Module 1: Overview In assessment of learning
After completing this module we learned the guiding principles in assessment of learning, types of measurements and their differences, the common characteristics and differences between norm-references test and criterion-referenced tests, the types of assessment, and the modes of assessment. These will help educators in the field of education because we cannot assess the students’ learning subjectively. It should be objective to avoid biases. This is why evaluation of data collected through tests and other measuring devices is most needed. And we learned that to be able to prepare a good test we must have a thorough mastery of the subject matter, knowledge of the pupils to be tested, and skills in verbal expression and in the use of the different test formats. Since education is a continuous process of growth and change among learners, assessment should run parallel to the process. It should permeate the whole educational program of continuous improvement and change. Provisions for placement, formative, diagnostic and summative should be made.
Module 2: establishing the learning targets
Learning targets serve as the basis for assessment. It is a statement/s of intended learning which teachers craft to guide the teaching and learning process. Here is where the teachers’ instructional objective is being tested. In lesson plan, for instance, teacher will state his/her goals in a certain subject. This is to ensure if his/her instruction is effective or to know if there is a need to re-teach the lesson being taught. This module contains ideas that might help us on how to plan our lesson through cognitive, affective, and psychomotor domain. This domain will enhance the learning of students to equip them with better knowledge and skills.
Module 3: keys to effective testing
Evaluation of pupils’ progress is a major aspect of the teacher’s job. Test is usually the principal instrument used in carrying out this function. This implies that teachers must have some procedures whereby they can reliably and validly evaluate how effectively their students have been taught. The process of writing good test items is not simple—it requires time and effort. It also requires certain skills and proficiency on the part of teachers just to improve the construction of test item. Here are some general considerations in writing test items; carefully define your instructional objectives, prepare a test blueprint and continually refer to it as you write the test items, formulate well-defined questions, write each test item on a separate card, prepare a scoring key, prepare more items than are actually needed, write the test item as soon as possible after the material has been taught, prepare the items well in advance to permit reviews and editing, and be careful when rewording a faulty item.
Module 4: Development of Assessment Tools
These assessment tools enable us as a future teacher someday to review and reflect on our knowledge, as a preparation in the near future especially in the field of being a teacher. This module 4 which is based on the syllabus of Ed103 Assessment of Student Learning is practically a guide for assessing the intended learning outcomes of classroom instruction. It is based on the development of the assessment tools for student’s achievement which plays a vital role in instruction and that the main goal of assessment is to improve the student’s learning. This module is not just a recipe of ideas for teachers to use in their classroom. It contains some pedagogical strategies to encourage teachers to reflect on their own practice when controlled with the use of these assessment tools such as multiple choice test, true or false test, matching type test, completion test, cloze test, essay test, and other assessment tools and techniques.
This module simply give us a guide how to make the best and a good test items from different types of tests as an assessment tools in evaluating your students and you as a teacher as well. Teacher will be skillful and effective enough if he/she analyze and synthesize information to be used in classroom evaluation for students. The focus of this module is on the “tools” used to conduct authentic assessment. These tools for teachers were significant in improving student assessment extend beyond the cognitive and psychomotor domains to include assessment of attitudes and other affective behaviors as well. The key element here is to help students develop their self-awareness and help them know their strengths and weaknesses. Teachers will need to use a variety of assessment tools and techniques in order to enable all students to have a collection of their achievements and monitor the level of their knowledge.
The challenge for teachers is to commit to change the way they teach and assess students as well as put forth the effort to develop and use alternative assessment strategies such as those described in this module for the betterment of the teaching and learning process of the students and the teachers as well.
Module 5: characteristics of a good test
Good tests do not just happen. They require adequate and extensive planning so that the goals of instruction and the strategy to be employed will relate to each other. Writing items that are valid, reliable, and objective requires time and energy. To ensure the successful planning, the teacher can follow these steps in order to come up with a good test.
a.) Determining the objectives
Classroom achievement tests serve a variety of purposes such as—
1. Judging the pupils, mastery of certain essential skills and knowledge:
2. Measuring growth over time:
3. Ranking pupils in terms of their achievement of particular instructional objectives:
4. Diagnosing pupil difficulties:
5. Evaluating the teacher’s instructional method:
6. Ascertaining the effectiveness of the curriculum: and
7. Motivating students.
A test is valid when it measures what it is supposed to measure. It can be established by using the Pearson r, the Spearman Brown formula, and the Kuder-Richardson 21. A test, on the contrary, is reliable when it is consistent. Reliability can be measured through the split-half method, the test-retest method and the parallel-form method. There are certain factors that are considered to influence the validity of test in general. (Gronlund, 1981) These are; appropriate of test items, directions, difficulty of items, construction of test items, length of the test, arrangement of items, and patterns of answers. There are also various ways of establishing test reliability through statistics. However, the factors that affect reliability (Gronlund, 1981) should be noted here—length of the test, difficulty of the test, and objectivity.
Module6: Interpreting Test Scores
Interpreting test scores is very essential to educators as it describe each student's developmental level within a test area. It also identifies a student's areas of relative strength and weaknesses in subject areas thus, monitor year-to-year growth in the basic skills. In this lesson, we really learned a lot. Our mathematical skills improved by performing operations. This will help us a lot in our future profession.
Module 7: educational statistics
I |
| MEASURES OF CENTRAL TENDENCY |
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After data have been collected and tabulated, analysis begins with the calculation of a single number, which will summarize or represent all the data. Because data often exhibit a cluster or central point, this number is called a measure of central tendency.
Let x1, x2, …, xn be the n tabulated (but ungrouped) numbers of some statistic; the most frequently used measure is the simple arithmetic average, or mean, written , which is the sum of the numbers divided by n:
The median for grouped data
You can calculate the median for a grouped frequency table using the following formula:
Where:
- L is the lower class boundary of the median class.
- f is the frequency associated with the median class.
- n is the total number of observations (i.e. the total of the Frequency column).
- c is the cumulative frequency up to the class before the median class.
- h is the difference between the upper and lower bounds of the median class.
The mode for grouped data
You can calculate the mode for a grouped frequency table by using the following formula:
Where:
- L is the lower class boundary of the modal class.
- fm is the frequency associated with the modal class.
- f1 is the frequency of the class before to the modal class.
- f2 is the frequency of the class after the modal class.
- h is the difference between the upper and lower bounds of the modal class.
II |
| MEASURES OF VARIABILITY |
The investigator frequently is concerned with the variability of the distribution, that is, whether the measurements are clustered tightly around the mean or spread over the range. One measure of this variability is the difference between two percentiles, usually the 25th and the 75th percentiles. The pth percentile is a number such that p percent of the measurements are less than or equal to it; in particular, the 25th and the 75th percentiles are called the lower and upper quartiles, respectively. The pth percentile is readily found from the cumulative-frequency graph, by running a horizontal line through the p percent mark on the vertical axis on the graph, then a vertical line from this point on the graph to the horizontal axis; the abscissa of the intersection is the value of the pth percentile.
The standard deviation is a measure of variability that is more convenient than percentile differences for further investigation and analysis of statistical data. The standard deviation of a set of measurements x1, x2, …, xn, with the mean is defined as the square root of the mean of the squares of the deviations; it is usually designated by the Greek letter sigma (σ). In symbols
Standard deviation is called the variance. If the standard deviation is small, the measurements are tightly clustered around the mean; if it is large, they are widely scattered.
III Correlation
The correlation is one of the most common and most useful statistics. A correlation is a single number that describes the degree of relationship between two variables. The formula for Pearson's correlation takes on many forms. A commonly used formula is shown below. The formula looks a bit complicated, but taken step by step as shown in the
numerical example, it is really quite simple.
1. What was your reaction to the online blog activity?
The day that our professor announced that we need to have a blog site; we are all excited and confuse at the same. We are excited because we are going to explore to gain more knowledge about the multi-media. We know that it helps to expand our experiences beyond the confines of our classroom. Because we believe that technologies provide support for innovative teaching. And it overwhelms us that aside from merely users of technology programs, we can also be multi-media developers.
