Assessment of student learning laos

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LEARNING ASSESSMENT FRAMEWORK (LeAF)
DEPARTMENT OF SECONDARY EDUCATION

WHY WE ARE HERE…
• BESDP Strategy to improve quality of education:
– Update/Improve/Deliver:
• WHAT TO TEACH : CURRICULUM DESIGN, COMPETENCY-
BASED, CLEAR MEASUREMENT STANDARDS (assessment) &
PROCEDURES
• TOOLS FOR LEARNING: INSTRUCTIONAL MATERIALS;
ASSESSMENT TOOLS
• HOW TO TEACH: PRE-SERVICE/IN-SERVICE TRAINING
– ALL OF THE ABOVE emphasize learner-centered approaches from
curriculum to instructional materials, to teaching techniques to
assessment methods.
The QUALITY ASSURANCE measures

• The assumption is that ALL OF YOU are equally
grounded on the education philosophies and
theories…
– Cognitivism versus Behaviorism vs. Constructivism
– 21st century shift from Teacher-centered to Learner centered approaches,
authentic learning, the basics of instructional design
– Authentic Assessment (WALT/WILF/RUBRICS)
– These have been covered under the BESDP in-service training modules in Lao
text and should be more deeply acquired/mainstreamed during Pre-service
training
OUR STRATEGY

ASSESSMENT OF
STUDENT LEARNING

What is Assessment?
• Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of
developing a deep understanding of what students
know, understand, and can do with their knowledge
as a result of their educational experience;
• the process culminates when assessment results are
used to improve subsequent learning.
Huba and Freed, 2000

Sequence in Preparing Instructionally
Relevant Assessment
INSTRUCTION
Indicates the learning
outcomes to be attained
by students
LEARNING TASK
Specifies the particular set
of learning task(s) to be
assessed.
ASSESSMENT
Provides a procedure
designed to measure a
representative sample of
the instructionally relevant
learning tasks.
Is there
close
agreement
?

Key Points
• Assessment is an ongoing process aimed at
understanding and improving student learning
o Multiple methods
o Various Criteria and standards
o Evidence of what students know, can do and
understand
• It’s more than just collecting data

A COMMON ERROR
What we typically (incorrectly) do
Identify content
Brainstorm activities & methods
Come up with an assessment
Without
Checking for
Alignment
Without
Checking for
Alignment

3 Stages of Backward Design/
Understanding By Design (UbD)
1. Identify desired accomplishments
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Then and
only then
THE CORRECT SEQUENCE:

Importance of Assessment
• To find out what the students know
(knowledge)
• To find out what the students can do, and how
well they can do it (skill; performance)
• To find out how students go about the task of
doing their work (process)
• To find out how students feel about their work
(motivation, effort)
• To assess the physical environment

STRATEGIC VALUE
• To help us design and modify
programs to better promote
learning and student success
(relevant/updated)
• To provide common definitions
and benchmarks for student
abilities that will enable us to act
more coherently and effectively to
promote student learning.

• Diagnostic: tell us what the
student needs to learn
• Formative: tell us how well the
student is doing as work
progresses
• Summative: tell us how well the
student (or class/ school/ district/
province/sub-sector) did at the end
of a unit/task or instruction period

HOW IT IMPROVES LEARNING:
• Provides feedback, guidance, and mentoring to
students so as to help them better plan and
execute their own learning programs.
• Helps faculty track the effectiveness of their
work, instructional strategies and overall
performance…
• Provides administrators key ideas for improving
school performance and hard data/evidence to
backup resource investments

Assessment Process
Aims/learning
goals/outcomes
ASSESSMENT
ADJUSTMENT
Acceptable
Evidence of
Learning

What can be assessed?
• Student learning characteristics
o Ability differences
o Learning styles
• Student motivational characteristics
o Interest
o Self-efficacy
o goal orientation
• Learning
o Content knowledge
o Ability to apply content knowledge
o Skills
o Dispositions and attitudes
o Performances

How should we assess?
• True –False Item
• Multiple Choice
• Completion
• Short Answer
• Essay
• Practical Exam
• Papers/Reports
• Projects
• Questionnaires
• Inventories
• Checklist
• Peer Rating
• Self Rating
• Journal
• Portfolio
• Observations
• Discussions
• Interviews

• It should be reliable.
• It should be valid.
• It should be simple to operate,
and should not be too costly.
• It should be seen by students and
society in general.
• It should benefit all students.
Intem Philippines

Who should be involved in assessment?
• The teacher
• The student
• The student’s peers
• Administrator
• Parents

What to do with the information
from our assessment…
• Use it to improve the focus of our
teaching (diagnosis)
• Use it to focus student attention of
strengths and weaknesses
(motivation)
• Use it to improve program planning
(program assessment)
• Use it for reporting to parents

How can we assess student learning?
• Traditional assessment:
o assess student knowledge and skills in relative
isolation from real world context.
o Traditional assessment practices reflect what
students are able to recall from memory
through various means, such as, multiple
choice, true/false, fill in the blank, and
matching questions. (measures lower order thinking
skills: remembering/understanding/ applying)

• Authentic assessment:
o assess students’ ability to use what they’ve been
learning in tasks similar to those in the outside
world (REAL LIFE SITUATIONS).
o Occurs when the authenticity of student learning
has been observed. It requires information from a
variety of sources such as content work samples,
observation during class activities, and
conferences with students.

• Informal Assessment:
teachers’ spontaneous, day to day
observations of student performances.
Examples:
o Verbal
 Asking questions
 Listening to student discussions
 Conducting student conferences
o Nonverbal
 Observing
-Task performances
-On-and off-task behavior
-student choices
-student body language

Informal Assessment
• Strengths
 Facilitates responsive teaching
 Can be done during teaching
 Easy to individualize
• Weaknesses
 Requires high level of teacher skill
 Is vulnerable to
 Bias
 Inequities
 Mistakes

• Formal assessment:
assessment that is planned in advance and
used to assess a predetermined content
and/or skill domain.
Strengths
 allows the teacher to evaluate all students systematically
on the important skills and concepts
 helps teachers determine how well students are
progressing over the entire year
 provides useful information to parents and
administrators.
 Scalable to district/province and national standards

Classroom Assessment HOW Tos:
Ask students to respond in writing to
questions or problem
 Item level: Assessing lower vs. higher skills
 Knowledge vs. application, analysis,
synthesis, and evaluation
 Authentic tasks
e.g. multiple choice, T/F, matching
(recognition), short answer, essay,
mindmaps,
Paper and Pencil Assessment

• Strengths
o Can cover a lot of material reasonably well
o Fair
o Effective in assessing declarative knowledge of content
o Easier to construct and administer than performance
assessments
• Weaknesses
o Require forethought and skill
o Less effective in assessing procedural knowledge and creative
thinking (except for mindmaps/concept maps which can
demonstrate both creative and critical thinking)
o Items that do a good job of assessing higher level thinking
(essay questions) are difficult to score. (unless you applied
rubrics from the start)

In a mixed class, where there are
many kinds of learners, how do
we know their current level of
understanding of a lesson topic?
To assess prior learning, we use
the simplified K-W-H diagram
Establishing your baseline: demonstrating knowledge gained
means knowing the level where the class/students began…

MAKE YOUR GROUP’S
KWH DIAGRAM (5 minutes)
K W H
KNOWLEDGE
(what you already know
about ASSESSMENT, )
WANTS
(what you really want to
know about TOPIC)
HOW
(how you think you will
learn this)
1.
2.
3.
1.
2.
3.
1.
2.
3.
 A KWH diagram is used to analyze & organize what we already
know (or think we know) about a topic. POST these in our
gallery

Another effective way is to do a
collaborative mind-map
Of the topic where the main
objective is to “discover” as many
aspects of the topic together prior
any input (lecture, exercise, etc.)

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• Write the column titles…
• Tape this near your group
• You will fill this out as we go along
(as it hits you, during the break or whenever you feel like it)
Learning board
A tool that effectively tells the teacher what is happening inside her students’ minds as the
lesson goes along. She can ask them to do this as a group or as individuals

Performance Assessments
assessment that elicits and evaluates
actual student performances
Types of Performances:
Products: drawings, science
experiments, term papers, poems,
solution to authentic problems, craft-
projects
Behavior: time trial for running a mile,
reciting a poem, acting tryouts, dancing,
playing musical instrument

• Strengths
-Effective for assessing higher level thinking and
authentic learning
-Effective for assessing skill and procedural learning
-Interesting and motivating for students
• Weaknesses
-Emphasize depth at the expense of breadth
-Difficult to construct
-Time consuming to administer
-Hard to score fairly (unless rubrics was collaboratively
designed and negotiated before the learning task)

Portfolios
• A collection of student samples
representing or demonstrating student
academic growth.
• It can include formative and summative
assessment. It may contain written work,
journals, maps, charts, survey, group
reports, peer reviews and other such items.
• Portfolios are systematic, purposeful, and
meaningful collections of students’ work in
one or more subject areas.

Importance of Portfolios
For Students
• Shows growth over time
• Displays student’s accomplishment
• Helps students make choices
• Encourages them to take
responsibility for their work
• Demonstrates how students think

For Teachers
• Highlights performance-based activities over
year
• Provides a framework for organizing
student’s work
• Encourages collaboration with students,
parents, and teachers
• Showcases an ongoing curriculum
• Facilitates student information for decision
making

For Parents
• Offer insight into what their
children do in school
• Facilitates communication
between home and school
• Gives the parents an
opportunity to react to what
their child is doing in school
and to their development
• Shows parents how to make a
portfolio so they may do one at
home at the same time

For Administrators
• Provides evidence that
teacher/school goals are being
met
• Shows growth of students and
teachers
• Provides data from various
sources

Three basic models:
• Showcase model, consisting of work
samples chosen by the student.
• Descriptive model, consisting of
representative work of the student, with no
attempt at evaluation.
• Evaluative model, consisting of
representative products that have been
evaluated by criteria.

Disadvantages of Portfolio
• Require more time for faculty to evaluate
than test or simple-sample assessment.
• Require students to compile their own
work, usually outside of class.
• Do not easily demonstrate lower-level
thinking, such as recall of knowledge.
• May threaten students who limit their
learning to cramming for doing it at the last
minute.

Rubric
• It is a scoring guide that seeks to evaluate a
student’s performance based on the sum of a
full range of criteria rather than a single
numerical score.
• Negotiated with the Learners/Agreed upon at
the start…
• It is a working guide for students and
teachers, usually handed out before the
assignment begins in order to get students to
think about the criteria on which their work
will be judged.

Rubrics are scoring criteria for
• Free-response Questions
• Scientific reports
• Oral or Power point presentations
• Reflections/Journals
• Essay
• Laboratory-based performance tests
• Article review or reactions
• Portfolios
• Many others
Intem Philippines

Open-ended Question
During a storm, Wendy noticed that she always heard thunder shortly after she saw a flash of
lighting. Explain why there is a difference of time between
seeing lightning and hearing thunder.
Level of
Performance
Criteria Sample Answer
4
Response includes the fact that light travels
faster than sound; makes the connection
with scenario
Light is faster than sound. You
can see the lightning bolt
before sound reaches you.
3
Response only mentions the fact that light is
faster than sound; does not relate the
concept of hearing and seeing
Sound travels slower than
light
2
Response is scientifically incorrect Sound is faster than light
1 Question or parts of question restated Thunder follows lightning
0 No answer or answer erased
Sample Scoring Rubric

Concept Mapping/Mind Mapping
• It requires students to explore
links between two or more related
concepts. When making concept
maps, they clarify in their minds
the links they have made of the
concepts and having visual
representation of these links, they
are better able to rearrange or
form new links when new
concepts are introduced.
Intem Philippines

Sample MindMaps

Laboratory Performance
• In this format students and teachers know the
requirements in advance and prepare them.
The teacher judges the student performance
within a specific time frame and setting.
• Students are rated on appropriate and
effective use of laboratory equipment,
measuring tools, and safety laboratory
procedures as well as a hands-on designing of
an investigation.

Inventories
• Diagnostic Inventories: Student
responses to a series of questions or
statements in any field, either
verbally or in writing. These
responses may indicate an ability or
interest in a particular field.
• Interest Inventories: student
responses to questions designed to
find out past experience and or
current interest in a topic, subject or
activity.

• Presentation: a presentation by one student or
by a group of students to demonstrate the skills
used in the completion of an activity or the
acquisition of curricular outcomes/expectations.
The presentation can take the form of a skit,
lecture, lab presentation, debate etc. Computers
can also be used for presentation when using
such software as Hyperstudio, Powerpoint or
Corel presentations.
• Peer Evaluation: judgments by students about
one another’s performance relative to stated
criteria and program outcomes

Journal Assessment
• This refer to student’s ongoing record of
expressions experiences and reflections on a
given topic.
• There are two types: one in which students
write with minimal direction what he/she is
thinking and or feeling and the other requires
students to compete a specific written
assignment and establishes restrictions and
guidelines necessary to accurately accomplish
the assignment. Journals can evolve different
types of reflecting writing, drawing, painting,
and role playing.

REFLECTIVE JOURNAL
What
happened?
How do I feel
about it?
What did I
learn?

SYNTHESIS JOURNAL
What I Did? What I
learned?
How I can
Use It?

SPECULATION ABOUT EFFECTS JOURNAL
What happened? What could happen
because of this?

Summary
• A fair assessment is one in which students are
given equitable opportunities to demonstrate what
they know and can do.
• Classroom assessment is not only for grading or
ranking purposes. Its goal is to inform instruction
by providing teachers with information to help
them make good educational decisions.
• Assessment is integrated with student’s day-to-
day learning experiences rather than a series of
an end-of-course tests.

Why Link Assessment With Instruction?
Better assessment
means better teaching.
Better
teaching
means
better
learning.
Better learning
means
better students.
Better students
mean better
opportunities
for a better life.

Maraming salamat po!
THANK YOU VERY MUCH!
KOB CHAI LAI LAI

Assessment of student learning laos

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