Final eJournal Entry – EDS 113

I am truly amazed on my adventure in EDS 113 which is Principles and Method of Assessment. I am a person who strives hard in learning a lot of things in life, let us just safely say, I still need to learn more and more about life. I’ve always believed that if there’s learning, there must be an assessment. I consider assessment as essential part of learning.

As I was reflecting on this course, Assessments should be objective and free from biases to maintain its credibility. It should be objective because these are used to measure or determine one’s learning or performance. Since assessments are also compared against a standard, learning objectives or goals, they need to be done systematically and therefore must be measurable.

Assessments would reveal how the person being “assessed” has learned the material or if he or she was able to perform what was expected of him or her. In line with this, assessments are measurable because it’ll serve as a criterion in letting someone advance to the next level in the educational setting.

However, both the teacher and the student should not view assessment as the only indicator of one’s learning. There are other important components of learning that they have to consider like learning styles, motivation, cultural backgrounds, self-efficacy beliefs, etc. They must also bear in mind that assessments may not always reflect the ‘true learning’ of an individual. There are instances when assessments don’t provide the accurate learning or performance of an individual; one possible reason for this is the mismatch between the learning objectives, teaching strategies, learning activities and assessment. There are instances where assessments are poorly aligned with the learning objectives and teaching approaches. If this happens the assessment might not accurately measure or determine the performance or level of learning of an individual.

In addition, that assignment the professor gave us paved way to a more learning experience. Before, in my previous term in UPOU PTC program, interaction was solely based on forums, but the assignment the professor gave us broke the boundary between static learning to cooperative learning. Truly, it is an interactive way of learning.

Finally, I want to be an educator with enough knowledge and a great compassion to my students and real dedication in teaching profession.  I would want to be the type of teacher that can make an excellent impression on my students so that they would not forget what I taught and maybe in the future they would pass down to their children or students .I do believe that teaching is such a rewarding job, you get to make a difference in children lives and help and guide them to make the right choices in life. Being a Teacher is invaluable contribution to change the lives of the students. Essentially, becoming a Teacher lets you take part in shaping the next generation.

From the bottom of my heart, I thank Prof. Lou Juachon, Ph.D for this wonderful opportunity.

Happy learning to us and God bless  all..(-!-)

-edgar-

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E-Journal (Module 6) Planning, Reporting, Feedback

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As future educators, it is essential that we make the process of providing feedback a positive, or at least a neutral learning experience for the student. We should always give a feedback to our students in accessible way through in one by one assessment.

Effective feedback focused on behavior , not on perceived attitudes, focused on behavior which can be changed, based on the observation, objective, given in good time about what the individual did well and they could do better given in private.

Effective feedback requires that a person has a goal, takes action to achieve the goal, and receives goal-related information about his or her actions “Effective feedback” is concrete, specific, and useful, it provides actionable information.

Moreover, the purpose of feedback is to reinforce positive behaviors that contribute to performance or eliminate negative behaviors that detract from performance. One strategy is to design assessment so that students can see the direct benefits of attending to feedback advice. This can be done by breaking assignments into stages and providing feedback which is essential to the successful navigation of subsequent stages. Encourage student reflection on feedback comments is to give a provisional grade, but invite students to talk about their work and potentially earn a higher grade.

Finally, it may harmful of giving feedback if we are not giving a way of information about the performance of the students and appreciate what they have done in the class. Feedback which has an impact on student achievement and not only gives students an idea of how their performance aligns with standards set by the teacher, but it gives them information about how they improve to better meet those standards.

 

E-Journal (Module 5): TRADITIONAL & NON-TRADITIONAL ASSESSMENTS

We all know that Traditional assessment are the common paper-and-pencil tests, where students are given “knowledge” tests with time-constraint and focused on lower order learning skills. Passive learning. teacher and/or subject centered.

Example: The usual quizzes or class activities where students are required to do rote memorization, etc. When it comes to assessments, traditional assessments have been in the classroom for the longest time. We can say that teachers and even students are used to traditional assessments.

When I was a student I would expect our exams to be in any form of traditional assessment. We would focus on how to get the right answer to pass our exams. Most students share the same sentiment. Getting good scores became the goal of most students. I cannot blame them if they have developed this kind of thinking. Their environment puts too much emphasis on getting good grades. Having good grades doesn’t link to successful learning. You may have good grades but it doesn’t necessarily mean that you have fully achieved your learning outcomes.

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Students who put too much emphasis on grades will study very hard before the exam to get good grades. On the other hand students who see the importance of both grades and learning will study even without exams to ensure that they will achieve their learning outcomes. They will use the evaluation and feedback given to them as a guide when they create their learning strategies.

Teachers would probably say that traditional assessments are easier to administer and score. It’s very practical for them. Results are generated in a short period of time. However educators have realized the limitations of traditional assessments in measuring higher order thinking of the students.

We still need traditional assessment to measure certain intellectual levels that non- traditional assessment cannot measure. Eventually it’s not a question of which is the better assessment, the more important question is using the right assessment that will provide a better picture of student’s learning.

 

 

 

 

E-Journal (Module 4) FORMAL & INFORMAL ASSESSMENTS

For me, I believe that each assessments has a great roles in keeping our teaching strategies on the right track and ensures that the class’ strengths and weaknesses are recognized and properly dealt with. It functions as an indicator or a gauge of how our students are learning from us and of how we are teaching them as teachers.

Formal Assessment – Data driven, Summative type, where it usually assess the overall achievement of the students. More of norm-referenced type of assessment where results are viewed as abiding by the standards or not (sometimes referred to as standardized test since results from one assessee is compared to how the others ranked based from a specified standard/data.) Example: NSAT’s (National Secondary Achievement Tests), NCEE’s, Board exams, etc.)

Informal Assessment – Rather than data, it is driven by the current performance or standing of the students/teachers. Formative type, where it usually assess the current performance of the students. More of a criterion-referenced type of assessment where the results are viewed based from a fixed reference/standard. Example: Portfolios, Journal/blog creation, reflective essays, etc.

The Formal Assessment is  measure and evaluate the student’s learning at a specific part of the learning activity or course while Informal Assessments can help the teachers to monitor the ongoing progress of their students throughout the course. These assessments are valuable because they give a clear picture of what’s really happening within the learning activity or course. These assessments also serve as a check-and-balance for the teachers and students.

In addition, Informal assessments can also help the teachers in monitoring their own progress. They get to evaluate not only the students’ performance but theirs as well. Teachers can make necessary changes in their instruction to improve it. Another aspect of Informal Assessment that makes it valuable is its ability to assist the teachers and students identify not just the strengths but also the problem areas of the students. Having that information will not only help the students reflect and find ways on how to minimize their learning limitations but it will also let the teachers come up with effective measures to help their students improve their learning sooner rather than later.

To sum up, both assessments are useful in their own ways.

 References:

https://www.scholastic.com/teachers/articles/teaching-content/formal-vs-informal-assessments/

http://classroom.synonym.com/types-formal-assessments-education-4208.html

E-Journal (Peer & Self-Assessment)

As future educators, we have to remember that assessment is a tool that teachers use in the classroom. It’s up to them on how they will use these assessments. I believe there’s no bad assessment. Each assessment has its own purpose.

For me, we need to use self and peer assessment to assess the development of the learning skills for the students. This enables students to better understand assessment expectations and work towards improving their own performance. If the students more actively involved in their assessment can make assessment itself a means by which can learn and develop.

I think the advantages of peer and self – assessment is to encourage the students to critically reflect their own learning progress and performance. Also, it will encourage the students to be more responsible for their own learning. It will also help the students to develop their judgmental skills and the most important is no peer pressure when students evaluates themselves.

However, the disadvantages is difficult to apply in lower levels because it requires from the students to work adequately. If students do not trust their teachers or if grading is intake e.g if students know that if they give themselves a bad grade this will impact their score. And, it can be time consuming if not plan adequately. And also, as an opportunity to attack the teacher.

Finally, the challenges of self – and peer assessment is plays a crucial role in the classroom. It will helps to improve teaching learning processes. And it’s also assist students in monitoring and evaluating their current level of learning or understanding. It will reveal how the person is being assessed and learned the material if he/she was able to perform what was expected for him or her. Assessments are measurable because it will serve as a criterion in letting someone advance to the next level in education setting.

It is good always to use these kinds of assessment as an essential part of learning and it serves as check and balance of every learning activity. I believe that without self and peer assessments, almost all organizations and educational institutions will have no way of checking what the student has learned and what he or she needs to improve on.

Always remember that giving more assessments is not the solution but giving the right assessment is the key to a successful teaching learning process.

 

E-Journal (Module 3) : ALIGNMENT

We all know that one of the very useful tool not just for teachers but to students as well is the “ASSESSMENT”.  At this point in our learning journey, we’ve learned the different purposes of assessment. As what Dr. Lorna Earl conveyed in her webcast, when new information can no longer fit into our existing schema, we experience learning. When our existing knowledge can no longer explain the new information presented to us we experience learning.

The three important purposes of assessment in classroom practice:

 1. Assessment FOR Learning: formative assessment that occurs during instruction to be used in the service of the next stage of learning.

Formative Assessments refer to assessments that teachers use to identify the status of student’s learning. This kind of assessment aims to check for student’s current level of understanding. Formative Assessments are usually done more frequently and given during the learning process. In Assessment FOR Learning students and teachers work together to enhance students’ learning. When teachers provide feedback to students, he or she is involving the student in the assessment process. From there effective strategies and decisions can be made to improve student’s learning.

2. Assessment AS Learning: assessment that occurs when students personally monitor what they are learning and use the feedback from this monitoring to make adjustments, adaptations, and even major changes in what they understand.

 The students are actively involved in their monitoring and assessing their learning.

 3. Assessment OF Learning: summative assessment designed to certify learning and report to parents and students about their progress in school.

Summative Assessments are the assessments that are usually given at the end of every learning activity. These kinds of assessments are considered high stakes because they affect the overall performance and placement of the students. If Assessment OF Learning occurs at a given time or at the culmination of the learning activity Assessment FOR Learning happens continuously. It occurs during the learning process.  It provides both teachers and students with information on what steps they need to make in order to achieve the learning goals.

As future educators, let’s use assessment wisely to know how assessments can serve its purpose. If we want to help the students become self-regulators and independent learners we must provide them with opportunities to assess their strengths and weaknesses in learning. By providing students with descriptive feedback about their progress, teachers are involving students in the assessment process. When students are actively involved in the assessment process they can work with their teachers in coming up with ways and strategies to improve their learning and performance.

https://thelearningexchange.ca/videos/rethinking-classroom-assessment-with-purpose-in-mind/

E-Journal (Module 2) – Assessment Framework

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We all know that Assessment is very important to improve learning focuses on how well students are learning and what we intend them to learn. To established learning objectives, assessment methods are used to measure selected learning outcomes for the purpose of the outcomes of the objectives have been met by the course program.

I believe that the most typical ways to gather evidences are Formative, Summative, Direct, Indirect, Objective, Subjective, Traditional, Performance, Embedded, Local, Quantitative and Qualitative. Formative is the on-going and given within the same time of learning it aims to provide the teacher/student with feedbacks regarding what their current standing while Summative is usually given at the end of the course to determine the overall achievement.

Direct is the evident and tangible representation of student achievement while Indirect is implied representation of students potential achievement. Objective is questions associated with a given form of assessment have fixed and constant answer while Subjective is the answers vary depending on the rater.

Traditional is the commonly accustomed type of assessments like matching type, enumeration, multiple choice exams etc. while Performance is requires students to demonstrate skills. Embedded – Assessment incorporate in the course work while Local is created by faculty and/or staff.

Quantitative is used structured, predetermined response options that can be summarized into meaningful numbers and analyzed statistically while Qualitative is use flexible, naturalistic methods and are usually analyzed by looking for recurring patterns and theme.

Based on my own experience, I think most of the teachers during my elementary and high school days used the Traditional Assessment. This is the usual quizzes or class activities where students are required to do routine memorization etc. I believe that in

Traditional Assessment it will help the teachers to see how their courses link together to form a coherent program and the courses they teach and contribute to student success in their subsequent pursuits.

Reference:

https://assessment.uconn.edu/assessment-primer/assessment-primer-how-to-do-assessment/