MEANINGFUL ASSESSMENT 1

MEANINGFUL ASSESSMENT 1

1. STRATEGY

   • in Assessment it relates to the various ways for assessment to be conducted.

2. TECHNIQUE

   • In assessment, it relates to a specified procedure and processes involved.

3. TOOL

   • In assessment, it relates to the  measuring tool for example rubric, or checklist.

4. TERMINOLOGIES

5. What is the difference? A vision generates

   • TESTING
     • Tests can be used to measure the level of knowledge, skills and attitude.
     • Tests can be used to measure the level of knowledge, skills and attitude.
   • MEASUREMENT
     • The measure provides a score to determine student performance.
   • ASSESSMENT
     • It is a process of documenting the continuous collection of information about what students were able to do.

6. Purpose of Testing in Education

   • Inform students and educators about the strengths and weaknesses of the process.
   • Encourage improvement
   • Guide the planning/development of the ongoing state of the teaching process.
   • Create a sense of achievement
   • Motivate students to consolidate the review of specific material.
   • Determine if the resolved objectives have been achieved.

7. What the students know and what they can do.

   • Interaction
     • Involves interaction, which aims at seeking to understand what the learners have achieved.
   • Nature
     • Assessment may be descriptive rather than judgmental.
   • Diagnostic
     • Helps learners to diagnose their problems and improve the quality of their subsequent learning.
   • Role

8. Types of Evaluation

   • DIAGNOSTIC
     • Diagnosing learners is usually used when tracking or streaming learners according to their levels. It is carried out most of the time as a follow-up evaluation to a formative evaluation. A diagnostic test can be in the form of an achievement test, performance test, or self-rating interview observations.
   • PLACEMENT
     • To fix inappropriate entries, for example, students are assigned to classes based on their subject combinations, also known as tracking, streaming, and grouping.
   • FORMATIVE
     • Continuous assessment method providing feedback (what they have mastered) and feedback (how they can improve) on student results.
   • SUMMATIVE
     • In the end, an evaluation is carried out, in which the student's performance is measured and a score is given. It occurs at the end of a program or course and determines its overall effectiveness.
   • NORM REFERENCE
     • Compare an individual's performance with that of others. It is designed to produce a normal curve with the majority in the average and with 25% separation at both ends (high and low).
   • CRITERION REFERENCE
     • Compares individuals with a set of criteria established as a standard. For example, the outcomes-based education curriculum is largely criterion-based.

9. ALTERNATIVE ASSESSMENT FOR STUDENTS

   • Alternative assessment is in direct contrast to what is known as conventional assessment. It refers to all types of assessments that are used to measure the student's ability and mastery in performing complex tasks related to the intended learning outcomes (Yusop,2018).
   • CONVENTIONAL ASSESSMENT
     • Depends on proxy measures of student learning to represent target skills Encourages memorization of correct answers. Its objective is to measure the acquisition of knowledge. Non-interactive performance Encourage extrinsic motivation It generally depends on a forced and written choice. extent
   • ALTERNATIVE ASSESSMENT
     • It depends on direct measures of the target ability. Promote divergent thinking in the generation possible answers Its objective is to promote the development of significant skills Interactive performance Promote intrinsic motivation Promotes the integration of diverse written knowledge and performance measures.
   • TYPE OF ASSESSMENT
     • ASSESSMENT
       • CONVENTIONAL ASSESSMENT
       • ALTERNATIVE ASSESSMENT
         • AUTHENTIC ASSESSMENT
           • According to Mueller (2005), authentic evaluation is a way of assessment in which students are asked to complete real-world situations that show meaningful application of essential knowledge and skills. Typically, all performance tasks will be evaluated by using a rubric.
         • PERFORMANCE-BASED ASSESSMENT
           • According to Chun (2010), performance-based evaluation Measures students' ability to apply the skills and knowledge learned in a unit or units of study. Typically, students use their higher-order thinking skills to create a product or complete a process as a challenging task.
   • Alternative Assessment Common Strategies.
     • PEER ASSESSMENT
       • A process of peers giving feedback on the other learners’ work in terms of the quality.
     • SELF-ASSESSMENT
       • A process of formative assessment during which learners reflect on the equality of their work, judge the degree that reflects explicitly stated goals of criteria and revise accordingly (Andrade, 2010).
     • GROUP ASSESSMENT
       • A group of learners collaborates to solve a complex problem task that needs proper planning, discussion, research, and presentation either during a class or over a certain period outside of the class. Educator will monitor learners by following the groups’ progress and the contribution of individual learners within a group.
   • Alternative Assessment Technique
     • PROJECT
       • Project-based assessment is a technique for assessing students as they engage in learning more concretely. It also allows educators to assess students' higher-order thinking skills as they engage in student-related projects, coursework, and experience gained during the class period.
     • INTERVIEW
       • A technique used to evaluate students' oral performance. participating in the interaction between educators and students. The interview will be conducted by educators only for evaluation. purposes.
     • TECHNOLOGY-BASED ASSESSMENT
       • Implica el uso de la tecnología y modernos dispositivos integrados en la enseñanza y el aprendizaje para evaluar rendimiento y progreso de los estudiantes (Yúsop, 2018). Este tipo de evaluación Se utiliza para animar a los estudiantes a participar y colaborar en el aprendizaje Vía online y fuera del aula.
       • ORAL PRESENTATION
         • It refers to direct means of assessment and student learning outcomes that are carried out by questioning the student. For this assessment, there is no structured list of questions where Assessors can ask any question and request answers depending on the situation compared to the evaluation interview.
         • PORTFOLIO
           • Portfolio assessment is an ongoing process in which students produce tangible evidence of their learning. It consists of the collection of student's work in which his/her performance, ability, progress, and learning process would be evaluated based on a standard grade to decide his/her performance or a study program.

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