Before creating a plan to assess learner performance, let's find out four elements should be added in planning that are the purpose and learning outcome, assessment context, holistic rubric and testing constraints.
1. The purpose of assessment plan and the learning outcome:
In any assessment plan, the purpose or purposes of the assessment plan needs to be considered as to collect information that may be used in conjunction with subjective information to make better education decisions. It should create a list of objectives that specifies the knowledge, skills, habits of mind and indicators, of the outcomes that will be the focus of teacher's instruction. For example,
Objective: The students will be able to demonstrate identify what formula that will be used to solve the mathematics problems.
Learning Outcome: By the end of the semester, the students will identify formulas and use them to solve the problem.
2. Assessment Context:
The assessment context also needs to be considered how the students will be able to demonstrate the knowledge, skills and attitudes that the learners have acquired. There are some tasks that should be the same issues, concepts, and problems that important people who working in the field face every day. They may from the newspapers, popular book, or interviews with professionals as reported in the media. They should center on issues, concepts, or problems that are important to the text area. As on the example has shown above, the assessment context of the outcome that would appreciating that mathematics is a discipline that helps solve real-world problems in which by the end of semester, students can identify the math's formulas and show how to use them to solve the real problems.
3. Holistic Rubric:
In assessment performance, there are four types of accomplishments from learners: products, complex cognitive processes, observable performance and habits of mind and social skills.
- Products: poems, essays, charts, graphs, exhibits, drawings, map, etc.
- Complex cognitive: skills in acquiring, organizing, and using information.
- Observable performance: physical movements as in focusing a microscope; following a recipe.
- Habits of mind and social skills: mental and behavioral habits such as persistence and cooperation and recognition skills.
One example of the products that the learner must be able to use information and knowledge to solve a problem, answer a question, or perform another task such as graph the results of the market analysis.
4. Testing Constraints:
There are several common from of test constraints that they are time, reference material, other people, equipment, prior knowledge of the task, and scoring criteria.
- Time: How much time should a learner have to prepare, re-think, revise, and finish a test?
- Reference material: Should learners be able to consult dictionaries, textbooks, notes, etc., as they take a test?
- Other people: May learners ask for help from peers, teachers, experts, etc., as they take a test or complete a project?
- Equipment: May learners use computers, calculators, etc. to help them solve problems?
- Prior knowledge of the task: How much information on what they will be tested should learners receive in advance?
- Scoring criteria: Should learners know the standards by which the teacher will score the assessment?
Now let examine an assessment plan that is used to look in students learning and used to guide the teacher's instruction in the classroom. As we have known that assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned. There are four steps to plan and design a performance assessment or test.
Step 1: Deciding What to Test: The first step in developing a performance test is to create a list of objectives that specifies that knowledge, skills, habits of mind, and indicators of the outcomes that will be the focus of teacher's instruction.
Step 2: Designing the Assessment Context: This step is to create a task, simulation, or situation that will allow learners to demonstrate the knowledge, skills, and attitudes that they have acquired.
Step 3: Specifying the Scoring Rubrics: One of the principal limitations of performance tests is the time required to score them. Teachers can accomplish this by developing carefully constructed scoring systems, called rubrics.
Step 4: Specifying Testing Constraints: There are six common forms of test constraints that they are time, reference material, other people, equipment prior knowledge of the task, and scoring criteria.
Sunday, February 26, 2012
Monday, February 6, 2012
Thought Process and Rationale of Test
When writing the test items, my thought is so much of thinking about how to match the objective and format so that children on this age can easy to understand and how it can help me measure the level of higher thinking skills on these children. So, I write the objective down before the test item was written. I think that it is to help remind me that I should not go far away to be lost from the goal and objective.
It is obviously true that the objective and item format are the first ones to choose to make through prepared test process. I would not pick the multiple-choice format because this format not appropriate for this age that as on the text book has suggested they are more often use in high school and college students; therefore, I decided I let children look at the pictures that they can recognize by pictorials and circle the one that they might think it is corrected. I believe, it is good for critical thinking when children pick out the right ones because in this way it's not tricky at all and also it's not hard for children to misunderstand between right or wrong.
On the test item with the way in which the children will hands-on the test when asked to pick out the same shapes and stacking them up together, I thought that the children's cognitive level is appropriate to identify the shape. It is the beginning of math concept which through this test I can measure their thinking ability by choosing the right shapes.
However, on the test item 3, I put more challenge to children by letting them draw the graph. I know that with their age - 4 and 5 - it is hard for them to figure out the way of graphing means to compare some difference of things but when they have deep thinking on this test, they will see that how the graph is easy to understand in comparison of things.
Finally, on the essay item, I just thought that with the objective of such identify, the reason on the story "The Three Billy Goats Gruff", children can give many different answers by their own words. I believe by this test, children can get build up more critical thinking on the cognitive domain.
When writing the test items, my thought is so much of thinking about how to match the objective and format so that children on this age can easy to understand and how it can help me measure the level of higher thinking skills on these children. So, I write the objective down before the test item was written. I think that it is to help remind me that I should not go far away to be lost from the goal and objective.
It is obviously true that the objective and item format are the first ones to choose to make through prepared test process. I would not pick the multiple-choice format because this format not appropriate for this age that as on the text book has suggested they are more often use in high school and college students; therefore, I decided I let children look at the pictures that they can recognize by pictorials and circle the one that they might think it is corrected. I believe, it is good for critical thinking when children pick out the right ones because in this way it's not tricky at all and also it's not hard for children to misunderstand between right or wrong.
On the test item with the way in which the children will hands-on the test when asked to pick out the same shapes and stacking them up together, I thought that the children's cognitive level is appropriate to identify the shape. It is the beginning of math concept which through this test I can measure their thinking ability by choosing the right shapes.
However, on the test item 3, I put more challenge to children by letting them draw the graph. I know that with their age - 4 and 5 - it is hard for them to figure out the way of graphing means to compare some difference of things but when they have deep thinking on this test, they will see that how the graph is easy to understand in comparison of things.
Finally, on the essay item, I just thought that with the objective of such identify, the reason on the story "The Three Billy Goats Gruff", children can give many different answers by their own words. I believe by this test, children can get build up more critical thinking on the cognitive domain.
Test and Essay Items
Three Test Items to Support Outcomes
Objective: Children will develop increasing abilities to identify shapes.
Test item 1: Let pick-out the triangles, rectangles, squares, and mini-circles then stack them up with the same shape together.
Objective: Children will increase abilities to sustain interactions with peers by sharing things.
Test item 2: Circle the pictures that indicate for sharing.
1. Pictorial 1 (Two children are playing the same puzzle).
2. Pictorial 2 (Two children are riding on the same tricycle, one in front and one on the
back).
3. Pictorial 3 (One child is playing alone with a bucket, one child is sitting nearby with the
the looking eye).
4. Pictorial 4 (Three children are pulling away in three directions at one bucket with angry
faces).
Objective: Children will compare the difference between two groups of boy and girl.
Test item 3: Let count to find out how many boys and girls then draw a graph.
Essay Item:
After hearing the story The Three Billy Goats Gruff, children will answer the restricted response question as
- "What are some reasons for the trol let small and big Billy Goats Gruff cross safely over the bridge?"
Objective: Children will develop increasing abilities to identify shapes.
Test item 1: Let pick-out the triangles, rectangles, squares, and mini-circles then stack them up with the same shape together.
Objective: Children will increase abilities to sustain interactions with peers by sharing things.
Test item 2: Circle the pictures that indicate for sharing.
1. Pictorial 1 (Two children are playing the same puzzle).
2. Pictorial 2 (Two children are riding on the same tricycle, one in front and one on the
back).
3. Pictorial 3 (One child is playing alone with a bucket, one child is sitting nearby with the
the looking eye).
4. Pictorial 4 (Three children are pulling away in three directions at one bucket with angry
faces).
Objective: Children will compare the difference between two groups of boy and girl.
Test item 3: Let count to find out how many boys and girls then draw a graph.
Essay Item:
After hearing the story The Three Billy Goats Gruff, children will answer the restricted response question as
- "What are some reasons for the trol let small and big Billy Goats Gruff cross safely over the bridge?"
Monday, January 30, 2012
Measuring Learning Outcomes
The three learning outcomes and objectives I would pick for Pre-k children are:
1. Cognitive Domain: Comprehension
- Objective: Identify the shapes
- The children will develop increasing abilities to identify the shapes when asked using the blocks. For example, given several of blocks with different shapes such as triangles, rectangles, squares, circles and mini-circles then let them identify by telling each shape by name.
2. Affective Learning: Valuing
- Objective: Sharing with peers
- Children will increasing abilities to sustain interactions with peers by sharing when asked to share part or all of something with a peer. For example, when given a bubble-wand to children, teacher asks children to take turn on blowing the bubbles.
3. Psychomotor Learning: Manipulation
- Objective: Create graphs to make comparison between group
- Children will show increasing abilities to create graphs of real objects making comparisons between groups. For example, after counting boys and girls sitting on the circle, let children create the graphs at the board.
The three learning outcomes and objectives I would pick for Pre-k children are:
1. Cognitive Domain: Comprehension
- Objective: Identify the shapes
- The children will develop increasing abilities to identify the shapes when asked using the blocks. For example, given several of blocks with different shapes such as triangles, rectangles, squares, circles and mini-circles then let them identify by telling each shape by name.
2. Affective Learning: Valuing
- Objective: Sharing with peers
- Children will increasing abilities to sustain interactions with peers by sharing when asked to share part or all of something with a peer. For example, when given a bubble-wand to children, teacher asks children to take turn on blowing the bubbles.
3. Psychomotor Learning: Manipulation
- Objective: Create graphs to make comparison between group
- Children will show increasing abilities to create graphs of real objects making comparisons between groups. For example, after counting boys and girls sitting on the circle, let children create the graphs at the board.
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