This document discusses various assessment tools and methods that teachers can use to evaluate student learning, including direct methods like exams, assignments, and presentations, as well as indirect methods like surveys. It describes characteristics of effective assessment tools, such as measuring desired outcomes and being cost-effective. Specific tools covered include rubrics, electronic exams, paper-and-pencil tests, portfolios, and different types of ePortfolios. The goal is to help teachers select appropriate assessment methods for their students and the 21st century.
2. Lesson Outcomes
1. Examined appropriate assessment tools to be
used in the classroom.
2. Reviewed assessment used by teachers and
determine if it is applicable in the 21st
century.
3. Decided the type of measure to be utilized.
3. As a future teacher, how will you
assess your future students?
Sagu-ira makebeliefscomix
4. Assessment method are strategies,
techniques, tools and instruments for
collecting information to determine the extent
to which students demonstrate desired
outcomes.
The following may be considered in choosing
appropriate assessment tools:
1. Goals of assessment
2. Methods of assessment
3. Interval in giving assessment
5. Direct Method
Involves looking at actual samples of student work
produced in our programs.
Examples:
Examinations
Written assignments
Oral presentation
Performances
Internship supervisor’s rating of student skills
Portfolios
Score gains between entry and exit tests
Capstone
Theses and dissertations
6. Indirect Method
Provide a useful supplement and check on the
findings from direct measure.
Examples:
Student satisfaction survey
Surveys of students and alumni
Exit interviews with graduating students
Student participation rates
Reflective essays
Data on a placement and other measures of post-
graduation performance
7. Characteristics in selecting appropriate
assessment tools whether conventional or ICT-
based assessment.
1. Measure the desired level of performance
(level of satisfaction, productivity, efficiency
and student performance.)
2. Cost effective in terms of effort, time and
money
3. Useful that will produce results that provide
information that can be used in making
decisions to improve student learning.
8. 4. Reasonably accurate and truthful
5. Dependable, consistent responses over time
6. Evidence of being on-going, not once and
done.
9. Online task assigned by teachers will assess the
collaborative problem solving construct and the
five strands (Participation, Perspective Taking,
Social Regulation, Task-Regulation as well as
students’ Learning and Knowledge Building
skills) according from Drigas and Karyotaki
(2006)
10. Creating and Utilizing Rubric
A rubric is a set of criteria used to determine
scoring for an assignment, performance or product.
This can be used to score many kinds of written
assignments or exams, papers, projects, speeches
or ePortfolios.
The main purpose is to assess student performance.
Teacher may observe the student in the process of
doing something, like making their projects, online
drill, tutorial, and many more.
11. 2 types of rubric
Analytic rubrics
describe work on each
criterion separately. It
utilizes separate,
holistic ratings of
specific characteristics,
products, or behavior.
D:saguiraTTL-1rubricsVideo Project and
Diorama Rubrics.docx
Holistic rubric
Describe work by
applying all the criteria
at the same time and
enabling an overall
judgment about the
quality of the work.
rubricsex_holistic_oral_report.pdf
12. Electronic Examination
• Computer-based assessment (CBA),
Computer-based testing (CBT) or e-exam is a
test conducted using a personal computer
(PC) or an equivalent electronic device, in
which the delivery, responses and assessment
are affected electronically.
13. • Computer-Based-Testing is more efficient than
Paper-based tests because it is an
individualized testing and has faster score
reporting within few minutes after last
submission.
14. • Computerized delivery of objective tests has more
advantages compared to paper-pencil-test which
includes the following:
1. The creation of item bank of questions invites
the possibility of each student being presented
with a paper made of different questions, but of
an equivalent standard.
2. Automatic computerized marking facilitates
immediate feedback for the students
3. Students can be invited to sit tests as frequent
as they find useful.
4. Computerized recording of results facilitates the
analysis of groups’ responses to questions.
15. Paper-and-pencil testing is the most common
assessment procedure utilized by teacher to
gather formal evidence about pupil learning.
Paper-and-pencil instruments refer to a general
group of assessment tools in which students
read questions and respond in writing.
This includes test, such as knowledge and
ability tests, and inventories, such as
personality and interest inventories.
16. Electronic Portfolio
An electronic portfolio which is also known as an
ePortfolio, digital portfolio, or online portfolio.
(wikipedia
Is a collection of electronic evidence assembled
and managed by a user, usually on the Web
(Zimmerman, 2012)
ePortfolio includes input text, electronic files,
images, multimedia, blog entries, and hyperlinks.
Both demonstrations of the user’s abilities and
platforms for self-expressions.
17. 1. Ideal portfolio – it contains all work of
students. It is not given to provide students a
grade.
2. Showcase/Professional ePorfolios –
primarily a way to demonstrate (showcase)
the highlights of a student’s academic career.
3. Documentation Portfolio – involves of a
collection of work over time showing growth
and improvement reflecting students’
learning of identified outcomes.
18. 4. Learning ePortfolios – typically created by a
student as part of learning activity as a way
to demonstrate learning and the learning
process.
5. Evaluation/Assessment ePortfolios – teacher
may utilize this for both formative and
summative assessment feedback.
19. Reference
• Bilbao, et.al. (2019). Technology for Teaching
and Learning 1. Quezon City, PH: Lorimar
Publishing, Inc
