I. LEARNING
ASSESSORS
II. TEAM PROFILE
LEARNING ASSESSORS TEAM
PROFILE
Chief
Editor
Course: BSEd Filipino-2nd Year
Address: Kipalbig, Tampakan, South Cotabato
...loveable and responsible...
Marilyn Y. Enero
Assistant
Editor
Course: BSEd Filipino-2nd Year
Address: Alabel, Sarangani Province
..friendly and approachable...
Joy May C.
Gulay
Editor
Course: BSEd Filipino-2nd Year
Address: Maltana, Tampakan, South Cotabato
..kind and sociable...
Researcher
Course: BSEd Filipino-2nd Year
Address: Kipalbig, Tampakan, South Cotabato
...behave and happy ...
Wisian
Phoebe Lumingkit
Researcher
Course: BSEd Filipino-2nd Year
Address: Koronadal, South Cotabato
...happy-go-lucky ...
III. OVERVIEW OF THE
TOPIC
Ed103- Assessment of
Student Learning is a subject offered to education students to provide
necessary information, ideas, concepts and principles for the assessment of
student learning. Our professor strategically used blended learning in order to
fully realize the objectives and the goal of the subject. E-learning as a
complement to the classroom learning is expected to provide accessible useful
information that are education-related. The topics being discussed by module
are shared to the web to be a useful tool in expanding the student's capacity
in utilizing the modern technological innovations in education.
IV.
OBJECTIVES
At
the end of this blogging activity, it is expected that...
1.
The group members will gain better understanding and appreciation for the
e-learning.
2.
The group members will be able to share necessary information about the topics
under ED103-Assessment of Student Learning.
3.
The group members will be able to maximize the use of innovative technology as
integrated in the classroom learning.
V.
SIGNIFICANCE OF THE ACTIVITY
E-learning comprises all forms of electronically supported learning and teaching.The information and communication systems, whether networked learning or not, serve as specific media to implement the learning process. The term will still most likely be utilized to reference out-of-classroom and in-classroom educational experiences via technology, even as advances continue in regard to devices and curriculum.
E-learning is essentially
the computer and network-enabled transfer of skills and knowledge. E-learning
applications and processes include Web-based learning, computer-based learning,
virtual education opportunities and digital collaboration. Content is delivered
via the Internet, intranet/extranet, audio or video tape, satellite TV, and
CD-ROM. It can be self-paced or instructor-led and includes media in the form
of text, image, animation, streaming video and audio.
E-learning as part of the
growing and developing educational innovation, provides broad opportunities for
the students especially in an explicit exploration of modern accessible
information. As future teacher, you must be equipped with the expertise of
utilizing modern educational technology as integrated in teaching. The
challenge it offers to the educators does not necessarily mean eradicating
classroom learning, but instead working complementarily with classroom
learning. The learning complement of this innovative teaching basically
emphasizes the developmental adaptation of education to modern
technological innovations.
VI.
METHODOLOGY
Step 1: Start your
favorite web browser.
Step 2: Type in http://www.blogger.com/ in address bar of your browser.
Step 3: You will be taken to the Blogger’s home page.
Step 4: Scroll down a little bit then page will be shown like following picture
Step 2: Type in http://www.blogger.com/ in address bar of your browser.
Step 3: You will be taken to the Blogger’s home page.
Step 4: Scroll down a little bit then page will be shown like following picture
Step 5: Now Click at
“CREATE YOUR BLOG NOW”.
Step 6: You will be presented a first step to create a blog “Create a Google account”.
Step 6: You will be presented a first step to create a blog “Create a Google account”.
Step 7: If you already
have a Gmail or Google Groups or Orkut account then first you have to signin by
clicking at “Sign in First” link. Then you will be presented Google account
signing in page. Sign in to Google account by typing in there your Id and
Password.
Step 8: If you
don’t have a Google account then you have to create one. For this you have to
fill the form as shown above type in your Email address. You must have an email
address then Enter a password and Retype your password. Your password must be
at least 6 characters long. Password and Retype password must be same. Now type
in your Display name. This name will be used as a signature of post. Type in
Verification word in the given text box. Then read the terms of service by
clicking “Terms Of Service” link. If you agree with the terms of service then
check the “I accept terms of service” check box. Then click “Continue” button
to continue the blog creation process.
Step 9: Now you will be shown second step to create a blog that is Naming a blog. So you must think an appropriate a blog title and blog URL beforehand.
Just suppose blog name is “Unique Technology Blog” and blog address (URL) “unicomtech”. Type in there your Blog name and Blog URL and click “check availability” link. It is for just checking that somebody has already taken this URL or not.
If it is available then you can proceed further, and if is not then type in some other URL.
Step 9: Now you will be shown second step to create a blog that is Naming a blog. So you must think an appropriate a blog title and blog URL beforehand.
Just suppose blog name is “Unique Technology Blog” and blog address (URL) “unicomtech”. Type in there your Blog name and Blog URL and click “check availability” link. It is for just checking that somebody has already taken this URL or not.
If it is available then you can proceed further, and if is not then type in some other URL.
Step 10: If you want to
host your blog somewhere else then Click “Advanced Blog Setup” link else click
“Continue” to proceed further.
VII. SCHEDULE OF THE
ACTIVITY
December
30, 2011
-
Creation of the Learning Assessors Blog
-
Posting of the Team Profile and the Introduction
January
2, 2012- January 31,2012
-
Posting of reflections about the blog
-
Researching for videos, articles and other sources of information for the blog
March
12, 2012
-
Posting of group reflections and overview of the Topics discussed under ED103.
-Posting
of the hyperlinks
March
19, 2012
-
Final Editing and Proofreading of the Blog Content
VIII.
MATERIALS
The
resources of the information being posted in this blog are the books, websites,
related articles and personal reflections and compositions of the articles.
IX.
TOPICAL CONTENT
MODULE 1- Overview in
Assessment of LEARNING
Learning more about
assessment of learning is indeed essential for future teachers like us.
Achieving comprehensive understanding of the student learning assessment will
help us realize our goal of making ourselves effective and efficient teachers.
After the discussions held for this module, we were able to understand
assessment as the activity undertaken by students to provide information for
the teacher to be used as feedback to modify the teaching and learning
activities. We were able to distinguish terms related to assessment such
as assessment, evaluation, test and measurement by which we have tackled their
corresponding definitions and differences. It also introduced concepts and
ideas about student learning assessments which are all essential information in
acquiring understanding of the processes involved in student learning
assessment. This introductory module is a starting point of delving deeper with
the assessment of learning.
MODULE 2- Establishing the
LEARNING Targets
Obtaining understanding on the learning targets,
learning objectives and learning outcomes lead us to the understanding of the
significance and importance of the targets, objectives and outcomes of learning
as the basis of the learning content and assessment. We were able to understand
that learning targets as a 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 performances demonstrated. It
was also introduced that the learning objectives are specific statements of
what students are expected to do after the instruction which must be
measurable, observable and student-response. We were able to know also
essential concepts about the three student learning outcomes: cognitive,
affective and psychomotor. Moreover, we are able to remarkably understand the
characteristics of a good test as discussed in the reportials held.
MODULE 3- Keys to
Effective TESTING
Testing is a technique of obtaining
information needed for evaluation purposes. It also refers to the
administration, scoring and interpretation of an instrument designed to draw
out information about a performance in sample of particular area of behavior.
Tests are devices to obtain such information.
In this module, it mainly focuses on
“test” as a tool of learning. It gave us the definition that
test is a systematic procedure for measuring an individual’s behavior
(Brown, 1991).
By the end of this lesson we are expected to know how to prepare
and make a test based on its following steps so that the material will be
effective for the students.
MODULE 4- Development of
ASSESSMENT TOOLS
Assessment is an ongoing process
aimed at understanding and improving student learning. It involves making our
expectations explicit and public; setting appropriate criteria and high
standards for learning quality, systematically gathering, analyzing and interpreting
evidence to determine how well performance matches those expectations and
standards; and using the resulting information to document, explain, and
improve performance. Assessment helps us create a shared academic culture
dedicated to assuring and improving the quality of higher education.
In this module, we are introduced with
the different assessment tools; Multiple Choice Test in which respondents are
asked to select the best possible answer (or answers) out of the choices from a
list; True or False Test in which the student or examinee indicates
whether each of several statements is true or false; Matching Type Test in
which there are usually two columns of items. For each item in one column,
the students are required to select a correct item; Completion Test which
is a step by step evaluation of a completed projects; and the Essay Test which
is a piece of writing often written from an author's personal point of
view.
From these, teachers are expected to assess student work in a
variety of ways to gauge if learning has occurred. Besides of these, educators
can use projects, portfolios and scoring rubrics to measure the quality of
their instruction. They can allow students to self-score and peer-score the
work before finally submitting it to the instructor. This places additional
responsibility on the student for his own learning and guides him toward
mastery.
MODULE 5- Characteristics
of a Good TEST
One of the commonly used form of evaluation is
the test. As an evaluator of learning, teachers must have adequate knowledge
regarding the effectiveness of the test. There are underlying characteristics
of a good test being introduced in the discussion. First, a test must have
validity which refers to the degree to which a study accurately reflects
or assesses the specific learning that the teacher is attempting to measure. A
test is considered as valid what it is supposed to measure. Second is the
reliability which is concerned with the accuracy of the actual measuring
instrument or procedure, validity is concerned with the study's success at
measuring what teachers set out to measure. A test is considered reliable if it
is taken again by the same students under the same circumstances and the score
average is almost the constant, taking into consideration that the time between
the test and the retest is of reasonable length. Objectivity is also important
which means that if the test is marked by different people , the score will be
the same. In other words, marking process should not be affected by the marking
person's personality. Comprehensiveness is also needed by which a good test
should include items from different areas of material assigned for the test.
Next is simplicity which means that the test should be written in a clear,
correct an simple language. It is important to keep the method of testing as
simple as possible while still testing the skill you intend to test. Avoid
ambiguous questions and ambiguous instructions. Being able to now the
characteristics of a good test will provide us, future teachers, the necessary
procedures and concepts when we are on the actual process of assessing student
learning.
MODULE 6- Analyzing and
Using of Test Item Data
We have acquired necessary information
which are all essential in the student learning assessment. The theories
and concepts which are all noticeably statistics in nature, provided us the
comprehensive knowledge of how to arrive to reliable and valid effectiveness of
the test which are basically numerical measurement. We have completely engaged
ourselves with item analysis, computations of index of discrimination and
index of difficulty and interpretation of the test scores. The index
of discrimination is a useful measure of item quality whenever the purpose of a
test is to produce a spread of scores, reflecting differences in student
achievement, so that distinctions may be made among the performances of
examinees. This is likely to be the purpose of norm-referenced tests. Item
difficulty is simply the proportion of students who answered an item correctly.
MODULE 7- Educational
Statistics
We are able to understand more about
educational statistics. We are able to distinguish descriptive statistics
from inferential statistics. Descriptive is simply describing the
characteristics using numerical measurement while inferential statistics is
done to provide predictions about something through statistical analysis of
numerical data. We are indeed grateful to understand more and being able to
solve correctly for the central tendencies: mean, the average of the scores;
median, the middle value in the list of scores; and the mode, which is the
frequently occurring number. We also learned about solving for the measures of
variability like the range, quartile deviation, and standard deviation as well
as the measures of correlation. Range is the difference between the
highest and the lowest values in a set. Quartile
is the set of values
are the three points that divide the data set into four equal groups, each
representing a fourth of the population being sampled and the standard deviation is a widely used measure of variability or
diversity used in statistics.
Module 8: Rubrics, Portfolio and Performance Based Assessment
Teaching
styles varies with different teachers, same with their ways of rating their
students. In this module, rubrics was introduced to stressed out the
significance and importance of having reliable criteria of rating the student
performance. Rubrics was define as a guideline for rating student
performance which specifies what a performance is like at various levels
(superior, excellent, good, poor).
The key elements of a
rubric are the descriptors for what a performance is like within the full range
of possible performance levels. It is also important to remember that every
rubric has an associated scale which serves as the basis of the scoring of the
rubric. The creation of the scale is possible if the focus or the target
of the rubrics has been determined. The scale should also include the range of
possible performances orderly arranged from best to poorest performance.
The range of performance is then divided into various levels of
performance. The ability to clearly separate the various performance
levels is the basis in determining the number of divisions to be made. This
assures that the scale can be reliably rated. That is, the ratings
made using the scale maintains consistency across time and across raters.
Without such consistency, the ratings made with scale cannot be trusted and
therefore unreliable.
The different types of
rubrics were also discussed in the reporting wherein holistic rubrics was
differentiated from analytic rubrics after the distinctions have been made.
Furthermore, we were also taught how to make rubrics by simply following the
steps presented. First is revisiting the assignment learning outcomes. Next is establishing
standards for each performance area. Third is developing a scoring scale.
Lastly, adjusting the rubric as needed
We also learned something essential regarding the use of portfolio in
evaluating students’ learning. A portfolio is a
systematic collection of one’s work. In education, portfolios refer to
systematic collection of students works. Portfolios are applicable to assessing
students works in variety of subject areas. Portfolio highlights and shows
evidence of the best work of learners. Though portfolio is just a simple way of
measuring the result of the teachers effort it is still the most commonly used
technique of todays generation. Portfolio have its 2 kinds; the growth and the
best work portfolio. The two may differ in its ways but it serve the common
purpose.
Portfolio can also
developed learners skills in connection with arts, since the material in a
student portfolio is most useful when each piece collected reflects progress
toward particular learning goals.
Module 9: Grading and
Reporting Practices
This module dealt with the standards,
criteria, rating scale and the concepts that a teacher may empploy to
necessarily arrive with desired appropriate student grades/ marks. Part of the
discussion made here was the nature and functions of grades/ marks wherein, the
four pillars of grading and reporting systems according to Guskey and Bailey
were introduced. According to the, communication is the primary goal of
grading and reporting, grading and reporting are integral parts of the
instructional process, good reporting is based on good evidence and that
creating change in grading and reporting requires creating a multi-faceted
reporting system.
Moreover, the class also
tackled the various definitions of grades and marks. Grades are teacher’s
judgment on the performance of students based on certain criteria. Marks are
symbol used to convey a student’s overall performance or achievement in a
subject area.
The functions of grades and marks were also part of the comprehensive
discussion of this module. It was emphasized that grades and marks are aiming
to help guide the students and the parents with respect the future educational
plans , to help the school decide upon the student’s readiness to enroll in
certain selective programs or course, to help higher educational levels
appraise an applicants’ acceptability for the program being offered and
to help a potential employer decide on the suitability of the student for
certain jobs that depends on academic skills. Generally, grades serve the purposes
in administration, guidance and motivation.
After
delving deeper with the types of grades, we also involved ourselves with the
discussion of the common grading-related problems and the guidelines for
effective grading.
Related Articles:
Related videos:
X. CONCLUSION
The technological
innovation of the modern world of computer provides wider opportunity to a more
convenient access to information which can be use for educational purpose.
E-learning provides an improved learning environment that will surely be a
helpful complement to the classroom instruction. E-learning is not just a
way of expanding the knowledge acquired inside the four corners of the
classroom but also to offer opportunity of the student to learn, discover and
understand more about the web. Blog making as a part of E-learning
provides opportunity for the student to discover new things and acquire new
informations. E-learning a useful means of learning more about the things that
are inside and outside the context of the classroom learning. E-learning
is not a contradicting force for the classroom learning but instead, a
complement that provides assistance to classroom learning in having access to
information.
XI. TRIVIAS AND GAMES
XIII. STUDENT REFLECTION
Kenjave Mark T. Parlero
I. What was your reaction to the online blog
activity?
When i first
heard the challenge of this online blog activity, i wasn't very confident that
i can successfully make a blog for i can consider it as a strange thing for
beginners like me. But despite of the disappointment i felt for myself, i
cannot deny that the anticipation i felt for it, because i know that there is a
wonderful journey ahead of this.
II. Are you having some difficulties in configuring
the use of web blogging? Explain.
A sort of.
Before
starting making the blog, i first made an assurance for myself that i can
really make it by researching on how to do it and trying to ask assistance from
someone who truly knows it. Maybe the first time i started to post articles was
slightly difficult for i still have to adapt to its innovative applications,
but as i continued to work with it, that difficulty was overcome by the joyous,
exciting and challenging activity.
IV. Did the activity increases your enthusiasm,
willingness or effort to learn more about technology? Why?
Absolutely YES! The extreme
enthusiasm and willingness of my DEAR group were practically because we
don't to miss this requirement for our grade. But as we continue to delve
deeper in the computer world, it appears to be an interesting thing that will
surely arouse the interest of everyone. The challenge it is tying to give us
serves as the very reason why we enthusiastically and willingly worked for it.
V. What important things have you learned from this
activity?
The best learning i acquired
from this activity is the understanding that web blogging is an interactive
activity which lets individuals from all over the world to express and share
their ideas and learned information and also to acquire and entertain new
knowledge and information. Web blogging is indeed the easiest and fastest way
of accessing and sharing information.
VI. What generalization can you formulate with this
activity?
The
technological innovation of the modern world of computer provides wider
opportunity to a more convenient access to information which can be use for
educational purpose. E-learning provides an improved learning environment that
will surely be a helpful complement to the classroom instruction.
Joy May C. Gulay
I. What was your reaction to the online blog
activity?
I was
afraid this time would come,i wasn't prepared to face this kind of activity for
i'm not expose to it prior to the activity. But i am able to handle my fear of
course.
II. Are you having some difficulties in configuring
the use of web blogging? Explain.
Naturally, difficulty was always on my way especially when i'm engage with
configuring the blog. Maybe, the only factor is that i wasn't taught how to do
it. But with my persevere exploration of how to do it, i can truly say
everything is possible.
III. Did the activity gave you deeper or broader
understanding about the use of blogs? Why?
Yes. I am able to
acquire the understanding from my experiences throughout the activity. Right
now, i always bring with me the understanding that blogs is not as simple as
everyone would think, but its as complex as the information it tends to offer
everyone.
IV. Did the activity increases your enthusiasm,
willingness or effort to learn more about technology? Why?
Yes, the challenge it offers
me is the only thing that challenges my capability to discover more about the
modern technology as a means of learning.
V. What important things have you learned from
this activity?
Because of this activity, i am
able to learn that at present, the most easiest and fastest means of sharing
and acquiring information is through the web blogging.
VI. What generalization can you formulate with this
activity?
E-learning
is not just a way of expanding the knowledge acquired inside the four
corners of the classroom but also to offer opportunity of the student to learn,
discover and understand more about the web.
Wisian Phoebe Lumingkit
I. What was your reaction to the online blog
activity?
I
was so excited to do it but after finding out how hard it is i changed my mind.
After few days of working with it, i learned to love it too.
II. Are you having some difficulties in
configuring the use of web blogging? Explain.
Kinda, for i already have little knowledge and expertise in making blogs but
still i'm not that confident of contributing works for it.
III. Did the activity gave you deeper or broader
understanding about the use of blogs? Why?
Definitely yes.Use of
blogs makes learning much easier and accessible for everyone who wishes to
learn more aside from learning alone from classroom instruction.
IV. Did the activity increases your enthusiasm,
willingness or effort to learn more about technology? Why?
Yes, being with my DEAR
enthusiastic group is indeed a fun activity full of learning. The effort i
exerted is worthy of the learning i have acquired out of this interactive
activity.
V. What important things have you learned from
this activity?
I learned that someone's
access on the information from the web is always possible as long as you play
the role of self-discovery.
VI. What generalization can you formulate with
this activity?
Blog making as a part of
E-learning provides opportunity for the student to discover new things and
acquire new information.
Marilyn Enero
I. What was your reaction to the online blog
activity?
At first, i
am reluctant to engage myself with this kind of activity but still i learn to
love it.
II. Are you having some difficulties in configuring
the use of web blogging? Explain.
Yes, of course since it
is my first time to make this kind of activity but with the help of my DEAR
friends who willingly taught me how to do it, i am able to withstand the
challenge. This difficulty is basically caused by the fact that i have no prior
knowledge about it.
IV. Did the activity increases your enthusiasm,
willingness or effort to learn more about technology? Why?
Yes, for i am able to understand
that even if its a challenge and a requirement, its still an opportunity to
learn more.
V. What important things have you learned from this
activity?
I learned that web blogging is
indeed useful in sharing and acquiring information essential for updating
myself with the modern knowledge.
VI. What generalization can you formulate with this
activity?
E-learning a
useful means of learning more about the things that are inside and outside the
context of the classroom learning.]
Christine D. Parcasio
I. What was your reaction to the online blog
activity?
I was
curious of what is about to happen when i am on my journey to navigate or
explore the computer world. Even if it's my first time to help create group blog,
i am still confident that i can contribute ideas for the benefit of our group.
II. Are you having some difficulties in configuring
the use of web blogging? Explain.
A sort
of, for i am not yet exposed to this kind of learning atmosphere. But with the
help of my group mates in teaching me how to utilize the available resources in
the web,i am able to successfully work with it.
III. Did the activity gave you deeper or broader
understanding about the use of blogs? Why?
Yes, of course! I am able
to understand that blogs is an effective means of sharing ideas and valuable
information which i believe useful not just for me but also for those who seeks
answers for their questions regardless of how far they are.
IV. Did the activity increases your enthusiasm,
willingness or effort to learn more about technology? Why?
Yes, not only me but also my
DEAR group mates are enthusiastic and very willing to learn more about the
educational usage of the technology. For i understand how this transitional
change of the modern world's technology plays significant role in today's
learning environment.
V. What important things have you learned from this
activity?
I learned that modern technology
especially the web can be very useful if and only if we persevere to delve into
how we could use it intelligently.
VI. What generalization can you formulate with this
activity?
E-learning
is not a contradicting force for the classroom learning but instead, a
complement that provides assistance to classroom learning in having access to
information.
XIV. RESOURCES AND REFERENCES
Reganit, Artulfo, Elicay, Ronaldo & Laguerta, Cresencia (2010).
Assessment of Student Learning (Cognitive Learning). C & E Publishing, Inc.
Hagen, Elizabeth & Thorndike, Robert (1984). Measurement and
Evaluation in Psychology & Education-4th Edition. Cacho
Hermanes inc, Manila.
WWW.GOOGLE.COM
WWW.YOUTUBE.COM
WWW.SCRIBD.COM
WWW.WIKIPEDIA.COM
WWW.BLOGSPOT.COM
Disclaimer
Please note that the content of this site includes the students' outputs of institutionally based initiatives and is not necessarily indicative of MSU policy. References to products, websites and other resources are for guidance only and do not constitute an endorsement of such resources. The contributors and author will accept no liability for loss or damage arising from reliance on any advice provided in this publication.
Please note that the content of this site includes the students' outputs of institutionally based initiatives and is not necessarily indicative of MSU policy. References to products, websites and other resources are for guidance only and do not constitute an endorsement of such resources. The contributors and author will accept no liability for loss or damage arising from reliance on any advice provided in this publication.
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