Assessment, teaching and learning are inextricably linked, as each informs the others.
Assessment is a powerful process that can either optimize or inhibit learning, depending on how it is applied.
Benefits of assessment for learning
For Teachers
Assessment for learning helps teachers gather information to:
• plan and modify teaching programs for individual students ,groups of students and the class as a whole
• pinpoints students strengths so that both teacher and students can build on them
• identify students learning needs in a clear and constructive way so they can be addressed
• involve parents and families in their children’s learning
For students
Assessment for learning provides students information and guidance as they can plan and manage the next steps in their learning.
Assessment for learning uses information to lead from what has been learned to what needs to be learned next.
The assessment for learning can unlock the approaches used by students and help them to become aware of not only what they are learning, but how they are learning it. This empowers student to take control of their own learning, by developing their skills of self-regulation.
Students can discuss their developing understanding of their teacher, peers, parents and families. Independent learners like this have the ability to seek out and gain new skills, new knowledge and new understanding according to their needs and learning goals.
Assessment of Learning
Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs and placement. It is designed to provide evidence of achievement to parents, other educators, the students themselves and sometimes to other groups. (e.g. employers, other educational institutions)
Assessment of learning is the assessment that becomes public and results in statements and symbols about how well students are learning. It often contributes to pivotal decision that will affect students’ futures. It is important then, that the underlying logic and measurement of assessment of learning be credible and defensible.
Assessment of learning methods include not only test and examinations, but also a rich variety of products and demonstrations of learning-portfolios, exhibition, performance, presentations ,simulations, multi-media projects and a variety of other written, oral and visual methods.
Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate description of student competence in relation to other assessments results.
Reflections
As part of the over-all evaluation process, we need specifically to find out if the learners are actually learning as a result of the training, for example, are learners are changing their behavior .This will show us whether the training has been effective, which ultimately is the most important issue. Assessment is the means of finding out what learning is taking place. As well as specific knowledge and skills, we might also like to measure other changes in behavior related to personality, social skills, interest, learning styles, etc.
Teachers need to know how a given assessment should enhance learning, and how to check if it has. Assessment should emphasize quality student –teacher learning enter-actions and be fit for purpose.
Assessment for learning supports teaching and learning in three key ways such as; identifying the learning need, feedback and next teaching and learning steps while assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. As said , genuine learning for understanding is much more than just recognition of facts or algorithms,” assessment of learning “tasks need to enable students to show the complexity of their understanding.
To conclude assessment for learning has to assess to enable teacher to determine next steps in advancing students learning while assessment of learning has to assess to certify or inform parents or others of students’ proficiency in relation to curriculum learning outcome.
Assessment for learning will asses each student’s progress and learning needs in relation to the curricular outcomes while assessment of learning will assess the extent to which student’s can apply the key concepts, knowledge ,skills and attitude related to the curricular outcomes.
The methods use for assessment for learning is a range method in different modes that make student’s skills and understanding visible while assessment of learning use a range method in different modes that assess both product and process.
Accuracy and consistency of observation and interpretation of students learning, clear, detailed learning expectations and accurate, detailed notes for descriptive feedback of each student are the ways of ensuring quality of assessment for learning while assessment of learning ensures quality through accuracy, consistency and fairness of judgment based in high quality information, clear, detailed learning expectations, and fair and accurate summative reporting.
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