" The Lord is my LIGHT and my salvation; I will fear no one.
The LORD protects me from all danger; I will never be afraid."
Psalms 27:1
Sabado, Marso 24, 2012
The Kawaii Go! Biography
Overview of the Blog
Wisdom has been expanded as the technologies of each generation assist the world. With our time, it is the computer and the internet that helped and guided us the most with our studies. With this blog, which contains the personal insights and facts of modules discussed in our school, are here to aid you. We aim to help you, fellow students, to learn and understand better as you extend your exploration on the assessment of student learning in the field of education. This blog contains insights of the students about each module discussed in the actual learning place. It also contains the lesson being discussed in every module to help both teachers and students to cope there selves from the changes of time and learning. We worked as a team to ensure to you that you will only get the best of the best from this blog that shows no alteration of ideas, unbiased facts and discrimination of opinions. We hope that with this, we can help you to excel more in your studies.
Assessment of Student Learning
Objectives:
This blog aims to:
1. Help the students in understanding more about the content of the subject, Assessment of Student Learning.
2. Share the knowledge about the different assessment regarding the students' performance.
3. At least give the readers some knowledge about the different functions and methods of assessment.
This blog aims to:
1. Help the students in understanding more about the content of the subject, Assessment of Student Learning.
2. Share the knowledge about the different assessment regarding the students' performance.
3. At least give the readers some knowledge about the different functions and methods of assessment.
TABLE OF CONTENTS
MODULE 1: Overview in Assessment of Learning
(Rodrigo Rodriguez, Jr.)
MODULE 2: Establishing the Learning Targets
(Stephanie Lazo)
MODULE 3: Keys to Effective Testing
(Denver Quidato)
MODULE 4: Development of Assessment Tools
(Cherrie Mae Daut)
MODULE 5: Characteristics of a Good Test
(Grace Therese Queen Dongon)
MODULE 6: Analyzing and Using of Test Item Data
(Stephanie Lazo)
MODULE 7: Educational Statistics
(Rodrigo Rodriguez, Jr.)
MODULE 8: Rubrics, Portfolio, and Performance-Based Assessment
(Cherrie Mae Daut)
MODULE 9: Grading and Reporting Practices
(Denver Quidato & Grace Therese Queen Dongon)
Significance
An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include inputted text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.
The blog that our group has done serves as an example of an E-Portfolio regarding the subject, Assessment of Student Learning wherein a compilation of reflections related to the subject were posted. This blog concentrates on the different types of assessment regarding the students’ performance. This may help the readers in determining which area of learning is needed to assessed. Furthermore, it can give ideas related on the preparation and analyzation of a test.
This blog may help future educators in assessing the performance of their future students and may be able to pick up ideas on how to improve their ways of teaching. This may be just an overview of what’s ahead of us but what’s important is that with the help of this blog, we would be able to know more about our own vocation; to be a TEACHER.
Methodology
Each different method in teaching comprises a unique way in which it will be conducive for the learning of the students. As for e-blogging activity, it makes us work as a team to accomplish an almost-said-impossible task. As a team, it enables us to reach our greatest potential. Each reflection on different modules on our blog is a product of a unique perception of each one of us. With these different methods, we can say that all of these results are varied from our different understanding.
First we decided to elect our leader. All of us adjourned that there should be one to govern us. Then we decided that each of the reflection should be created individually to showcase the knowledge and skill that we learned from every lessons. All of the reflections were created form our own understanding based from what we have learned from the school. We added some icons and some various images and videos that will help to the learning of the students.
After all of the processes, we adjust some changes that will help our blog to be much more comprehensible in the views of student and teachers. We organized it in a framework manner that helps the students and teachers to locate a specific subject. With this, we are confident that are methods have matched the necessities of everyone.
Schedule of Activities
December 5, 2011
This was the day that Prof. Robles announced to our class that we're gonna do an educational blog. She told us to have a group that is consisting of 5 to 6 members. And so, we did as what Ma'am Robles told us. We became shaky that time because we don't have any idea on how to make an educational blog but we carried along. Our group was composed of 3 girls and 2 boys, and all agreed that the name of our blog would "The Kawaii Go!", which means Cute Go! weird, isn't it? But that's our perspective, being jolly and happy at all time to avoid ugliness..! :D
December 8, 2011
Our group had a meeting with regards on our blog. we assigned persons who will do tasks. I (Stephanie) became the editor, Grace became the secretary, and Rodrigo became the leader of our group. Denver and Cherrie became researchers.
Our group had a meeting with regards on our blog. we assigned persons who will do tasks. I (Stephanie) became the editor, Grace became the secretary, and Rodrigo became the leader of our group. Denver and Cherrie became researchers.
December 27, 2011
Amidst the Christmas vacation, we started to finally build up our blog. And on this day,we already finished making the blog and we did our first post which talks about ourselves. In short, it was our biography.
January 16, 2012
I called out for the attention of my group mates in order for us to start doing the module reflections. Due to a hectic schedule, we didn't have enough time to meet after class and discuss our blog.
February 16, 2012
I told my group mates that the deadline of their assigned task is 4 days ahead because the blog presentation is fast approaching.
February 20,2012
We started to cram because all of my group mates passed their assigned task on the deadline! On this time, we still don't have a decent picture of our blog! >.<
March 6,2012
March 6,2012
Was the preliminary checking of the blogs.
March 19, 2012
Was suppose to be the blog presentation but because of some instances, it was moved to March 22, 2012.
March 22, 2012
The day of our blog presentation and we were all shocked of what has happened this day. Ma'am Robles was a bit disappointed about our blogs and so she called out the attention of the editors of the blog. She gave a format that we must follow, and up to this moment, I am still editing our blog. :)
Reflections by Module
Module 1
by: Rodrigo Rodriguez, Jr.
First, we learned that in this module, the very core of the assessment of learning was defined: the test and assessment. We all know that the purpose of test is to gather information about the changes of the student as he/she were studying. But in this test, each process was specified to be explicable for both students and teachers. These aspects of assessment are assessment itself, measurement, evaluation, test and testing. Assessment refers to the gathering, describing or qualifying of information about the students’ performance while measurement is the process of obtaining a numerical description of the degree to which individual possesses particular characteristics. On the other hand, evaluation is the process of examining the performance of student while test is just the instrument to gather the information on the student whereas is the method to obtain it.
Types of Measurement
There are two ways of interpreting the student performance with a respect on the field which it is being compared. These are the norm-referenced test and the criterion-referenced test. Norm-referenced test is a test designed to measure the performance of student which is being compared to its fellow examinees and the score is usually expresses in percentile or in stanine form while criterion-referenced test is a test designed to measure the performance of the student with respect to some particular criterion or standard. This means that each individual is compared with a predetermined set of standard for acceptable achievement.
Types of Assessment
by: Rodrigo Rodriguez, Jr.
First, we learned that in this module, the very core of the assessment of learning was defined: the test and assessment. We all know that the purpose of test is to gather information about the changes of the student as he/she were studying. But in this test, each process was specified to be explicable for both students and teachers. These aspects of assessment are assessment itself, measurement, evaluation, test and testing. Assessment refers to the gathering, describing or qualifying of information about the students’ performance while measurement is the process of obtaining a numerical description of the degree to which individual possesses particular characteristics. On the other hand, evaluation is the process of examining the performance of student while test is just the instrument to gather the information on the student whereas is the method to obtain it.
Types of Measurement
There are two ways of interpreting the student performance with a respect on the field which it is being compared. These are the norm-referenced test and the criterion-referenced test. Norm-referenced test is a test designed to measure the performance of student which is being compared to its fellow examinees and the score is usually expresses in percentile or in stanine form while criterion-referenced test is a test designed to measure the performance of the student with respect to some particular criterion or standard. This means that each individual is compared with a predetermined set of standard for acceptable achievement.
Types of Assessment
There are four types of assessment in terms of their function role in relation to classroom instruction. These are the placement assessment, diagnostic assessment, formative assessment and summative assessment. Placement assessment is concerned with the entry performance of the student. It aims to determine the prerequisite skills and the best mode of learning. Diagnostic assessment is a type of assessment in given before instruction. It aims to identify the strengths and weaknesses of students. Formative assessment is a type of assessment used to monitor the progress of the students during or after instruction while formative test is a type of assessment that is usually given at the end of the course or unit to determine if the instructional objectives have been met and it is also used to for assigning grades.
Module 2
by: Stephanie Lazo
In this module, terms such as the learning targets, domains and many more are defined. This module focuses on the learning target to which it is defined as the statement of student performance that includes both a description of what students should know or able to do at the end of a unit of instruction and criteria for judging the level of performances demonstrated. Learning targets are composed of the content and the criteria. I have learned, together with my classmates, that content is what the students should know and able to do while criteria are dimensions of students’ performance used for judging attainment. Furthermore, we've also learned the different types of learning targets and those were the knowledge learning target, reasoning learning target, skill learning target, and the affective/ dispositional learning target.
Related also to this module was the role of instructional objectives, which is defined as the description of what is eventually taking place at the classroom level. We should be aware about the roles of the instructional objectives because it will help not only the teachers but also the students in clarifying the intent of the lesson and to make it easier to measure student achievement.
In this module, terms such as the learning targets, domains and many more are defined. This module focuses on the learning target to which it is defined as the statement of student performance that includes both a description of what students should know or able to do at the end of a unit of instruction and criteria for judging the level of performances demonstrated. Learning targets are composed of the content and the criteria. I have learned, together with my classmates, that content is what the students should know and able to do while criteria are dimensions of students’ performance used for judging attainment. Furthermore, we've also learned the different types of learning targets and those were the knowledge learning target, reasoning learning target, skill learning target, and the affective/ dispositional learning target.
Related also to this module was the role of instructional objectives, which is defined as the description of what is eventually taking place at the classroom level. We should be aware about the roles of the instructional objectives because it will help not only the teachers but also the students in clarifying the intent of the lesson and to make it easier to measure student achievement.
And for the last part and is the most important topic under this module was discussing the learning outcomes and the three major domains which are the cognitive domain, affective domain, and the psychomotor domain based on Bloom's taxonomy. These three domains have huge roles in the processing of student learning and outcomes.
Cognitive domain- relates to the mental skills of the student and it includes objectives that deal with the recall of organization of knowledge and the development of intellectual abilities. Under the cognitive domain are the categories that follow; KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, SYNTHESIS, EVALUATION.
Affective domain- is concerned with the changes in attitude, interests and values, and the development of appreciation and adjustment. Under the affective domain are the categories that follow; RECEIVING PHENOMENA, RESPONDING TO PHENOMENA, VALUING, ORGANIZATION, INTERNALIZING VALUES.
Cognitive domain- relates to the mental skills of the student and it includes objectives that deal with the recall of organization of knowledge and the development of intellectual abilities. Under the cognitive domain are the categories that follow; KNOWLEDGE, COMPREHENSION, APPLICATION, ANALYSIS, SYNTHESIS, EVALUATION.
Affective domain- is concerned with the changes in attitude, interests and values, and the development of appreciation and adjustment. Under the affective domain are the categories that follow; RECEIVING PHENOMENA, RESPONDING TO PHENOMENA, VALUING, ORGANIZATION, INTERNALIZING VALUES.
Psychomotor domain- also called as the manipulative or motor skill. it is concerned with the development of motor skills and neuromuscular control. Under the psychomotor domain are the categories that follow; IMITATION, MANIPULATION, PRECISION, ARTICULATION, NATURALIZATION.
Module 3
Module 3
by: Denver L. Quidato
In this module, we learned test as a systematic procedure which measure ones behavior, skills or intelligence. These tests are conducted with purposes. For the school administrators, the result of these tests are utilized and being interpreted in order to know whether the instructions are effective and fruitful and if the students really learned. It helps in decision making, on what steps to make to improve more the quality of learning. So as with the other uses of the test/s, the Supervisors who are relying to the result of the tests to know which areas of learning that needs attention and improvement. The Teachers who are using tests to evaluate their students, and to measure how effective their instructions in teaching are. And lastly, for the Parents to know how well their children doing in school.
This test has different categories, depending to the purpose or on what to measure or evaluate. Test is categorized into nine. Some of these are the Personality test which measures emotional and social adjustment, dominance and submission, value orientation, disposition, emotional stability and many more. The Intelligence test which measure the mental ability of an individual in processing information. The Trade test which is design to measure an individual’s skill or competence in an occupation or vocation. Other categories are Socio-metric Test, Formative Test, Diagnostic Test, Summative Test, Achievement Test and Aptitude Test
These test can be classified whether it is Standardized test, a test prepared by an expert or specialist, or Unstandardized test which prepared by teachers for classroom use.
As to the mode of interpreting results, tests can either be Norm-referenced or Criterion-referenced. Norm-referenced test is a test that evaluates student’s performance by comparing it to other students’ performance. The example for this is per grading period in high school where students are being ranked according to the level of their performance. While Criterion-referenced test is a test that measures students’ performance against a pre-established level of performance. Best example for this is the UPCAT- UP’s Entrance Exam.
GENERAL STEPS IN PREPARATION OF TESTS
In this module, we learned test as a systematic procedure which measure ones behavior, skills or intelligence. These tests are conducted with purposes. For the school administrators, the result of these tests are utilized and being interpreted in order to know whether the instructions are effective and fruitful and if the students really learned. It helps in decision making, on what steps to make to improve more the quality of learning. So as with the other uses of the test/s, the Supervisors who are relying to the result of the tests to know which areas of learning that needs attention and improvement. The Teachers who are using tests to evaluate their students, and to measure how effective their instructions in teaching are. And lastly, for the Parents to know how well their children doing in school.
This test has different categories, depending to the purpose or on what to measure or evaluate. Test is categorized into nine. Some of these are the Personality test which measures emotional and social adjustment, dominance and submission, value orientation, disposition, emotional stability and many more. The Intelligence test which measure the mental ability of an individual in processing information. The Trade test which is design to measure an individual’s skill or competence in an occupation or vocation. Other categories are Socio-metric Test, Formative Test, Diagnostic Test, Summative Test, Achievement Test and Aptitude Test
These test can be classified whether it is Standardized test, a test prepared by an expert or specialist, or Unstandardized test which prepared by teachers for classroom use.
As to the mode of interpreting results, tests can either be Norm-referenced or Criterion-referenced. Norm-referenced test is a test that evaluates student’s performance by comparing it to other students’ performance. The example for this is per grading period in high school where students are being ranked according to the level of their performance. While Criterion-referenced test is a test that measures students’ performance against a pre-established level of performance. Best example for this is the UPCAT- UP’s Entrance Exam.
GENERAL STEPS IN PREPARATION OF TESTS
In order to make a classroom tests, there are Steps on how to construct these tests. First is the Identification of instructional objectives and learning outcomes. Second, Listing of the topics to be covered by the Test. Third, Preparation of a Table of Specification (TOS). Fourth, the selection of the appropriate types of tests. Fifth, Writing of test Items. Sixth, sequencing of the items. Seventh, writing the directions or instructions. And last, the preparation of the answer sheet and scoring key.
In Preparing and assembling a test more effectively, there are also ways on how to do it. First, Provide general directions for the test. Second, arrange the items systematically. Third, Place the most difficult questions near the end of the test so that students have time to answer more questions. Fourth, Provide ample margins. Fifth, Number the items consecutively. Sixth, before administering the test, prepare answer keys and scoring procedures. And lastly, make sure all copies of the test are legible and free of typographical or grammatical errors.
KEYS TO EFFECTIVE TESTING
In Preparing and assembling a test more effectively, there are also ways on how to do it. First, Provide general directions for the test. Second, arrange the items systematically. Third, Place the most difficult questions near the end of the test so that students have time to answer more questions. Fourth, Provide ample margins. Fifth, Number the items consecutively. Sixth, before administering the test, prepare answer keys and scoring procedures. And lastly, make sure all copies of the test are legible and free of typographical or grammatical errors.
KEYS TO EFFECTIVE TESTING
Testing is used to gather information needed in evaluation purposes. It also refers to the administration, scoring and interpretation to draw out information about a performance.
Test administration has something to do with the physical and psychological setting or condition where students will take the test. The environment is one of the factors that affect the performance of a student. So it must be conducive and well ventilated for the students to perform their best.
Test administration has something to do with the physical and psychological setting or condition where students will take the test. The environment is one of the factors that affect the performance of a student. So it must be conducive and well ventilated for the students to perform their best.
Test scoring happens after the test was taken to determine a result, usually expressed numerically. It is usually done by competent and honest persons and the scoring must only be based from the performance of the test takers to avoid bias.
The test interpretation refers to the giving of meaning to the result whether it is pass or fail.
The test interpretation refers to the giving of meaning to the result whether it is pass or fail.
Module 4
by: Cherrie Mae Daut
In this module, we learned about TESTS, tests like Multiple Choice Test, True or False Test, Matching Type Test, Completion and Cloze Test, Essay Test and Other Assessment Tools and Techniques.
This tests are conducted and made with reasons and purposes for us students to learn, even though it is not the same in a way on how to do it and give to students but it is still a way on how to rate or how to know how far we have learned. It helps us students to know how to do some of this especially to the students that are discussed and learned on how to make this kind of tests. This tests are just a way of preparing us for the future.
In this module, there are seven types of tests, the first one is the Multiple Choice Test that are made and asked to select the best answer out of the choices from the list. It helps students to analyze and think about what will really be the correct answer. Next is the True or False Test, it is also called a bibary-choice test that are utilized to assess a student's abilty to recognizethe accuracy of a declarative statement. The third one is the Matching Type Test, in this type of test, the examinee associates an item in one column with a choice in the second column, in that case, they will choose from the second column of what will be the pair or the answer for the first column. Fourth is theCompletion Test, it is an item that requires the students to answer a question to finish an incomplete statement by filling in a blank with the correct word or phrase. Fifth is the Cloze Test, a test that measures student's comprehension abilities by giving them a short text, with blanks where some of the words should be and asking them to fill in the blanks. And the last type of test is the Essay Test, it a type of assessment that is used to comment on students' progress, the quality of their thinking, the depth of their understanding and the difficulties they may be having.
This tests are given to any levels of year or students. It is given for them to know what really their students have learned.
The other Assessment Tools and Techniques
by: Cherrie Mae Daut
In this module, we learned about TESTS, tests like Multiple Choice Test, True or False Test, Matching Type Test, Completion and Cloze Test, Essay Test and Other Assessment Tools and Techniques.
This tests are conducted and made with reasons and purposes for us students to learn, even though it is not the same in a way on how to do it and give to students but it is still a way on how to rate or how to know how far we have learned. It helps us students to know how to do some of this especially to the students that are discussed and learned on how to make this kind of tests. This tests are just a way of preparing us for the future.
In this module, there are seven types of tests, the first one is the Multiple Choice Test that are made and asked to select the best answer out of the choices from the list. It helps students to analyze and think about what will really be the correct answer. Next is the True or False Test, it is also called a bibary-choice test that are utilized to assess a student's abilty to recognizethe accuracy of a declarative statement. The third one is the Matching Type Test, in this type of test, the examinee associates an item in one column with a choice in the second column, in that case, they will choose from the second column of what will be the pair or the answer for the first column. Fourth is theCompletion Test, it is an item that requires the students to answer a question to finish an incomplete statement by filling in a blank with the correct word or phrase. Fifth is the Cloze Test, a test that measures student's comprehension abilities by giving them a short text, with blanks where some of the words should be and asking them to fill in the blanks. And the last type of test is the Essay Test, it a type of assessment that is used to comment on students' progress, the quality of their thinking, the depth of their understanding and the difficulties they may be having.
This tests are given to any levels of year or students. It is given for them to know what really their students have learned.
The other Assessment Tools and Techniques
This is a geared in providing practice and general feedback that will improve students' learning. And in this one, there are three ways to assess the understanding of the students.
1. Questionnaire- a research instrument consisting of aseries of questions for the purpose of gathering information from respondents. It is a way in which educational resources might be usefully directed to improve student learning.
2. Rating Scale- used in recording results of observation. It has three types: numerical, graphic and checklist scale. They are given to determine what really a student should be and what is really the rate of the student in learning.
3. Sociogram- is used to provide additional information regarding a student and on how he/she interacts with peers. It is a valuable tool for determining how student is viewed by his/her classmates. This one is some kind of a test about peers, a test for friendship and viewing about yourself to others.
Those are the tests that are involve in this module, and it is important because without this, we'll never know what is really our rate is or what is really the level of our learning in learning the lessons.
Module 5
2. Rating Scale- used in recording results of observation. It has three types: numerical, graphic and checklist scale. They are given to determine what really a student should be and what is really the rate of the student in learning.
3. Sociogram- is used to provide additional information regarding a student and on how he/she interacts with peers. It is a valuable tool for determining how student is viewed by his/her classmates. This one is some kind of a test about peers, a test for friendship and viewing about yourself to others.
Those are the tests that are involve in this module, and it is important because without this, we'll never know what is really our rate is or what is really the level of our learning in learning the lessons.
Module 5
by: Grace Therese Queen Dongon
Module 5 is about characteristics of a good test. After the discussion, I learned about the importance of validity in a test. In lesson 1, we discuss about what I validity, by the way, what is validity? Validity is probably the single most important characteristic of a test, it is the degree in which a test measures what it seeks to measure. Test validity, or validation of test, explicitly means validating the use of a test in a specific context. I learned also the important things to remember about validity, like determining with reference to the particular use for which the test is being considered. I also know now the different kinds of validity; the Content Validity which is the degree to which test items match some objective criterion. The Criterion – Related Validity which is to check the performance of your operationalization against some criterion, there are also two types of Criterion – Related Validity; the Concurrent Validity and the Predictive Validity, and their importance. Then the Construct Validity which is the degree to which a test measures an attribute or quality it is supposed to measure.
Also, I learned about the reliability of the test. We learned about the importance of reliability of a test. Reliability of a test is the numerically expressed as a coefficient of correlation. I learned that a test to be reliable it should be valid, because it produces the same result if taken repeatedly. We also discuss the different factors that affect the reliability of a test such as adequacy that refers to the proper sampling of the test content. There are other 4 factors that we need to remember when constructing a test for us to construct a good test that clearly discriminates the students who mastered the lessons and those who don’t. in this module, I also learned how to improve the reliability of a test, such as, increasing the number of test items, heterogeneity of the student group and many more. Also the objectivity of a test. Objectivity of a test represents the agreement of two or more competent judges and scorers. This module is explained carefully, and now, as a future educator, I know how to construct a test that will help me improve the students performance and to give more focus on the students who needs improvement.
Module 6
by: Stephanie Lazo
Module 5 is about characteristics of a good test. After the discussion, I learned about the importance of validity in a test. In lesson 1, we discuss about what I validity, by the way, what is validity? Validity is probably the single most important characteristic of a test, it is the degree in which a test measures what it seeks to measure. Test validity, or validation of test, explicitly means validating the use of a test in a specific context. I learned also the important things to remember about validity, like determining with reference to the particular use for which the test is being considered. I also know now the different kinds of validity; the Content Validity which is the degree to which test items match some objective criterion. The Criterion – Related Validity which is to check the performance of your operationalization against some criterion, there are also two types of Criterion – Related Validity; the Concurrent Validity and the Predictive Validity, and their importance. Then the Construct Validity which is the degree to which a test measures an attribute or quality it is supposed to measure.
Also, I learned about the reliability of the test. We learned about the importance of reliability of a test. Reliability of a test is the numerically expressed as a coefficient of correlation. I learned that a test to be reliable it should be valid, because it produces the same result if taken repeatedly. We also discuss the different factors that affect the reliability of a test such as adequacy that refers to the proper sampling of the test content. There are other 4 factors that we need to remember when constructing a test for us to construct a good test that clearly discriminates the students who mastered the lessons and those who don’t. in this module, I also learned how to improve the reliability of a test, such as, increasing the number of test items, heterogeneity of the student group and many more. Also the objectivity of a test. Objectivity of a test represents the agreement of two or more competent judges and scorers. This module is explained carefully, and now, as a future educator, I know how to construct a test that will help me improve the students performance and to give more focus on the students who needs improvement.
Module 6
by: Stephanie Lazo
Item analysis? This means computations and MATH! Yeah, that was my first reaction when we were already in this module because I'm not good in math and I partly hate the thought of it. Well, anyway, I didn't think that learning item analysis would be this easy. I'm blessed that I easily picked up the lessons.
In test item analysis, there are procedures that will be needed to be done. after following the procedure, you need to solve for the Index of Difficulty and the Index of Discrimination. Difficulty Index is the measure of the percentage of incorrect responses determined by dividing the number of students who got the item wrong by the number who tried the item while Discrimination Index is a value which indicates the ability of an item to separate high-achieving students. This two indexes will help to determine the number of students who got the high scores and who got the low scores. Other computations are the computation of the P value under the Index of Difficulty and the computation of the D value under the Index of Discrimination. We also encountered interpreting test scores which is related to understanding percentile score and raw score. It confused me a bit but at least I tried to understand it.
In test item analysis, there are procedures that will be needed to be done. after following the procedure, you need to solve for the Index of Difficulty and the Index of Discrimination. Difficulty Index is the measure of the percentage of incorrect responses determined by dividing the number of students who got the item wrong by the number who tried the item while Discrimination Index is a value which indicates the ability of an item to separate high-achieving students. This two indexes will help to determine the number of students who got the high scores and who got the low scores. Other computations are the computation of the P value under the Index of Difficulty and the computation of the D value under the Index of Discrimination. We also encountered interpreting test scores which is related to understanding percentile score and raw score. It confused me a bit but at least I tried to understand it.
Module 7
by: Rodrigo Rodriguez, Jr.
I’ve did learned a lot from this module. First is that how descriptive statistics differ with inferential statistics. Descriptive statistics is type of statistics in which it is used to describe the basic features of the data in a study. They provide simple summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of data while inferential statistics, you are trying to reach conclusions that extend beyond the immediate data alone. For instance, we use inferential statistics to try to infer from the sample data what the population might think. With descriptive statistics you are simply describing what is or what the data shows. With inferential statistics, you are trying to reach conclusions that extend beyond the immediate data alone. I’ve also learned how the methods of central tendency – the mean, median and mode- are used to gather the information needed for the acceleration of the student. Mean is the value in a given aggregate which would obtain if all the values were equal. Median is the value of the middle point of the array (not midpoint of range), such that half the item are above and half below it while mode is is the most frequent value in the distribution; it is the point of greatest density.
Module 8
by: Rodrigo Rodriguez, Jr.
I’ve did learned a lot from this module. First is that how descriptive statistics differ with inferential statistics. Descriptive statistics is type of statistics in which it is used to describe the basic features of the data in a study. They provide simple summaries about the sample and the measures. Together with simple graphics analysis, they form the basis of virtually every quantitative analysis of data while inferential statistics, you are trying to reach conclusions that extend beyond the immediate data alone. For instance, we use inferential statistics to try to infer from the sample data what the population might think. With descriptive statistics you are simply describing what is or what the data shows. With inferential statistics, you are trying to reach conclusions that extend beyond the immediate data alone. I’ve also learned how the methods of central tendency – the mean, median and mode- are used to gather the information needed for the acceleration of the student. Mean is the value in a given aggregate which would obtain if all the values were equal. Median is the value of the middle point of the array (not midpoint of range), such that half the item are above and half below it while mode is is the most frequent value in the distribution; it is the point of greatest density.
Module 8
by: Cherrie Mae Daut
In this module, i learned how to use rubrics and i learned how to use the portfolios and the performance based assessment.
Because in this module we learned about the rubrics, portfolios, and the performance based assessment.
Rubrics, it is an assessment tool for communicating expectations of quality. It is also a set of criteria and standards typically linked to learning objectives and it is derived from the Latin word "rubrica"which means "red ochre or red chalk", and originates in Medieval illuminated manuscripts from the 13thy century or earlier.
Types of Rubrics: Analytic, Holistic, General and Task Specific Rubrics. They are the types of rubrics that perform some tasks to know what kind of rubrics you'll gonna use and do.
There are also guidelines in creating rubrics. The first one is the survey models which review examples of good and not-so-good wok. Second is the define and list criteria, it is from the discussions of the models. Third is, pack and unpack criteria which you likely end up with a long list of criteria. Fourth is the articulate levels of quality, it describe the best and the worst levels of quality. Fifth is, practice on models, it is using the agreed criteria and the levels of quality. Sixth,revise the draft, to show the draft to your students and ask for their comments. And lastly is theuse teacher assessment which use the same rubric students used to assess their work yourself.
We also have the components of rubrics: the performance element, scale, criteria, standard, descriptors and indicators.
Portfolios - it is a term used to describe a collection of a student's work collective over time, so that teachers, school administrators and parents can review a student's progression in a given content area.
The purpose of portfolios is to allow the teachers to witness students' achievements in ways that standardized or state testing often cannot.
Portfolios has its two type, the progress portfolio and the showcase portfolio.
I also knew about the uses of portfolio.
1. to illustrate a students' typical work in various school subjects.
2. to show students' best work in a subject area.
3. provide structure for self-reflection about areas of teaching needing improvement.
4. demonstrate how teaching has evolved over a period of time.
5. demonstrate how effective has been through the collection of students evaluations.
6. to develop student self-confidence.
7. to promote self-conference and control of learners.
8. provides opportunity for teaching-student dialogue.
This are some of the topics that i have learned in module 8. On how to use rubrics and portfolios, it'll really help us and it will be used by us future teacher for our future career.
Module 9
Because in this module we learned about the rubrics, portfolios, and the performance based assessment.
Rubrics, it is an assessment tool for communicating expectations of quality. It is also a set of criteria and standards typically linked to learning objectives and it is derived from the Latin word "rubrica"which means "red ochre or red chalk", and originates in Medieval illuminated manuscripts from the 13thy century or earlier.
Types of Rubrics: Analytic, Holistic, General and Task Specific Rubrics. They are the types of rubrics that perform some tasks to know what kind of rubrics you'll gonna use and do.
There are also guidelines in creating rubrics. The first one is the survey models which review examples of good and not-so-good wok. Second is the define and list criteria, it is from the discussions of the models. Third is, pack and unpack criteria which you likely end up with a long list of criteria. Fourth is the articulate levels of quality, it describe the best and the worst levels of quality. Fifth is, practice on models, it is using the agreed criteria and the levels of quality. Sixth,revise the draft, to show the draft to your students and ask for their comments. And lastly is theuse teacher assessment which use the same rubric students used to assess their work yourself.
We also have the components of rubrics: the performance element, scale, criteria, standard, descriptors and indicators.
Portfolios - it is a term used to describe a collection of a student's work collective over time, so that teachers, school administrators and parents can review a student's progression in a given content area.
The purpose of portfolios is to allow the teachers to witness students' achievements in ways that standardized or state testing often cannot.
Portfolios has its two type, the progress portfolio and the showcase portfolio.
I also knew about the uses of portfolio.
1. to illustrate a students' typical work in various school subjects.
2. to show students' best work in a subject area.
3. provide structure for self-reflection about areas of teaching needing improvement.
4. demonstrate how teaching has evolved over a period of time.
5. demonstrate how effective has been through the collection of students evaluations.
6. to develop student self-confidence.
7. to promote self-conference and control of learners.
8. provides opportunity for teaching-student dialogue.
This are some of the topics that i have learned in module 8. On how to use rubrics and portfolios, it'll really help us and it will be used by us future teacher for our future career.
Module 9
by: Denver Quidato & Grace Therese Queen Dongon
Module nine is all about Grading and Teaching Practices. In this module, we learned about the nature of grade marks and its four functions. According to the reporter, grades are the teachers’ judgment on the performance of students based on the criteria. Also, we learned about the different purposes of grades/marks, they are the Administration, guidance, and motivation. Then the five types of grades, the advantages and disadvantages of grades/mark, common grading-related problems, averaging scores to determine a grade, use of zeroes, and lastly, the lowering grades because of behavioral infractions. We also learned about the meaning and framework of performance based assessment and the basic steps to plan and execute effective performance-based assessment. We also learned how to create performance rubrics and its uses. Also, other practices that helps the teachers in grading the students’ performance fairly.
This chapter helps us become a good teacher who is objective in terms of grading our students. In grading a student’s performance, teachers should avoid favoritism. We learned to grade our students not by our own judgment but based on the students performance.
Module nine is all about Grading and Teaching Practices. In this module, we learned about the nature of grade marks and its four functions. According to the reporter, grades are the teachers’ judgment on the performance of students based on the criteria. Also, we learned about the different purposes of grades/marks, they are the Administration, guidance, and motivation. Then the five types of grades, the advantages and disadvantages of grades/mark, common grading-related problems, averaging scores to determine a grade, use of zeroes, and lastly, the lowering grades because of behavioral infractions. We also learned about the meaning and framework of performance based assessment and the basic steps to plan and execute effective performance-based assessment. We also learned how to create performance rubrics and its uses. Also, other practices that helps the teachers in grading the students’ performance fairly.
This chapter helps us become a good teacher who is objective in terms of grading our students. In grading a student’s performance, teachers should avoid favoritism. We learned to grade our students not by our own judgment but based on the students performance.
Topical Content
Related Literature:
Websites:
http://www.edutopia.org/healthier-testing-made-easy
http://www.edutopia.org/assessment-for-understanding-taking-deeper-look
http://www.acpa.nche.edu/sli/sli.htm
http://teaching.berkeley.edu/bgd/quizzes.html
http://www.maclearning.org/articles/48/blurring-the-boundaries-social-networking-e-portfolio-development
https://docs.google.com/Doc?id=dd76m5s2_39fsmjdk
http://www.citejournal.org/vol2/iss4/general/article3.cfm
http://www.learningrx.com/educational-assessment-article-faq.htm
http://www.edutopia.org/multiple-intelligences-howard-gardner-video
Research Studies:
http://electronicportfolios.org/balance/balancingarticle2.pdf
Photos:
Videos:
Conclusion
As a student:
We have learned some various important ways in learning: First is teamwork. Well, teamwork is a value that we have learned but with the application of e-blogging activity, we find it hard to execute. Second is the blended learning. We learned how to match education with the present technology of our generation. And lastly is that the teaching can also be fun. With the use of web activity and addition of games that is related on the leaning, it is like hitting two birds with one stone: we learn and have fun at the same time.
As a future teacher:
As a future teacher, we learned some important way of teaching that will surely enhance the knowledge and skills of the students: First is that students were able to apply their new learned knowledge with the modern way of teaching. As for the students who were engaged in field of internet, they will be able to execute their creative techniques in their personal way. Second is that we learned another way of teaching. This will make us more creative to teach in a manner that will watch with their interest. Lastly is that it broadening our mind as future teacher that will help as acquire new methods of teaching. With the changes in the world, teacher should also change their methods to attract the interest of students.
Assessment Trivia!
During an archaeological excavation in Swaziland, Africa, the fibula of a baboon was found. What made this bone interesting is that it contained 29 notches, and is considered the world's first mathematical tool. The Lebombo Bone, dated to around 35,000 B.C., was most likely used as a lunar calendar. The second oldest mathematical tool is the Ishango Bone, dating to around 23,000 B.C.
What functions can an abacus calculate?
The abacus is considered to be the world's first mechanical means for calculating mathematics. It can add, subtract, multiply and divide. While most people's mental picture is of a Chinese abacus, ancient Rome, Persia, Greece, Japan, Russia, India and Native Americans had variations of this mathematical tool.
What is the link between a graph paper and Philosophy?
They both have same the fathers, so to speak. Rene Descartes is considered the "Father of Modern Philosophy," and also invented Cartesian geometry, a system in which geometrical shapes can be plotted on a two-dimensional plane --- graph paper. He is also the thinker who introduced the world to the phrase, "I think, therefore I am."
Who invented the first successful calculator?
While history is full of examples of failed mechanical calculating machines, the Arithmometer was to be the world's first commercially viable calculator. It was invented by Tomas de Colmar in the early 1800s, and was for sale by 1851. Until it was discontinued in 1915, millions of the wooden Arithmometers were sold worldwide.
What is the most expensive electronic calculator?
The first commercial electronic calculator is considered to be the IBM 608 which was unveiled to the public in 1957. But it didn't fit into your pocket, nor did it fit most household budgets. The IBM 608 retailed for $83,210. That's amounts to more than $625,000 if purchased in 2010.
Assessment Galleria
"...institutional assessment efforts should not be concerned about valuing what can be measured but, instead, about measuring that which is valued."
-- Banta, T. W., Lund, J. P., Black, K. E., & Oblander, F. W., Assessment in practice: Putting principles to work on college campuses. San Francisco: Jossey-Bass.p. 5, 1996
ASSESSMENT
LEARNING TARGETS AND BLOOM'S TAXONOMY
VALIDITY
TEST
RUBRICS
PORTFOLIO
GOOD ASSESSMENT = GOOD EDUCATION
GOOD EDUCATION = GOOD FUTURE
Reflections About the Blog\ E- Portfolio
Denver Quidato
1. What was your reaction to the online blog activity?
At first I thought it's a burden but lately I realized how fortunate I am to experience this kind of activity because I know as future educator, it could serve as my edge against other competitors when I enter the real world of teaching. Thus, my knowledge and experiences in online blogging could help my future students by sharing to them the learning I've acquired for we all know that the primitive world is turning itself into a cyber world.
2. Are you having some difficulties configuring the use of web blogging?
I just started blogging this year and I still consider myself as a beginner and I’ve experience lots of difficulties but it’s just normal and I believe that when a person wants to learn, no matter hardship he/she will undergone he/she will face it and will survive.
3. Did the activity gave you deeper or broader understanding about the use of blogs? Why?
Yes, absolutely. Technologies should be used wisely and in making this blog, I myself experienced how to use it wisely. Blogs are not just a source of entertainment but could also be educational and productive. Through blogging, we can share knowledge to others and also we can gain new learning from others. In blogging, we are not just enriching our technological skills but it also teaches us how to be responsible in every post we publish and in every decision we make to make the blog more informative and fruitful not just to us but also to others.
4. Did the activity increase or decrease your enthusiasm, willingness or effort to learn more about technology? Why?
The activity increased my interest in technologies. I admit that blogging, especially with educational content is really difficult and tiring. But when you realized, at the end of the day, it was you who gained most of the benefits of doing the activity. It doesn’t just teach you technologies but also the subject matter itself of your blog because you are the one who conducted the researches and analyzed data before publishing it.
5. What important things have you learned from his activity?
First, I learned again how important teamwork is. Without teamwork, the outcomes wouldn't be the best because each member plays significant role in the activity. Second, I leaned how patience can handle exhaustion. Blogging is not an easy thing. Lots of effort must be inserted and without patience you cannot come out with best results. And many more.
6. What generalization do you formulate with this activity?
This is a multi-benefit activity. It doesn’t only enriching your cognitive aspect of life but also the affective one for sharing relevant information and knowledge to others. It teaches us to be responsible and productive not only in giving information but also in the usage of modern technology. Learning happens everywhere and learning is necessary to be knowledgeable. But, it is more effective and fruitful if we are enjoying while learning. There is nothing else wonderful than doing what you love. Start loving what you’re doing because works with passion are considered art and so, beautiful.
Cherrie Mae Daut
1. What was your reaction to the online blog activity?
The online blog activity is nice and it really helped us in knowing what blog really is. This online blog activity made me more responsible and patient in doing things that includes computer or online activities. It helped me know more about blog and some website, and I learned in the online activity although it is sometimes annoying and head aching.
2. Are you having some difficulties configuring the use of web blogging?
Quite yes, because it sometimes made my head ache and it is difficult to do when you don’t know how to start. It is also hard to understand sometimes because I’m quite annoyed in making blogs but I used to love it as time goes by.
3. Did the activity gave you deeper or broader understanding about the use of blogs? Why?
Yes, because it made me realized that blog is somehow important and it can help us to be known by some people, nationally and internationally. It gives me a really broad understanding about blogs and on how to make it.
4. Did the activity increase or decrease your enthusiasm, willingness or effort to learn more about technology? Why?
It increases, because it gives me courage to be willing and to do some effort to make a blog, it makes me responsible to learn about technology, especially in blogs. it also decreases because it always makes my head aches.
5. What important things have you learned from his activity?
I've learned some important things from this activity like on how to do blogs, to make it perfect and on how to unite with my group mates. And I learn to love making blogs.
6. What generalization do you formulate with this activity?
I generalize that in this activity we must really have to be united with each other and understand each other in making this activity. We and I must be responsible with the task that’s given to us, and I formulate that this activity will make our future and our school popular and a well-known one.
Rodrigo Rodriguez, Jr.
1. What was your reaction to the online blog activity?
Well, I got excited because I will be honing my skill on computer which can be helpful in my future job. It will also keep us student as the future teachers to keep updated about the changes in our generation.
2. Are you having some difficulty configuring the use of web blogging?
Yes, frankly speaking. I am new about blog making an the web is difficult to access and manage. But after sometime, I have realized that it came handy compared to the hard copies of portfolio.
3. Did the activity give your deeper or broader understanding about the use of blogs? Why?
Yes because as a future teacher, we should develop some techniques in teaching which is appropriate in time and trending of objects. With the rising of computers now, it can help motivate the children to engage in useful works.
4. Did the activity increase or decrease your enthusiasm, willingness or effort to learn more about technology? Why?
This web blogging activity did increase my enthusiasm and willingness about technology because it forced me to engage and work in unfamiliar exertion and I’m able to learn new things about this tool.
5. What important things have you learned from this activity?
I've learned a lot about this activity. I’ve learned how to engage in creative activity that will catch the attention of learners for them not just to think about learning is just only learning, it could be fun in some artistic way.
6. What generalization can you formulate with this activity?
For a conclusion, I can say that this web blogging activity helped me harness my skill as a learner as the same time as a teacher. It helped me realize that learning also can be fun.
Stephanie Lazo
1. What was your reaction to the online blog activity?
Creating an educational blog or the so-called E- Portfolio is typically a difficult job for me, regarding the fact that I was assigned to be the editor in our group, because I'm not that good when it comes to technology. Anyway, even though that it was tiring to make the blog, it's still worth it.
2. Are you having some difficulty configuring the use of web blogging?
Honestly, I really had a difficult time handling this blog because of some instances that making this blog has already blasted out of my nerves. But nevertheless, it's still a good thing that I tried to experience doing the E- Portfolio.
3. Did the activity gave you deeper or broader understanding about the use of blogs? Why?
Absolutely, yes! Thanks to this E- Portfolio, I was able to learn more about blogging and enhancing my knowledge on other forms of technology.
4. Did the activity increased or decreased your enthusiasm, willingness, or effort to learn more about technology? Why?
This activity really increased my enthusiasm and interest to learn more about technology because I have realized that technology in the near future, will be a big part in the way of teaching and it's a big PLUS on learning.
5. What important things have you learned from this activity?
I learned to be more active in blog-making and I now understand the essence of teamwork. This blog wouldn't be a good blog if we didn't cooperate in doing it.
6. What generalization can you formulate with this activity?
All in all, this activity was a great compilation of our learning and with the use of this blog, the insights will never vanish and it will serve as your reference for the future.
Grace Therese Queen Dongon
1. What was your reaction to the online blog activity?
Actually, I felt excited at first when I heard about the online blog, though I don’t have much knowledge about blogs. But it’s also good, for us to know how to work that technology.
2. Are you having some difficulty configuring the use of web blogging?
I guess yes, because I don’t have much knowledge about how to work that so called blog. But I’m challenged to engaged and learn.
3. Did the activity gave you deeper or broader understanding about the use of blogs? Why?
Yes, because nowadays, computers and technology are very useful. We, as future teacher should learn this not only for our own benefit, but also to help the students.
4. Did the activity increase or decrease your enthusiasm, willingness or effort to learn more about technology? Why?
This activity did increase my enthusiasm and willingness to learn and use this blog. I did exert more effort in learning new technology.
5. What important things have you learned from this activity?
The important thing that I learned in doing this activity is that it helps the teacher to have the attention and the cooperation of the students because it involves computer. Also, it helps the students to realize that learning is not just that intense but also can be enjoyable.
6. What generalization can you formulate with this activity?
This activity has loads to introduce to students. It is fun and at the same time very helpful for us as future teachers.
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