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COURSE DESCRIPTION
This course focuses on the principles, development, and utilization of conventional assessment tools to improve the teaching and learning process. It emphasizes the use of assessment of, as, and for learning in measuring knowledge, comprehension, and overthinking skills in the cognitive, psychomotor, and affective domains. It takes pre-service teachers through the standard steps in test construction and development, the application of grading systems, and the provision of timely, accurate, and constructive feedback to improve learners' performance. Trends and issues related to assessment are also addressed.
COURSE OUTLINE
UNIT I - Preliminary Concepts and Recent Trends
A. What is education assessment?
Basic Principles
Types of Assessments
Assessment of Learning
Assessment for Learning
Assessment as Learning
Users of educational assessment
B. Common terminologies
Measurement
Testing - Standardized testing - High stakes testing
Evaluation
Types and distinctions of tests
C. High Quality Assessment Components
Clear purpose
Clear and appropriate target
Appropriate Methods
Adequate Sampling
Objectivity
D. Recent Trends and Focus
Accountabilty and fairness
Standards-based education
Outcome-based education (OBE)
Item-response theory
A. Standards-based Assessment
Constructive Alignment - is a design for teaching in which what it is intended students should learn and how they should express their learning is clearly stated before teaching takes place.
K-12 Assessment Guidelines
Content Standards
Performance Standards
Assessment types
B. Appropriate Targets
Competencies, objectives, outcomes
Characteristics of objectives (SMARTER)
Learning domains and taxonomies
Cognitive
Bloom's Taxonomy (Bloom, et al., 1964)
Revised Bloom's Taxonomy (Anderson and Krathwohl, 2001)
Affective
Psychomotor
Other taxonomies
SOLO Taxonomy (Biggs and Collis, 1982)
C. Unpacking Learning Competencies
ABCD of the Statement of Objectives
Writing Objectives from competencies
UNIT III - Designing and Developing Assessments
A. Characteristics of Quality Assessment Tools
B. Types of Teacher-made Tests
C. Learning Target and Assessment Method
D. Assessment Tools Development
Assessment development cycle
Test item formulation
Item analysis
Reliability
Validity
To assess your knowledge, click here : Quick Quiz
Assessment in Learning 1 and 2 References
For more :
Westminster College, n.d. The assessment Cycle. website https://www.westminster.edu/about/accreditation-assessment/cycle.cfm
Tanjili, R. (2022). Course Syllabus. Assessment in Learning I.
Univeristy of Washington (2023). Office of Educational Assessment. Understanding Item Analyses. website https://www.washington.edu/assessment/scanning-scoring/scoring/reports/item-analysis/
Buendicho, F. C. (2013). Assessment of Student learning 1. Rex Bookstore, Inc, Manila, Philippines.
Burton, S. J., Sudweeks, R. E., Merrill, P. F., Wood, B. (1991). How to prepare better multiple-choice test items: Guidelines for university faculty. Retrieved from http://testing.byu.edu/info/handbooks/betteritems.pdf
Gabuyo, Y.A. (2012) Assessment of Learning I. Rex Book Store, Inc., Manila, Philippines.
StudeerSnel B.V., (2022) Module Assessment 3. Designing and Developing Assessment. website https://www.studocu.com/ph/document/university-of-eastern-philippines/bachelor-of-secondary-education/module-assessment-3/2823370
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