1. ASSESSMENT OF LEARNING 2CHAPTER 6EDDIE T. ABUGUNIVERSITY OF RIZAL SYSTEMCAINTA CAMPUSBSE-TLE 4ADR. REBECCA AMAGSILA Ph. D.

2. Book 1 and most of Chapter s 1 through 5(Advance Method Book)Concerns themselves w/ assessmentEVALUATIONis the next stage in the processA systematic, continous & comprehensive process of determiningthe growth and progress of the pupil towards objectives or valuesof the curriculum.(micro/classroom level)Characterized as the systematic determination of merit, worth andsignificance of something or someone.Characterize and appraise subjects of interest in a wide range of humanenterprises, including the Arts, business, computer science, criminaljustice, engineering, foundations and non-profit organizations, govt.,heatlthcare, and other human services. 3. A.EDUCATIONAL EVALUATIONB.EVALUATION APPROACHESC.EVALUATION METHODS ANDTECHNIQUESD.THE CIPP EVALUATIONMODELE.SUMMARY OF KEYWORDSAND PHRASES 4. A. EDUCATIONAL EVALUATIONUnited States Joint Committee on Standards for Educational Evaluation Developed standards for educational programmes,personnel, and student evaluation.U. S. Joint Committee on Standards Four (4) Sections 1.) Utility 3.) Propriety 2.)Feasibility 4.) AccuracyPhilippine Society for EducationalResearch and Evaluation (PSERE)*A society which looks into educationalevaluation. 5. Dept. Of Education (DepEd)They mainly set the Educational evaluationstandards in the Philippines. 6. Various European Institution More or less related to thoseproduced by the JointCommittee in the United States. They provide guidelines about basingvalue judgmentts on a. systematic inquiry b. evaluator competence and integrity c. respect for people, and d. regard for the general and publicwelfare. 7. 3.Integrity/Honesty1.SystematicInquiry2.Competence4.RespectforPeople5.ResponsibilitiesforGeneral andPublic WelfareGUIDING PRINCIPLES(for evaluators)Created byAmerican Evaluation AssociationCan be used at various levels:(Served as Benchmarks for good practices in educational evaluation)1. Institutional Level when we evaluate learning2. Policy Level when we evaluate institutions3.International Level when we rank/evaluate the performance of variousinstitutions of higher learning 8. SYSTEMATIC INQUIRYEvaluators conduct systematic,databased inquiries aboutwhatever is being evaluated.Inquiry cannot be based on purehearsay or perception but must bebased concrete evidence and datato support the inquiry process. 9. Evaluation consulting and designDesigning and administering data collection toolsAnalyzing and reporting evaluation resultsHelping organizations use results in programplanning 10. California Instructional Technology Clearinghouse, ColumbusPublic Schools The Software and Hardware Industry Apple Computer Software Guides Microsoft Software Guides IBM Software Guides Strengths: These booklets are distributed free of charge, and can beuseful for learning about the software for a particular platform. Weaknesses: Reviews are written to favor a particular platform.Reviews may be dated or not comprehensive. 11. COMPETENCEEvaluators provide competentperformance to stakeholders.The evaluators must be people orpersons of known competence andgenerally acknowledged in theeducational field. 12. INTEGRITY/HONESTYEvaluators ensure the honestyand integrity of the entireevaluation process.As such, the integrity ofauthorities who conduct theevaluation process must bebeyond reproach. 13. RESPECT FOR PEOPLEEvaluators respect the security,dignity and self-worth of therespondents, program participants,clients and other stakeholders, w/whom they interact.They cannot act as if they knoweverything but must listen patientlyto the accounts of those whom theyare evaluating. 14. RESPONSIBILITIESFOR GENERAL ANDPUBLIC WELFAREEvaluators articulate and takeinto account the diversity ofinterests and values that maybe related to the general andpublic welfare. 15. Believed that anINDIVIDUAL has aFREEEDOM OF CHOICE He is UNIQUEEVALUATION PROCESS Guided by Empirical Inquiry Based on Objective StandardsALL EVALUATION Based on SubjectivistEthics Individual SubjectiveexperiencesB. EVALUATIONAPPROACHESEvaluation approaches are the various conceptual arrangements made fordesigning and actually conducting the evaluation process.Today, in educational setting (a. Original, b. Refinements/extensions)1. LIBERAL DEMOCRACY1st major classification of evaluationAnchored by House (1990)All major evaluation approaches are based on this common idealogy. 16. 1. UTILITARIANISMFORMSWhat is Good is Defined as that w/c maximizesthe happiness of society as a whole.2. INTUITIONIST OR PLURALISTNo single interpretation of the good isassumed .Need not be explicitly stated nor justified.OFSUBJECTIVIST ETHICSEACH ETHICAL POSITION HAS ITS OWN WAYS OF OBTAINING KNOWLEDGEOR EPISTEMOLOGY 17. EPISTEMOLOGY(Ways of Obtaining Knowledge)The Objectivist EpistemologyIs Associated with the UTILITARIAN ETHICSKnowledgeis acquiredw/c is capableof external verification& evidence(intersubjectiveagreement)thru methods andtechniquesuniversallyaccepted andthrough thepresentation ofdata.The Subjective EpistemologyIs Asso. w/ theINTUITIONIST/PLURALISTETHICIt is used to acquire newknowledge based onexisting personalknowledge andexperiences that are(explicit) or are not (tacit)available for publicinspection. 18. The Objectivist EpistemologyIs Associated with the UTILITARIAN ETHICS 19. The Subjective EpistemologyIs Associated w/ the INTUITIONIST/PLURALISTETHICUsed to acquire new knowledge based on existing personalknowledge and experiences that are (explicit) or are not (tacit)available for public inspection.Tacit KnowledgeUnwritten, unspoken, and hidden vaststorehouse of knowledge held by practicallyevery normal human being, based on his or heremotions, experiences, insights, intuition,observations and internalized information.Explicit knowledgeIt can be readily transmitted to others. Theinformation contained in encyclopedias andtextbooks 20. Houses approachfurther subdivides theepistemological approachin terms ofTWO (2) MAIN POLITICAL PERSPECTIVES1. ELITIST=An Approach in which the ideais to focus on the perspectivesof managers and top echelonpeople and professionals.2. MASS-BASED = An Approach in which thefocus is on consumersand the approaches areparticipatory. 21. STUFFLEBEAM and WEBSTERS (1980)Place approaches into one ofTHREE(3) GROUPS ACCDG. TO THEIR ORIENTATIONToward the role of values, an ethical consideration1. THE POLITICAL ORIENTATION (PSEUDO EVALUATION)Promotes a positive or negative view of an objectiveregardless of what its value actually might be.2. THE QUESTION ORIENTATION (QUASI-EVALUATION)Includes approaches that might or might not provideanswers specifically related to the value of an object.3. THE VALUES ORIENTATION (TRUE EVALUATION)Includes approaches primarily intended to determinethe value of some object. 22. Classification of approaches for conducting evaluationsbased on epistemology, major perspective, and orientationEpistemology(Ethic)MajorperspectiveOrientationPolitical(Pseudo-evaluation)Questions(Quasi-evaluation)Values(True evaluation)Objectivist(Utilitarian)Elite(Managerial)PoliticallycontrolledPublic relationsExperimentalresearchManagementinformationsystemsTesting programsObjectives-basedContent analysisDecision-orientedPolicy studiesMass(Consumers)AccountabilityConsumer-orientedSubjectivist(Institutionalist/Pluralist)Elite(Professional)Accreditation/certificationConnoisseurMass(Participatory)AdversaryClient-centeredNote. Epistemology and major perspective from House (1978). Orientation fromStufflebeam & Webster (1980). 23. PoliticallycontrolledPublicrelationstudiesPseudo-evaluationapproaches 24. POLITICALLY CONTROLLED 25. PUBLIC RELATIONS INFORMATION 26. ExperimentalresearchManagementinfo. Sys.TestingprogramsObjectivesbasedstudiesContentanalysis 27. Customer /ConstituentsSatisfactionSurveyAfter SalesCustomersServiceEnhancing theQuality ofProducts andServices OfferedCreate MoreServices andProducts thatwill Benefit thePublic 28. ExperimentalresearchCausal relationshipsDetermine causalrelationships betweenvariables.Strongest paradigm fordetermining causalrelationships.Requires controlledsetting, limits range ofevidence, focusesprimarily on results.Managementinformation systemsScientific efficiencyContinuously supplyevidence needed tofund, direct, & controlprograms.Gives managers detailedevidence about complexprograms.Human service variablesare rarely amenable tothe narrow, quantitativedefinitions needed.Testing programs Individual differencesCompare test scores ofindividuals & groups toselected norms.Produces valid & reliableevidence in manyperformance areas. Veryfamiliar to public.Data usually only ontestee performance,overemphasizes test-takingskills, can be poorsample of what is taughtor expected.Objectives-based ObjectivesRelates outcomes toobjectives.Common sense appeal,widely used, usesbehavioral objectives &testing technologies.Leads to terminalevidence often toonarrow to provide basisfor judging to value of aprogram.Content analysisContent of acommunicationDescribe & drawconclusion about acommunication.Allows for unobtrusiveanalysis of large volumesof unstructured,symbolic materials.Sample may beunrepresentative yetoverwhelming involume. Analysis designoften overly simplisticfor question.AccountabilityPerformanceexpectationsProvide constituentswith an accurateaccounting of results.Popular withconstituents. Aimed atimproving quality ofproducts and services.Creates unrest betweenpractitioners &consumers. Politicsoften forces prematurestudies. 29. Design the ExperimentCollect and Analyze DataDraw Conclusion 30. Businesses use information systems at all levels of operation to collect,process and store data.Management aggregates and disseminates this data in the form ofinformation needed to carry out the daily operations of business.Everyone who works in business, from someone who pays the bills to theperson who makes employment decisions, uses information systems. 31. In norm-referenced test interpretation, your scores are compared with the testperformance of a particular reference group, called the norm group.The norm group usually consists of large representative samples of individualsfrom specific populations, undergraduates, senior managers or clerical workers. Itis the average performance and distribution of their scores that become the testnorms of the group. (http://www.psychometric-success.com/aptitude-tests/interpreting-test-results.htm) 32. Goals and Objectives are similar in thatthey describe the intended purposesand expected results of teachingactivities and establish the foundationfor assessment.There are three types of learningobjectives, which reflect differentaspects of student learning:Cognitive objectives: What do youwant your graduates to know?Affective objectives: What do you wantyour graduates to think or care about?Behavioral Objectives: What do youwant your graduates to be able to do?(http://assessment.uconn.edu/primer/goals1.html) 33. PrintmediaNewspaper items,magazine articles, books,cataloguesOtherwritingsWeb pages,advertisements,billboards, posters,graffitiBroadcastmediaRadio programs, newsitems, TV programsOtherrecordingsPhotos, drawings, videos,films, musicLivesituationsSpeeches, interviews,plays, concertsObservationsGestures, rooms,products in shopsFor a media organization,the main purpose of content analysis is to evaluate and improve itsprogramming. All media organizationsare trying to achieve some purpose.For commercial media,the purpose is simple: to make money, and survive.For public and community-ownedmedia,there are usually several purposes,sometimes conflicting - but eachindividual program tends to have onemain purpose.http://www.audiencedialogue.net/kya16a.html 34. DecisionorientedPolicystudiesAccreditation/certificationConnoisseurAdversary Client-centered 35. Most important questions when working withstatistics is Why are we doing this?Proximate examples for such answers areTo find out if this new drug works betterthan the established ones or To describe the effect of inter-cropping onplant growthwhile ultimate answers areTo improve medical treatment or To find appropriate cultivation techniques.Statistics are complied by an IT departmentand then given back to the people who initiallyrequested them for interpretation.http://journal.code4lib.org/articles/1275 36. Cutting Carbon Emissions 37. A service offered by companies thatfocuses on the internal andexternal needs ofa business's customers. Consumerorientation establishesandmonitors standards of customersatisfaction and strives to meet theclientele's needsand expectations related tothe product or service sold by thebusiness.http://www.businessdictionary.com/definition/consumer-orientation.html 38. CHED ACCREDITATION IN THE PHILIPPINESThe CHED has its scheme of quality assurance when colleges and universitiessubmit themselves to voluntary accreditation through the four accreditingagencies:the Philippine Association of Accrediting Agencies of Schools, Colleges andUniversities (PAASCU), the Philippine Association of Colleges andUniversitiesCommission on Accreditation (PACU-COA), the Association ofChristian Schoolsand Colleges (ACSC), the Accrediting Association of Chartered Colleges andUniversities of the Philippines (AACCUP), all under the umbrella of theFederation ofAccrediting Agency of the Philippines (FAAP).The CHED recognizes only the FAAP-certified accreditation of the fouraccreditingagencies-without necessarily encroaching on the academic autonomy of thelatter.http://stlinusonlineinstitute.com/yahoo_site_admin/assets/docs/CHED_ACCREDITATION_IN_THE_PHILIPPINES.67223608.pdf 39. Accreditation is a concept of self-regulation which focuses on self-studyand evaluation and on the continuing improvement of educationalquality. It is both a process and a result.As a process, it is a form of peer review in which an association of schoolsand colleges establishes sets of criteria and procedures to encourage highmaintenance of standards of education among its affiliate members.As a result, it is a form of certification granted by a recognized andauthorized accrediting agency to an educational program or to aneducational institution as possessing certain standards of quality which areover and above those prescribed as minimum requirements for governmentrecognition. Accreditation is based upon an analysis of the merits ofeducational operations in the context of the institution's philosophy andobjectives.Membership to PACUCOA is open to all schools that are able to meet thestandards and requirements of the agency.http://www.pacucoa.ph/general_info.htm 40. The connoisseurship model has two major implications: holistic approach tothe analysis and interpretation of data and multiple perspectives in theevaluative tasks.http://ged550.wikispaces.com/Eisner's+Educational+Connoisseurship+ModelOn being connoisseurs and criticsinvolves morethan gaining and exercising technicalknowledge and skills. It depends on usalso cultivating a kind of artistry. Inthis sense, educators are not engineersapplying their skills to carry out a planor drawing, they are artists who areable to improvise and devise new waysof looking at things.http://infed.org/mobi/evaluation-theory-and-practice/ 41. To this end, the approach makes use ofteams of evaluators who present twoopposing views (these teams arecommonly referred to as adversariesand advocates).These two sides then agree on issues toaddress, collect data or evidence whichforms a common database, and presenttheir arguments.A neutral party is assigned to refereethe hearing, and is expected to arrive at afair verdict after consideration of all theevidence presented.[4] 42. From the first day of service, andcontinuing through each andevery session, the unique needsof the client are at the core of ourtreatment model. Trainedtherapy professionals arededicated to the mission of HCTand to the clients we serve.http://healthcaretherapies.net/treatment_model.php 43. Client-Centered Nutrition Education (CCNE) is a style ofeducation that encourages participants to play an active role intheir own learning and allows staff to act as a guide or afacilitator.CCNE provides opportunities for group discussion,incorporates hands-on activities and, best of all, allowsparticipants to share experiences and provide social support toeach other.CCNE makes the learning experience more fun, engaging, andmeaningful, not only for participants, but also for staff.http://www.dshs.state.tx.us/wichd/nut/ccne.aspx 44. DETAILED LIST OFMETHODS,TECHNIQUES ANDAPPROACHES FORCONDUCTINGEVALUATIONACCELERATED AGINGACTION RESEARCHADVANCED PRODUCTQUALITY PLANNINGALTERNATIVE ASSESSMENTAPPRECIATIVE INQUIRYAXIOMATIC DESIGNBENCHMARKINGCASE STUDYCHANGE MANAGEMENTCLINICAL TRIALCOHORT STUDYCOMPETITOR ANALYSISCONSENSUSDECISION-MAKINGCONSENSUS SEEKINGDECISION-MAKINGCONTENT ANALYSISCONVERSATIONANALYSISCOST-BENEFIT ANALYSISCOURSE EVALUATIONDELPHI TECHNIQUEDISCOURSE ANALYSISELECTRONIC PORTFOLIOENVIRONMENTAL SCANNINGETHNOGRAPHYEXPERIMENTEXPERIMENTAL TECHNIQUESGAME THEORYGRADINGFACTOR ANALYSISFACTORIAL EXPERIMENTFEASIBILITY STUDYFIELD EXPERIMENTFIXTURELESS IN-CIRCUIT TESTFOCUS GROUPFORCE FIELD ANALYSISHISTORICAL METHODINQUIRYINTERVIEWMARKETING RESEARCHMETA-ANALYSISMETRICSMOST SIGNIFICANTCHANGEMULTIVARIATE STATISTICSNATURALISTICOBSERVATIONOBSERVATIONALTECHNIQUES and others. 45. The Approach essentially systematizes the way we evaluate thedifferent dimensions and aspects of curriculum development and thesum/total of student experiences in the educative process.THE CIPP MODEL OF EVALUATIONINPUTS PRODUCTCONTEXT 46. What is therelation of thecourse toother courses?CONTEXTIs the timeadequate?What arecritical orimportantexternal factors(networks,ministries)?Shouldcourses beintegrated orseparate?Is the courserelevant tojob needs?What are thelinks betweenthe course andresearch/exten-sionactivities?Is there aneed for acourse? 47. What is theentering abilityof students?What are thelearning skillsof the students?What is themotivation ofthe students/What are theliving condiionsof students?What is thestudents existingknowledge(*) (Inline WMF*)?Are the aimssuitable?Is the coursecontent clearlydefined?WhatWhat books dothe teachersresources/equipment areavailableWhat is thetheory practicerelevance?Is the contentrelevant toDoes the content(knowledge, skills,attitudes(*) In lineWMF*) matchstudent abilitiespracticalproblems?have?INPUTS 48. What booksdo thestudentshave? How strong arethe teachingskills of theteachers?What time isavailablecomparedwith theworkload, forpreparation?What knowledge,skills andattitudes, relatedeto the subject, dothe teachers have?How supportiveis the classroomenvironment?How manystudents arethere?Do theobjectivesderive fromHow manyteachers arethere?Are theobjectivesmart?Whatregulationrelate to thetraining?aims?How is thecourseorganized?INPUTScontn. 49. How isdisciplinedmaintained?Use and applyWhat istheworkloadofstudent?PROCESSHowwell/activelydo studentsparticipate?Are thereanyproblemsrelated toteaching?Are thereanyproblemsrelated tolearning?Is there aneffective 2-waycommuni-Is knowledge cationonlytransferred tostudents, or dothey use andapply it?Are there anyproblems w/cstudents face inusing/applying/analysing theknowledge andskills?What is the level ofcooperation/interpersonal relationsbetweenteachers/students?Are teachingand learningaffected bypractical/institutionalproblems?Are the teachingand learningprocesscontinuouslyevaluated? 50. Is there one finalexam ar the endor several duringHas the teachers the course?reputationimproved or beenruined as a result?Is there any informalassessment?What is the quality ofassessment (i.e. whatlevels of KSA areassessed?)What are thestudents KSAlevels after thecourse?Is the evaluationcarried out for thewhole (*) In-lineWMF*) process?What are themainlessonslearned?How was theHow dostudents usewhat they havelearned?overallexperience forthe teachers andfor the students?Is there an officialreport?PRODUCT 51. Those guided questions are not answered by theteacher only or by a single individual. Instead, thereare many ways in which they can be answered. Someof the more common methods are listed below.1. Discussion withclass2. Informalconversation orobservation3. Individual studentinterviews4. Evaluation forms5. Observation inclass/session ofteacher/trainer bycolleagues6. Video tape of ownteaching (micro-teaching)7. Organizationaldocuments8. Participantcontract9. Performance test10. Questionnaire11. Self-assessment12. Written test 52. E. SUMMARY OF KEYWORDS AND PHRASESASSESSMENT is theprocess of gatheringand analyzing specificinformation as part ofan evaluation.COMPETENCYEVALUATION is ameans for teachers todetermine the abilityof their students inother ways besidesthe standardize test.COURSE EVALUATION isthe process of evaluatingthe instruction of a givencourse.EDUCATIONALEVALUATION isevaluation that isconducted specifically inan educational setting.IMMAMENT EVALUATIONopposed by Gilles Deleuzeto value judgment.PERFORMANCEEVALUATION is atermfrom the field oflanguage testing. Itstands in contrast tocompetenceevaluation.PROGRAM EVALUATION isessentially a set ofphilosophies andtechniques to determine ifa program works.