Transcript الشريحة 1 - Qatar University

University Students' Assessment
Strategies
Prof.Dr.Dawood A.Al-Hidabi
President of UST,Yemen.
Workshop Targets
At the end of the workshop
participants will be able to:
 Explain the key concepts relevant
to assessment' strategies.
 State some of the learning targets
at different levels.
 Draft assessment items for some
learning targets.
Learning Targets and Assessment
You need to:
 State objectives clearly.
 Conduct teaching and learning
effectively.
 Assess the quality of students’
achievement of objectives.
Learning objectives

A learning objective (target) specifies
what you would like students to achieve
at the completion of an instructional
segment.
Importance of specifying objectives

Learning targets help direct the instructional
process.


Instruction is the process that you use
to provide students with the conditions that
help them achieve the learning targets.
They communicate the intent of instruction
to all stakeholders.
They help teachers to construct learning
activities.
Importance of specifying objective (cont.)



They help lecturers to evaluate the
success of their instruction.
They motivate students.
Help lecturers to select assessment
procedures.
Learning targets are:



Cognitive: they deal primarily with
intellectual knowledge and thinking
skills.
Affective: They deal with how students
should feel or what hey should value.
Psychomotor: they deal primarily with
motor skills and physical perception.
Instruction involves:
Deciding what students are to learn
(plan teaching effectively),
 carrying out actual instruction (conduct
teaching effectively)
 and evaluating the learning (assess
student outcomes validity).

Learning Goals:
They are stated in broad terms.
 They give directions and purpose to
planning overall educational activities.
e. g
 Every student should acquire skills in
using scientific measurement.

General learning target:
They are derived from goals.
 They are more relevant to course
planning. e. g
 Acquire the skills needed to use
common instruments to measure
length, volume, and mass in metric
units.

Activity (1)
Write three course learning targets (objectives).
Specific learning target
 It is a clear statement about what students are
to achieve at the end of a unit of instruction.
e. g
Measure the volume of liquids to the nearest
tenth of a liter using a cylinder.
There is a danger in overly specific learning
targets.
Activity (2)
Write two unit learning targets.
Bloom's Taxonomies of learning
targets:
Cognitive learning targets
1. Knowledge: recall.
2. Comprehension: lowest understanding.
3. Application: the use of abstractions in
concrete situations.
4. Analysis: the break down of the topic into
elements.
5. Synthesis: the putting of parts into a whole.
6. Evaluation: judgment about the value.
Activity (3)
Write down an example for each type of
cognitive objectives.
Taxonomies of Learning Targets:
1. Cognitive domain: focuses on
knowledge and abilities requiring memory
, thinking, and reasoning processes.
2. Affective domain: focuses on feelings,
interests, attitudes, dispositions, and
emotional states.
3. Psychomotor domain: focuses on
motor skills.
Cognitive Domain Taxonomies
Bloom's Taxonomy:
1. Knowledge: involves the recall. e g .
Concepts, principles, patterns, processes etc.
e. g list….., recall…
2. Comprehension: the lowest level of
understanding. e. g explain…,
3. Application: the use of abstraction in
particular and concrete situations. e.g. relate
the problems of the characters in the short
stories you read to problems that real people
face
Cognitive Domain Taxonomies
(cont.)
4.Analysis: the breakdown of a
communication in to its constituent
parts.
5.Syntheses: the putting together of
parts.
6.Evaluation: judgments about the value
of material and methods for a given
purposes. e. g develop 3 criteria for
evaluating the quality of a story.
Assessment

Assessment is a broad term defined
as a process for obtaining information
that is used for making decision about
students, curriculum and programs
Assessment (cont.)

When we say we are assessing a
student's competence, we mean we are
collecting information to help us to
decide the degree to which the student
has achieved the learning targets.
Assessment (cont.)

A large number of assessment
techniques may be used to collect this
information. These include formal and
informal observation of students; paper
and pencil tests; a student's
performance on lab work, research
papers, projects, and during oral
questioning; and analysis of student's
records.
Guidelines for Selecting and using
Assessment:



Be clear about the learning targets you
want to assess.
Be sure that the assessment
techniques you select match each
learning target.
Be sure to use multiple indicators of
performance for each learning target.
Guidelines for Selecting and using
Assessment: (cont.)
Make sure that you provide students
with feedback.
 Make sure to take into account the
limitations of each technique.

A test

It is defined as an instrument for
observing and describing one or more
characteristics of a student using either
a numerical scale or a classification
scheme (narrower than assessment).
Measurement

It is defined as a procedure for
assigning numbers (scores) to a
specified attribute or characteristic of a
person in such a way that the numbers
describe the degree to which the
person possesses the attribute.
Evaluation

It is defined as the process of making a
value judgment about the student's
product or performance .Evaluation may
or may not be based on measurement
or test results.
Why do we use assessment?
To make decisions about:
 Managing instruction: It involves
planning instructional activities,
monitoring students' progress,
diagnosing students' difficulties, giving
feedback to students, deciding on one's
own teaching effectiveness.

Why do we use assessment? (cont.)
Selecting decisions: e. g accepting or
rejecting students.
 Counseling and guidance decisions:
helping students.
 Certification decisions.

Authentic Assessment
Authentic Assessment is used to describe
assessments that directly measure
student's performance through real life
tasks such as solving a problem or
working in teams to solve a problembased case.
 Authentic assessment is also used to
assess students' thinking.

Systematic observation
It requires lecturers to specify criteria in
terms of the processes they are assigning
and take notes based on the criteria.
 By gathering data systematically while
students are engaged in authentic learning
activities, lecturers in a better position to
assess students' strengths and
weaknesses, and provide feedback.

Checklists
Teachers' can make their assessments
of students' thinking systematic by using
checklists.
 Checklists are written descriptions of
dimensions that must be present in an
acceptable performance.
 When checklists are used, the desired
performances are typically checked off
rather than described in notes.

‫‪For example‬‬
‫‪Directions: place a check in the blank for each step‬‬
‫‪performed.‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫‪……..1.writes problem at the top of the report.‬‬
‫‪……..2.states hypothesis (es).‬‬
‫‪……..3.spysifies values for controlled variables.‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
Rating scales

Rating scales are written descriptions of
evaluative dimensions and contain
scales of values on which each
dimension is rated.
For example:
Directions: rate each of the following items by circling 4
for an excellent performance,3 for a good
performance,2 for fair, 1 for poor, and 0 for
nonexistent.
______________________________________________
4 3 2 1 0 1. States problem or question clearly and
accurately.
4 3 2 1 0 2. States hypothesis that clearly answers the
question.
______________________________________________

A case could be used as a tool to assess student's thinking.
Lecturers could also use different tools to
assess students’ achievement of learning
targets.
1.
2.
3.
4.
Completion and true- false items.
Multiple-choice and matching exercises.
Essay assessment.
Performance, portfolio and authentic
assessment.
Classification of assessment
Based on timing:
1. Formative assessment:


It is usually carried out during instruction in
order to assess student's progress and
learning.
It should be used thought the entire
instructional period to guide students learning
and provide continuous feedback to help
students shape their own behavior and
improve heir learning.
Classification of assessment (cont.)
2. Summative assessment:
It is the final phase in an assessment
program. It assesses the overall
achievement.
Based on comparison:
1. Norm-Referenced assessments:
They are used to discriminate among
individuals. they rank and compare
students on academic attainment.
Classification of assessment (cont.)
2. Criterion-Referenced assessment: it
assesses how well a particular student
is achieving the objectives in a course.
Standards are set in advance by the
lecturer.
Performance Assessment

Assessment could be based on
either Selected-Response Tests
(require students to select the
correct options from some provided
options) or ConstructedResponse Tests (students are
required to construct their answers
e.g. short answer or essay tests).


Performance assessment is defined as
a procedure in which a lecturer uses work
assignments or tasks to obtain
information about how well a student has
learned.
PA presents a hands-on task requiring
students to do an activity that requires
applying their knowledge and skills , and
uses clearly defined criteria to evaluate
how well the student has achieved this
application.




PA is characterized by:
Students construct rather than
select responses.
Measuring both process and
product.
Presenting authentic or real world
problems.
PA Components:
1. Performance Task.
2. Rubric for scoring.
The performance task is an assessment
activity that requires a student to
demonstrate his achievement by
producing an extended written or
spoken answer ,by engaging in group or
individual activities or by creating a
specific product.

A Scoring rubric is a coherent set of rules you use
to assess the quality of student’s performance.
The rules may be in the form of a rating scale or a
checklist.
Types of Scoring rubrics:
A general scoring rubric: guidelines for scoring
that apply across many different tasks not just
one specific task (fast in scoring but limited
feedback).
A specific scoring rubric: scoring scale that
applies the general scoring framework to a
particular task.( slower, construction is time
consuming but good feedback).
Types of performance assessment
1.
Structured ,on Demand tasks: The
lecturer decide what and when
materials should be used.
a. paper-and-pencil tasks e.g solve this
arithmetic story problem and
explain how you solved it.
b. Tasks requiring other equipment and
resources e. g talk on this telephone
to ask about the job and to request
a job application.
2.Naturally Occurring performance
task: it require a lecturer to observe and
assess students in natural settings. eg.
observe student’s way of dealing with
conflicts on the play ground.
3.Long-term individual and group
projects: long term activity that result in a
student or students product. e.g collect and
classify newspaper and magazine
advertisements in the months before each
holiday during the semester.
4.Portfolios: a limited collection of
student’s work used either to present
the student’s best work (s) or to
demonstrate the student’s educational
growth over a given time.
a. Best work portfolio: student’s
best works are selected to provide
convincing evidence that the student
has achieved learning target.
b.Growth and learning-progress
portfolio: contains examples of a student’s
work along with comments that demonstrate
how well the student’s learning has
progressed over a given period.
5.Demonstration: students show they can
use knowledge and skills to complete a welldefined task. e. g demonstrate how to set up
the microscope for viewing stained slides.
6.Experiments: students plans, conduct,
and interprets the results of an empirical
research study.
7.Oral presentation and
dramatization.
Advantages of performance
assessment
1.
2.
3.
4.
PA match complex learning
targets.
PA assess the ability to do.
PA linked to students’ centered
approaches in teaching and
learning.
PA assess process and product.
Disadvantages of PA
1.
2.
3.
4.
5.
Performance tasks are difficult to
construct.
Scoring rubrics are difficult to draft.
It takes long time to do the tasks
from students.
Marking scoring rubrics take time
from the teacher.
PA tasks don't assess all learning
targets.
Teams' Activities:
1. State three learning targets
(objectives) for one of the courses you
teach.
2. Select the most suitable assessment
tools/strategies for your objectives.
3. Write down questions or tasks to
assess these objectives.
4. Present your results to your
participants.