Designing Outcomes-based Education Assessment Tasks

Designing
Assessment Tasks
by
Ms. Sheryl B. Satorre
In-Service Training 2013
University of Cebu – Main Campus
May 28 – 31, 2013
(iamsbsatorre@gmail.com)

Outline:
1. Understanding Assessment
2. Steps in Designing Assessment Tasks
3. Workshop # 3 – Designing ATs
6/5/2013Preparedby:SBSatorre
2

Understanding Assessment
3

What is Assessment?
Assessment is the ongoing process of
gathering, analyzing and reflecting on
evidence to make informed and
consistent judgments to improve future
student learning.
4

In layman’s language, how is
the process of assessment
described?
• Plan it!
• Do it!
• Check it!
• Revise it!
• Repeat it!
5

Uses of Assessment
Planning, Conducting, and Evaluating
Instruction
• assessment can provide information to guide
instructional decisions
• prior to instruction—planning for instruction and
subsequent assessment
• during instruction—determining effectiveness of
instruction and whether reinstruction is needed
• following instruction—determining if revisions are
necessary for next period, next class meeting, or
next year
6

Uses of Assessment
Diagnosing Student Difficulties
• assessment prior to instruction in order to determine
what students know and can do
• important in helping teachers plan for instruction
Placing Students
• assessment for purposes of grouping students
based on ability, organizing students for group
work, sequencing of coursework, etc.
7

Uses of Assessment
Providing Feedback (Formative)
• assessment can provide feedback to students
regarding their academic progress
• important to provide this type of feedback in an
ongoing manner
Grading and Evaluating Learning
(Summative)
• formal assessments of learning following the
completion of instruction
• typically used to communicate results to
students, parents, and others
8

3 Main Purposes for Assessment
9

• Assessment for Learning(AfL)
occurs when teachers use
inferences about student
progress to inform their teaching.
(formative)
• Assessment as Learning(AsL)
occurs when students reflect on
and monitor their progress to
inform their future learning goals.
(formative)
• Assessment of Learning(AoL)
occurs when teachers use
evidence of student learning to
make judgments on student
achievement against goals and
standards. (summative)
embedded in
the TLAs
Occurs at the
end of the
process, task,
or period
10

Formal vs. Informal Assessment
Formal Assessment Methods
planned in advance of their administration
lack spontaneity
typically occur at the end of instruction
students are aware of these methods
examples include chapter tests, final
exams, graded homework, etc.
Informal Assessment Methods
more spontaneous; less obvious
typically occur during instruction
examples include teacher observations and
questions
11

Qualitative vs. Quantitative
Assessment
Quantitative Assessment Methods
yield numerical scores
major types include teacher-constructed
tests, standardized tests, checklists, and rating
scales
Qualitative Assessment Methods
yield verbal descriptions of characteristics
main types include teacher
observations, anecdotal records, and informal
questions
12

Formative vs. Summative
Formative Evaluation
decision making that occurs during instruction for
purposes of making adjustments to instruction
more of an evaluation of one’s own teaching
rather than of students’ work
may be based on formal or informal methods
Summative Evaluation
occurs at the end of instruction (e.g., end of
chapter, end of unit, end of semester)
typically used for administrative decisions
(e.g., assigning grades, promoting/retaining
students)
based solely on formal assessment methods
13

Standardized vs. Nonstandardized
Assessment
Standardized Assessment Methods
administered, scored, and interpreted in identical
fashion for all examinees
purpose is to allow educators to compare
students from different schools, states, etc.
examples include SAT, GRE, ITBS, CAT, PRAXIS
Nonstandardized Assessment Methods
typically made by teachers for classroom use
purpose is to determine extent to which subject
matter is being taught and learned
14

Norm-Referenced vs. Criterion-
Referenced Assessment
Norm-Referenced Assessment Methods
show where an individual student’s performance
lies in relation to other students
standardized tests are usually norm-referenced
results are quantitative
student performance is compared to norm group
Criterion-Referenced Assessment Methods
compare student performance to pre-established
criteria or objectives
results are quantitative, qualitative, or both
also known as mastery, objectives-referenced, or
competency tests
15

Traditional vs. Alternative
Assessment
Traditional Assessment Methods
procedures such as pencil-and-paper tests and
quizzes
only one correct response to each test item
easily and efficiently assess many students
simultaneously
encourage memorization of facts, etc.
Alternative Assessment Methods
more appropriate for hands-on, experiential
learning
include authentic assessment (involve real
application of skills beyond instructional context)
16

Objective vs. Subjective Assessment
Objective Assessment Methods
―objective‖ refers to method of scoring (no judgments)
contain only one correct answer
examples: multiple-choice, true-false, matching items
also known as structured-response, selected-
response, teacher-supplied items
Subjective Assessment Methods
scoring involves teachers’ subjective judgments
several possible correct responses or single correct
response with several ways to arrive at that answer
examples: short-answer and essay items
also known as open-ended, constructed-response, supply-
type items
17

Ethical Issues Related to Assessment
Teacher Responsibilities in the Classroom
• ensuring that students are properly motivated to do
their best on any type of assessment method, that
all types of assessment methods are administered
fairly, and results are interpreted appropriately
Motivating Students
• should not try to trick students on classroom
assessments
• provide encouragement
• familiarize students with assessment procedures
(i.e., develop students’ ―testwiseness‖ skills)
18

Ethical Issues Related to Assessment
Test Administration
• establishes a positive environment within the
assessment situation
• discourages cheating
Interpretation of Test Results
• tests do not result in measures of the entire person
• interpretation should be limited to only those skills
measured by a particular test
• avoids overgeneralizations
19

Characteristics of Exemplary
Assessment Task (Huba & Freed)
• Valid  yields useful information to guide
learning
• Coherent  is structured so that activities
lead to desired performance product
• Authentic  addresses ill-defined
problems/issues that are enduring or
emerging
• Rigorous  requires use of declarative and
functional knowledge
20

Characteristics of Exemplary
Assessment Task (Huba & Freed)
• Engaging  provokes student interest and
persistence
• Challenging  provokes, as well as
evaluates, student learning
• Respectful  allows students to reveal their
uniqueness as learners
• Responsive  provides feedback to
students learning to improvement
21

Steps in Designing OBE-
based Assessment Task
1. Choose the right assessment task/method.
2. Choose the right student activities to
complete the assessment task/method.
3. Create the scoring or grading criteria.
22

1. Choose the right
assessment task or
method.
23

1. Is the assessment task aligned with the
subject intended learning outcome?
2. Is the assessment task reflect a relative
importance to the subject intended
learning outcome?
3. Is the assessment task realistic to the
student?
4. Is the assessment task measurable?
5. Are the resources needed to carry out
the assessment task available?
24

Common Verbs in
the ILOs
Possible Assessment Tasks
Describe Assignment, Essay question exam
Explain Assignment, Essay question exam, Oral exam
Integrate Project, Assignment
Analyse Case Study, Assignment
Apply Project, Case Study, Experiment
Solve Case Study, Project, Experiment
Design, Create Project, Experiment
Reflect Reflective journal/diary, Portfolio, Self-assessment
Communicate A range of Oral, writing or listening tasks
25

Possible Assessment Methods for
the Computing Field
• Practical Work
• Computer
Simulations
• Laboratory Work
• Problems to Solve
• Reflective Learning
Statements
• Self-test
• Final Exams
• Essays
• Assignments
• Field Reports
• Article Review
• Group Work
• Portfolios
• Performances &
Presentations
• Projects
• Independent Study
• Learning Contracts
26

• If you want a written assessment
instrument, which of the following would you
choose? Consider the best uses of
essays, reports, reviews, summaries, dissertations, t
heses, annotated bibliographies, case
studies, journal articles, presentations and exams.
• Should the method be time-constrained? Exams
and "in-class" activities might well be the most
appropriate for the occasion. Time constrained tests
put students under pressure, but are usually fairly
good at preventing cheating.
Specific Guide Questions
(adapted from 500 Tips on Assessment (Sally
Brown, Phil Race and Brenda Smith, 1996)
27

• Is it important that the method you choose
includes cooperative activity? If it is important,
you might choose to assess students in groups,
perhaps on group projects, poster displays or
presentations.
• Is it important that the method you choose
includes cooperative activity? If it is important,
you might choose to assess students in groups,
perhaps on group projects, poster displays or
presentations.
28

• Is a visual component important? When it is, you
might choose portfolios, poster displays, 'critique'
sessions or exhibitions.
• Is it important that students use information
technology? When this is the case, computer-
based assessments may be best, either getting
students to answer multiple-choice questions, or
write their own programs, or prepare databases, or
write information stacks for hypertext, or material for
use in CD-ROM systems or on the Internet.
29

• Do you wish to try to assess innovation or
creativity? Some assessment methods that allow
students to demonstrate these include:
performances, exhibitions, poster
displays, presentations, projects, student-led
assessed seminars, simulations and games.
• Do you want to encourage students to develop
oral skills? If so, you might choose to assess
presentations, recorded elements of audio and
video tapes made by students, assessed
discussions or seminars, interviews or simulations.
• Do you want to assess the ways in which
students interact together? You might then assess
negotiations, debates, role
plays, interviews, selection panels, and case
studies.
30

• Is the assessment of learning done away from
the institution important? For example, you may
wish to assess learning done in the work place, in
professional contexts or on field courses. You may
choose to assess logs, reflective journals, field
studies, case studies or portfolios.
• Is your aim to establish what students are able
to do already? Then you could try diagnostic tests
(paper-based or technology-
based), profiles, records of achievement, portfolios
31

2. Choose the right
student activities to
complete the assessment
task/method.
32

Are the student activities to
complete the assessment
task aligned with the subject
intended learning outcome?
The verb in the subject
intended learning
outcome provides the
clue on the kinds of
student activities in the
assessment task.
33

3. Create the scoring or
grading criteria.
34

Methods of Grading SILOs
1. Direct Grading
2. Indirect Grading
35

Direct Grading
Grading the
overall SILOs
Grading Criteria
(using Rubrics) of
Individual SILO
Derive Final
Grade
36

Example: DBSys31 SILOs
• SILO 1 – contrast traditional file-based systems
and database system in terms of efficiency on data
manipulation, information access and security
• SILO 2 – explain the different data models as basis
for designing an information system.
• SILO 3 –apply a relational database model to
design the database for a particular information
system
• SILO 4 – design a normalized database for the
intended information system
• SILO 5 – construct the appropriate SQL
statements to solve SQL query problems
37

UC Grading System
Grade Equivalent
1.0 100% - 95%
1.1 – 1.5 94% - 90%
1.6 – 2.5 89% - 80%
2.6 – 3.0 79% - 75%
5.0 74% - 65%
NC No Credit
NG No Grade
DR Dropped
W Withdrawn
38

• SILO 1 – contrast traditional file-
based systems and database
system in terms of efficiency on
data manipulation, information
access and security
• SILO 2 – explain the different data
models as basis for designing an
information system.
• SILO 3 –apply a relational
database model to design the
database for a particular
information system
2.6 – 3. 0
79% - 75%
39

based systems and database
system in terms of efficiency on
data manipulation, information
access and security
information system.
• SILO 3 –apply a relational
database model to design the
database for a particular
information system
• SILO 4 – design a normalized
database for the intended
information system
1. 6 – 2. 5
89% - 80%
40

based systems and database system
in terms of efficiency on data
manipulation, information access and
security
information system.
• SILO 3 –apply a relational database
model to design the database for a
particular information system
• SILO 4 – design a normalized
database for the intended information
system
• SILO 5 – construct the appropriate
SQL statements to solve SQL query
problems
1.1 – 1.5
94% - 90%
1.0
100% - 95%
41

Indirect Grading
Grading the
Assessment Tasks
which are aligned
with the SILOs
Grading Criteria of
(using Rubrics)
individual
assessment task
Derive Final Grade
42

Using Rubrics
• A rubric is a scoring tool that lays out the
specific expectations for a performance task.
• Rubrics divide a performance tasks into its
component parts and provide a detailed
description of what constitutes acceptable and
unacceptable levels of performance for each of
those parts.
• Rubric can be use for grading a large variety of
tasks: discussion participation, laboratory
reports, portfolio, group work, oral
presentation, role play and more (Stevens and
Levi, 2005).
43

2 Vital Components of a
Rubric
1. Criteria
2. Scale – descries how well or poorly any
given task has been performed (ex: Very
Good, Good, Fair, Needs Improvement)
44

Rubric Title:
Assessment
Task:
SILO:
Scale Level
1
Scale Level
2
Scale Level
3
Score
Criterion 1
Criterion 2
Criterion 3
Criterion 4
Feedback:
45

Workshop # 3 – Designing Assessment
Tasks (ATs)
1. Design Assessment Tasks for your CILO # 1.
2. Present your design in the form of a table below.
CILO Assessment Tasks Student Activities in
completing the ATs
46

References:
• http://www.aaia.org.uk/pdf/Publications/AAIA%20Pupils%20Learning%20from
%20Teachers'%20Responses.pdf
• http://www.aaia.org.uk/pdf/Publications/AAIAformat4.pdf
• http://www.aaia.org.uk/pdf/asst_learning_practice.pdf
• http://community.tes.co.uk/forums/t/300200.aspx
• http://www.schoolhistory.co.uk/forum/lofiversion/index.php/t7669.html
• www.harford.edu/irc/assessment/FormativeAssessmentActivities.doc
• Paul Black et al, Assessment for Learning, (Open University
Press, Maidenhead, 2003)
• Paul Black et al, ―Working inside the black box‖, (nferNelson, London, 2002)
• Paul Black and Dylan William, Inside the Black
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College Teachers. Jossey-Bass Publishers: San Francisco. 1993.
47

• Southern Illinois University : Several CATs online:
http://www.siue.edu/~deder/assess/catmain.html
• Bresciani, M.J. (September, 2002). The relationship between outcomes,
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Assessing Student Learning and Development in Academic and Student
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student success in student affairs. Sterling, VA: Stylus Publishing.
• NC State University, Undergraduate Academic Program Review. (2001)
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September 13, 2003:
http://www.ncsu.edu/provost/academic_programs/uapr/process/language.html
• Palomba, C.A. and Banta, T.W. (1999). Assessment essentials: Planning,
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48

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d252_Guide_for_Busy_%20
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(accessed 6 September 2008).
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question construction wheel, based on Bloom’s taxonomy. Available at
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2008).
• Task-Oriented Question Construction Wheel based on Bloom’s Taxonomy © 2004
St Edward’s University Centre for Teaching Excellence
49

Thank you   
50

Designing Outcomes-based Education Assessment Tasks

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