module 5

Reflection

Module 1

OVERVIEW IN ASSESSMENT OF LEARNING

During the discussion on Module 1, we learned how to assess student learning through different types of measurement. An effective teacher knows how to assess the learning of his/her students and this module deals with the types of measurement that should be learned by the future teacher like us.The types of assessment help us to measure the objective of a certain learning target. First is the Assessment which determines the pre-requisite skills, mastery of course and how the teaching techniques are effective. Next, is the Diagnostic, test given before the exam. Formative Assessment that is important because it helps to monitor the learning progress of the student.  It gives us a lot of ideas and techniques how to assess students learning and to prepare ourselves for future purposes. This Module truly taught us, as future teacher, to became aware on how to assess the student learning for us also to improve our skills on teaching.

Module 2

(Establishing the Learning Target)

Education comes from living life, following passions, accessing information, observing, reflecting, and being inspired by wise and courageous elders in the community."In this module the setting of learning targets, or goal-setting, is an intrinsic part of the iterative nature of self-assessment. Student self-assessment begins with setting learning targets, proceeds through the production of work that aims to achieve those targets, to the assessment of the work to see if it does in fact meet the targets and then, finally, to the setting of new targets or revising ones that were not achieved. Ive also learn that efficiency of assessments depends upon the clarity of the learning targets. We have to consider that clarity in the elements of learning targets.And also classification of learning objectives in education is important, it is Blooms Taxonomy is all about.

 It refers to a classification of the different objectives that educators set for students. Bloom's Taxonomy divides educational objectives into three "domains" the Cognitive,  Affective, and Pschycomotor . Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. The goal of Bloom's Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.

Module 3

(  Keys to Effective Testing )

In this module we are able to learn that it is the main tool in evaluating the student’s learning it gives the information needed for evaluation purposes. It helps us to understand the general steps in preparing a test, how to used the TOS (Table Of Specification) and many things to be considered when constructing a good test to have an effective test. It provides us of what should a test is. In other words, this module gives us the information about the test on how to measured the student’s performance.

Module 4

Module 5

(Characteristics of a Good Test)

When the reporter discussed this topic, we conclude we have gained some knowledge. We have learned that there are three major characteristic of a good test. These are validity, reliability and objectivity. Validity is Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Reliability is concerned with the accuracy of the actual measuring instrument or procedure. It has to do with the quality of measurement. In its everyday sense, reliability is the "consistency" or "repeatability" of your measures.  Objectivity is the state of being objective, just, unbiased and not influenced by emotions or personal prejudices. As future educators, we must have knowledge in this topic so that we can be effective teachers. We must know this information for it is very important in students learning. And if we are not able to achieve this characteristic of a good test, the learning of the students will be affected. If this happens, we can say that we are failure educators. We must be knowledgeable with this topic for it is very useful for because we will become teacher someday.

Module 6

(Analyzing and Using of Test Item Data)

As a teacher in the future we must know more about giving fair grades to our students. Now that we have reached this module, I have learned more about item-analysis and of course interpreting test scores that are very important for us future teachers to know. I have learned the benefits of item-analysis. Conducting item-analysis could help us in improving ourselves in the way we deliver our lessons to the students. We could determine whether they learned something from us or not, we could determine further the lesson that they didn’t understand base on conducting this analysis. Another is we have learned the procedures in item-analysis. And it is really a great help for us soon-to-be teachers. I also learned much about solving the difficulty index and the discrimination index. The interpreting of test scores is also great. Well, I learned that the raw score refers to the scores of the students which are not yet interpreted. I also learned the percentile score and of course the transmutation.

Indeed, those things that I have learned in this module should be applied in the near future. We, as a future teacher are half-way ready in fulfilling our goals someday.

Module 7

EDUCATIONAL STATISTICS

This module tends to teach us the Statistics in Education that would help us the future teachers to understand the central tendency of a single value or a data. A measure of central tendency is a single value that attempts to describe a set of data by identifying the central position within that set of data. As such, measures of central tendency are sometimes called measures of central location. They are also classed as summary statistics. The mean (often called the average) is most likely the measure of central tendency that you are most familiar with, but there are others, such as, the median and the mode.

We've learned a lot about the mean, median and mode. They are all valid measures of central tendency but, under different conditions, some measures of central tendency become more appropriate to use than others. The "mean" is the "average" you're used to, where you add up all the numbers and then divide by the number of numbers. The "median" is the "middle" value in the list of numbers. To find the median, your numbers have to be listed in numerical order, so you may have to rewrite your list first. The "mode" is the value that occurs most often. If no number is repeated, then there is no mode for the list.

This Module tends to reach the probability of learning of the students in the statistical value of every data. It is whether about the average of the students who learn or any situation connected or given. This module teaches us future teachers to know necessarily the computation of every student’s grades base on their learning outcomes. If you disregard the very simplest cases, there is in all of mathematics not a single infinite series whose sum has been rigorously determined. In other words, the most important parts of mathematics stand without a foundation.-Abel, Niels H. (1802 - 1829)

Module 8

( Rubrics, Portfolio, and Performance-Based Assessment )

The module eight talks about the Rubrics, Portfolio and Performance Based Assessment. The reporters discussed what rubrics are, the types and its function. A rubric is an authentic assessment tool used to measure students' work. It is a scoring guide that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. A rubric is a working guide for students and teachers, usually handed out before the assignment begins in order to get students to think about the criteria on which their work will be judged. Rubrics can be analytic or holistic, and they can be created for any content area including math, science, history, writing, foreign languages, drama, art, music. We learned the purpose of rubrics and its uses. There are also the advantages and disadvantages.

A portfolio is a formative assessment that measures the progress of a student, as well as his strengths and challenges. We learned the types, guidelines and the uses of portfolio. We also learned that function of a portfolio assessment is to measure progress of a particular process over a specified length of time. Before beginning a portfolio, the student must be aware of the goals he is trying to accomplish with this project. When it comes to Performance-based testing, we learned that it is an alternative designed to encompass a better overall representation of student progress including the effectiveness of teacher lesson plans, worksheets and study skills. The idea with performance-based testing is to gather a demonstration of the scope of knowledge a student has on a subject rather than simply testing the accuracy of their response on a selection of questions. 

Module 9

Grading and Reporting Practices

In this module, we learned the features and also the role of the grades/ratings in assessing the students learning. We also discussed the advantages and disadvantages of it. Moreover, we also talk about the common grading-related problem and how should it be handle. It is also very important to us, future educators, to be aware about the guidelines of effective grading and the criteria for a marking-reporting system. The grading system has an essential role in assessing a students’ performance, particularly in teachers responsible in giving grades to his/her students.  There are always problems that the teacher encounters. Indeed, the lesson that has been discussed in this module will