Competency-based Assessment and Evaluation (2)

7/30/2019 Competency-based Assessment and Evaluation (2)

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COMPETENCY-BASED

ASSESSMENT AND EVALUATION

DACUM SERIES 3

ROBERTO N. PADUA


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LECTURE 1: TYPES OF ASSESSMENT

A norm-referenced test (NRT) is a typeof test, assessment, or evaluation which yields anestimate of the position of the tested individual in apredefined population, with respect to the trait being

measured. This estimate is derived from the analysis oftest scores and possibly other relevant data froma sample drawn from the population. That is, this typeof test identifies whether the test taker performedbetter or worse than other test takers, but not

whether the test taker knows either more or lessmaterial than is necessary for a given purpose.
http://en.wikipedia.org/wiki/Test_(student_assessment)http://en.wikipedia.org/wiki/Educational_assessmenthttp://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Test_(student_assessment)http://en.wikipedia.org/wiki/Educational_assessmenthttp://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Sample_(statistics)http://en.wikipedia.org/wiki/Sample_(statistics)http://en.wikipedia.org/wiki/Sample_(statistics)http://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Educational_assessmenthttp://en.wikipedia.org/wiki/Test_(student_assessment)


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Norm-referenced assessment can be

contrasted with criterion-referenced

assessment and ipsative assessment. In a

criterion-referenced assessment, the score

shows whether or not the test takers

performed well or poorly on a given task, but

not how that compares to other test takers; inan ipsative system, the test taker is compared

to his previous performance.
http://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Ipsative_assessmenthttp://en.wikipedia.org/wiki/Ipsative_assessmenthttp://en.wikipedia.org/wiki/Ipsative_assessmenthttp://en.wikipedia.org/wiki/Ipsative_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessmenthttp://en.wikipedia.org/wiki/Criterion-referenced_assessment


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Robert Glaser originally coined the terms norm-referenced testand criterion-referenced test.

Standards-based education reform is based on the

belief that public education should establish whatevery student should know and be able to do. Studentsshould be tested against a fixed yardstick, rather thanagainst each other or sorted into a mathematical bell

curve. By assessing that every student must pass thesenew, higher standards, education officials believe thatall students will achieve a diploma that prepares themfor success in the 21st century.
http://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Grading_on_a_curvehttp://en.wikipedia.org/wiki/Grading_on_a_curvehttp://en.wikipedia.org/wiki/Grading_on_a_curvehttp://en.wikipedia.org/wiki/Grading_on_a_curvehttp://en.wikipedia.org/wiki/Grading_on_a_curvehttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reformhttp://en.wikipedia.org/wiki/Standards-based_education_reform


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USES OF CRITERION-REFERENCED TESTS

Most state achievement tests are criterionreferenced. In other words, a predeterminedlevel of acceptable performance is developedand students pass or fail in achieving or not

achieving this level. Tests that set goals forstudents based on the average student'sperformance are norm-referenced tests. Teststhat set goals for students based on a set

standard (e.g., 80 words spelled correctly) arecriterion-referenced tests.


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CRITERION-

REFERENCED=COMPETENCY-BASED

Competency-Based Assessment = Criterion-

Referenced Assessment

We DO NOT use the Normal Curve here.

University will base the criterion on CHEDs

policies and standards for specific disciplines.


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Test-takers cannot "fail" a norm-referenced

test, as each test-taker receives a score that

compares the individual to others that have

taken the test, usually given by a percentile.

This is useful when there is a wide range of

acceptable scores that is different for each

college. .


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IN THE U.S. OF A

By contrast, nearly two-thirds of US high schoolstudents will be required to pass a criterion-

referenced high school graduation examination. Onehigh fixed score is set at a level adequate for universityadmission whether the high school graduate is collegebound or not. Each state gives its own test and sets itsown passing level, with states like Massachusetts

showing very high pass rates, while in WashingtonState, even average students are failing, as well as 80percent of some minority groups. This practice isopposed by many in the education community such asAlfie Kohn as unfair to groups and individuals who

don't score as high as others
http://en.wikipedia.org/wiki/High_school_graduation_examinationhttp://en.wikipedia.org/wiki/High_school_graduation_examinationhttp://en.wikipedia.org/wiki/Alfie_Kohnhttp://en.wikipedia.org/wiki/Alfie_Kohnhttp://en.wikipedia.org/wiki/Alfie_Kohnhttp://en.wikipedia.org/wiki/Alfie_Kohnhttp://en.wikipedia.org/wiki/High_school_graduation_examination


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FUNDAMENTAL ASSESSMENT BELIEF

IN COMPETENCY-BASED EDUCATION

A rank-based system only produces data whichtell which average students perform at anaverage level, which students do better, andwhich students do worse.

This contradicts the fundamental beliefs, whetheroptimistic or simply unfounded, that all willperform at one uniformly high level in a standardsbased system if enough incentives and

punishments are put into place.


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This difference in beliefs underlies the most

significant differences between a traditional

and a standards based education system.


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Examples

IQ tests are norm-referenced tests, because their goalis to see which test taker is more intelligent than the

other test takers.

Theater auditions and job interviews are norm-referenced tests, because their goal is to identify the

best candidate compared to the other candidates, notto determine how many of the candidates meet a fixedlist of standards.

TOEFL, GRE, APTITUDE TESTS and other such tests arecriterion-referenced tests. There are standards thatshould be met in these tests.
http://en.wikipedia.org/wiki/IQ_testhttp://en.wikipedia.org/w/index.php?title=Theater_audition&action=edit&redlink=1http://en.wikipedia.org/wiki/Job_interviewhttp://en.wikipedia.org/wiki/Job_interviewhttp://en.wikipedia.org/wiki/Job_interviewhttp://en.wikipedia.org/wiki/Job_interviewhttp://en.wikipedia.org/w/index.php?title=Theater_audition&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Theater_audition&action=edit&redlink=1http://en.wikipedia.org/w/index.php?title=Theater_audition&action=edit&redlink=1http://en.wikipedia.org/wiki/IQ_testhttp://en.wikipedia.org/wiki/IQ_testhttp://en.wikipedia.org/wiki/IQ_test


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WORKSHOP 1

(2 hours)

A. Answer the following:

1. Evaluate your current system of assessment inthe University. Is the system criterion-referencedor norm-referenced?

2. In your daily quizzes, do you adjust the cut-offfor passing? How do you adjust this cut-off score?Why do you adjust the cut-off scores? Is yourattention called if many students fail your

subject? 3. Cite the advantages and disadvantages of a

criterion-referenced assessment system.


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B. The following are average test scores of students over 10quizzes in CALCULUS. There are 100 students. The firstcolumn are the test scores while the second column arethe sorted values (from smallest to highest).

1. Give six letter grades to the students (A (excellent) toF(fail)) using the mean as basis.

2. Let the competency criterion be: students fail (F) if theirscores fall below 50. Give the same six letter grades.

3. Compare the grade distribution in the two cases.(i.e.

How many got As , Bs, Cs, Ds, Es and Fs?) What is the implication of the shift from norm-referenced

to criterion referenced grading?

NOTE: Mean = 26.89, sd = 26.86


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test score test1

11.4513 0.0006

0.0055 0.0015

0.823 0.0055

70.2593 0.023

72.4788 0.0597

44.6912 0.0938

51.3586 0.1436

3.2331 0.1581

33.837 0.1828

0.7574 0.4385

11.2074 0.4855

2.9996 0.4984

4.0455 0.618

53.1852 0.6513

0.4855 0.6518

39.1936 0.7574

37.0756 0.823

53.974 1.4855

23.2271 1.584

0.0938 1.6943

13.6035 1.695

73.7325 2.2001

26.1218 2.2327

50.7973 2.5885

70.7066 2.6377

85.6004 2.9996

9.7895 3.15

11.4519 3.2331

18.7118 3.7615


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8.7776 4. 0455

11. 8127 4. 5439

0.4385 4. 9041

1.6943 5. 9875

12. 9613 6. 1109

2.2327 8. 7776

9.7632 8. 9835

16. 5586 9. 7632

67. 7283 9. 7895

2.2001 11.2074

0.1828 11.4513

13.178 11.4519

0.0597 11.8127

4.9041 12.5232

64.5033 12.9613

0.1436 13.178

55.1 13.6035

97.2394 16.0854

24.523 16.5586

32.3522 17.3451

4.5439 17.7711

59.3966 18.4555

21.296 18.7118

69.0119 19.6792

41.9706 20.8089


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57.6791 20.9764

0.4984 21.296

3.7615 22.0152

91.0837 23.2271

80.7673 24.0156

16.0854 24.523

8.9835 25.9045

47.3524 26.1218

17.3451 26.8091

0.0006 28.674

44.8074 30.4836

26.8091 32.3522

47.9398 33.837

25.9045 36.3833

0.0015 37.0756

2.5885 37.7408

1.4855 39.1936

79.2659 41.9706

20.9764 44.6912


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28.674 47.3524

5.9875 47.9398

19.6792 50.7973

0.618 51.3586

12.5232 53.1852

30. 4836 53. 974

66.7573 55.1

0.023 57.6791

18.4555 59.3966

69.2863 61.1118

17.7711 64.5033

1.695 64.5372

22.0152 64.8766

64.8766 66.7573

1.584 67.7283

2.6377 69.0119

0.6518 69.2863

61.1118 70.2593

0.1581 70.7066

20.8089 72.4788

6.1109 73.7325

64.5372 79.2659

36.3833 80.7673

0.6513 85.6004

24.0156 91.0837

3.15 97.2394


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LECTURE 2: ASSESSING A

COMPETENCY

Given a competency, break it down into itssmaller tasks.

Example:

Competency: Task 1: Number of gavel bangs for Call to order

Task 2:Number of gavel bangs for approval ofresolution

Task 3: Number of gavel bangs for restoring order. Task 4: Number of gavel bangs for stand or sit

Task 5: Number of gavel bangs for adjourn

Task 6: Match number of gavel bangs with specific purposes

Proficiency in the Use

of a Gavel


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For each task, either a student possesses the skill ornot

Set the standard for possessing the competency.

Example: A student is proficient in the use of a gavel if

he is able to perform 5 out of6 skills.

The students competency score is expressed as apercentage of the tasks successfully performed:

Example: if student is able to do 4 out of 6 skills, hiscompetency score is

or 67%. If able to do 5 out of 6 skills,

his competency score is5

or 83%.


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the smaller the number of skills that comprise

a competency, the more stringent becomesthe competency score.

We agree: (Ad Hoc Rule)

A competency should comprise no less than10 skills, but no greater than 20 skills.

If a competency has more than 20 skills, this

means that you are measuring an ABILITY.Break it down into two or more sets.


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The standard for each competency must be

agreed by all faculty numbers teaching the

subject.

This standard will define the competitiveness

of the graduates of the University.


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Example:

Task 1: Identify a variable raised to the second power

Task 2: Identify a binomial.

Task 3: Multiply two Binomials.

Task 4: Find the product of( + ) and ( )

Task 5: Obtain the product: =(x + Y)(x - y).

Task 6: Replace x and y by other letters (a, b, e etc.) Task 7: Perform Tasks 4 and 5 using different letters

Task 8: Represent as the area of square with side x.

Task 9: Express the difference as the

difference of the areas of two squares. Task 10: Replace x by and y by to express

as the product: + =

Proficiency in factoring the

difference of two squares


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Assessing A Task

Provide at least three (3) ways to assess a task beforedeclaring a task as successfully done or not done.

Example:

Assessment 1: Which of these expression is a

square?(a)

(b)

(c)

(d)

Assessment 2: How will you express 16 as a power of 4?

(a)

(b) 4 4 (c) (d)

Assessment 3: What is the area of a square whose side is 2 3?

(a)6 (b) 12 (c) 18(d) 24

Note: If student gets any of A1 to A3 correctly, then the task issuccessfully performed.

Task: Identify a variable/number raised to the second power.


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We can make use of various task assessmentcombinations

Example:

Assessment 1: Cut out two squares the differenceof whose areas is 12. What are the sides of thetwo squares? (Note: there are many possibilities

here). Assessment 2: Shade the areas represented by

below:

Task: Realize that is the difference of the areas of

two Squares.

x

y


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Workshop 2 (3 hours)

Go back to your syllabus, break down each

competency found in your syllabus into tasks

Please be reminded of our ad hoc rule.


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Lecture 3: THE ASSESSOR

The Assessor must not be the Teacher of thesubject. This is a basic principle in

Competency Based Assessment.

It is preferable if the Assessor is external tothe system.

If this is not feasible, the University can

establish a pool ofCertified Assessors.


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The Vice President for Academic Affairs

instructs the Deans to establish a pool of

Certified Assessors per subject.

The Deans begin the process of Certification

and submits the list to the VP - AA


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The Certification process is as follows:

Step 1: For a given subject, the Dean chooses a

random number of competencies (at 50% of totalnumber of competencies for the subject).

Step 2: The Dean requests a group of 10 individuals toparticipate as students to be assessed.

Step 3:The participants are instructed to pretendthey do not possess a random number of skills.

Step 4: the faculty applicant/assessor assesses the 10participants.

Step 5: The Faculty is certified if he is able to correctlyidentify the skills not possessed by the 10participants.


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Workshop 3

Choose a subject. (You can make use of

chapter 1 for this exercise.)

The Dean organizes the participants to the

Certification process including the candidate

assessor. For this purpose only 5 participants +

1 faculty candidate will be needed.

Perform the Certification process


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LECTURE 4: PREPARING THE

ASSESSMENT INSTRUMENTS

It is possible to prepare the Assessment

Instruments ahead of time

The Assessment Instrument of Tasks per

competency.

Sample:


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Sample:

Competency: Proficiency in factoring the difference of two

squares.

Task Present Absent Method


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STANDARD ASSESSMENT FORM

We agree to adopt the STUDER form.

The students are provided the opportunity torate themselves through demonstrable

performance or evidence. Students must show EVIDENCE of their

proficiency in a given competency.

Teacher must specify ACCEPTABLEEVIDENCES. The evidences are gathered in aPORTFOLIO.


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ON ASSESSMENT KEY

We modify the STUDER form by changing the

assessment key:

1 = needs improvement

2 = proficient in 90% of the tasks

3 = proficient in 100% of the tasks


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WEIGHTS ON ASSESSORS RATING AND

STUDENTS PORTFOLIO

We agree to put 60% weight on assessors

rating and 40% weight on students portfolio:

Competency rating = 60% assessment

+

40%students portfolio


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GRADING SYSTEM

The students are declared either PROFICIENT or

NOTPROFICIENT in a given competency.

Each subject has a set of ABILITIES to be

developed. Each ABILITY has severalCOMPETENCY components.

The students grade in a subject is therefore equal

to the proportion of COMPETENCIES where he isPROFICIENT to the TOTAL NUMBER OF

COMPETENCIES.


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The teacher REPORTS not only the GRADE basedon successfully performed tasks, but also theABILITIES DEVELOPED by the student.

Example: Juan got a grade of 85% in CollegeAlgebra. The abilities developed by Juan are:

1. Ability to do algebraic operations on variables.

2. Ability to translate real-world problems in

algebraic terms and solve the problems.

Juan is unable to prove abstract THEOREMS.

NAME: JUAN DELA CRUZ SUBJECT: COLLEGE ALGEBRA GRADE: 85%


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NAME: JUAN DELA CRUZ SUBJECT: COLLEGE ALGEBRA GRADE: 85%

ABILITIES DEVELOPED ABILITIES NOT DEVELOPED REMARKS

1. ABILITY TO DOALGEBRAIC OPERATIONS

ON VARIABLES.

1. ABILITY TO PROVEABSTRACT THEOREMS IN

ALGEBRA.

Juan needs coaching in Logic andInference.

2. ABILITY TO TRANSLATEREAL WORLD PROBLEMS

IN ALGEBRAIC TERMS

AND SOLVE THEM.

2.ABILITY TO ANALYZEPROBABILITY PROBLEMS

Juan needs to concretize theconcept ofrandomness as

opposed to determinism.


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WORKSHOP 4 (3 hours)

Using Chapter 1 as basis for your discussions,

prepare a STUDER chart for assessing

competencies.

For each TASK identify ACCEPTABLE

EVIDENCES to be presented by the student.

For each TASK provide at least three(3)

assessment methods.

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Competency-based Assessment and Evaluation (2)

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