Friday, January 20, 2012

Speaker will come on Saturday (21 Jan 2012)

Dear All,

Please be on our class tomorrow. A speaker will be coming to pitch in my class. I am off campus for the weekend, but it doesn't mean it's your holiday...:) The speaker is Prof. Stephen Jay Co, he graduated BSEd MATH and Master of Arts in Teaching Math in UST. He will talk about Concepts of Reliability and Validity. Please make 200 words reflection paper on his lecture. To be e-mailed to me no later than Jan 28.

For the presentation of your Prototype Test paper, we'll do it next Saturday (28 Jan 2012).

Thank you very much.
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Saturday, January 7, 2012

Test Construction

Dear All,

As discussed in the class you will be creating a prototype test that will be submitted in the class this Saturday.

Formal Test Construction 

1. Construct a prototype test composed of the 4 formal tests (Completion, Essay, Multiple Choice and T-F) that were discussed in the class last week.
2. Choose your own grade/year level and subject (preferably your major in your undergraduate studies.)
3. Follow the guideliness in constructing Formal Tests; check the PowerPoint Presentation attached in the previous blog.
4. Be ready for another group discussion on Saturday.
 
What am I looking for?

1. Construction of the questions. (Did you follow the guidelines?)
2. Physical Arrangement of the test. (How it was written/typed? Is it suitable for the test takers?)
3. Skills in test construction.

You will be graded using a scoring rubrics that I will be presenting on Saturday.

Please send it to me a soft copy at hculala@feu.edu.ph until Friday, 13 January 2012 and bring a hard copy on Saturday.

For inquiries, please feel free to hit the comment button. :)

Thanks.

Sir HJ
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Paper 1 - Classroom Evaluation

Paper No. 1 - Classroom Evaluation
For your first homework, please make a review on the article entitled Classroom Evaluation by R.D. Merritt, Ph.D.

please click the link below.

CLASSROOM EVALUATION by R.D. Merritt,PhD

To be submitted in my e-mail no later than 10 January 2012
hculala@feu.edu.ph / hjculala8@gmail.com

please follow the format

Subject: Paper 1_Classroom Evaluation_SURNAME, FIRSTNAME, MIDDLE INITIAL

CRITIQUE PAPER FORMAT.DOC

PLEASE USE THE FORMAT.

P.S.: To download the format for the critique paper follow the following steps:

Click the above link above. Click download file and create an account in www.scribd.com

Thanks.

Sir HJ
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Chapter 1 Basic Concepts

Formative and Summative Evaluation are indispensable routinary work of classroom teachers. At the end of every lesson, formative evaluation is administered to determine the effectiveness of teaching and to ascertain how much the students achieved or reached the goals or objectives of the learning tasks. Likewise, at the end of every unit or chapter, summative evaluation is given to determine the mastery of the subject matter.

In this chapter we will be discussing the uses of both formative and summative evaluation and it's importance in the classroom.

Questions:

1. Which is more important, formative or summative?
2. Strengths of Formative over Summative, vice versa.
3. Recitation is one of the examples of Formative Evaluation. How will you handle errors committed by students during recitation?

please click the links below for PowerPoint presentation.


Let me hear your thoughts!

Sir HJ
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Grading System

Dear All,

As discussed in the class last Saturday, the grading system for all your TCP courses is stated below. (please click the link and make your account in www.scribd.com)http://www.scribd.com/doc/17251421/Teacher-Certificate-Program-Grading-System

Thanks.

Sir HJ
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Syllabus

SYLLABUS
Course Title : Assessment for Learning
Course Code : EDUC5N-LET
Course Credit : 3 units
Faculty : Harold John D. Culala
haroldculala@yahoo.com
hculala@feu.edu.ph
COURSE DESCRIPTION:
This is a 3 – unit course offered to Teacher Certificate Program of FEU. It delves on the different types of evaluation procedures and instruments used in teaching. It includes the discussion of traditional and non-traditional models in assessing learning outcomes. Students are expected to produce prototype non-traditional evaluation instruments.
COURSE OBJECTIVES:
Upon completion of the course, you should be able to:
  1. Gain in depth understanding of the basic concepts on principles of measurement, assessment and evaluation.
  2. Construct an objective type of test measuring H.O.T.S., performance based test and Rubrics.
  3. Calculate and apply descriptive statistics for analyzing, interpreting and reporting assessment data.
  4. Define the different types of reliability and validity and describe how they are used to evaluate aspects of a test or testing procedures.
  5. Construct a computerized item analysis on a secondary test.
COURSE REQUIREMENTS AND GRADING SYSTEM
  1. Written Outputs and Class Participation through ONLINE DISCUSSION
    1. These are indicated in the course guide or as agreed upon in class
    2. Critiquing of papers on course related research / journal articles
    3. Class participation refers to your attendance and input during class discussions. Reacting to group reports and asking valuable questions will merit significant points in this component of the grade.
  2. Oral presentation and group’s written report
    1. These will be rated using a scoring rubric which will be designed collaboratively by everyone
  3. Portfolio
The portfolio contains the following:
    1. A scoring rubric in rating performance based test (to be developed by the group)
    2. A cognitive instrument that includes all drafts from initial to final version, table of specifications, computer generated item analysis report, revisions and their bases, recommendation.
    3. The cognitive test must comprise multiple choice and open- ended items and must measure HOTS
    4. Individual reflective journals about the group work
    5. Individual reflective journals about the course, classmates and teacher
    6. Other inputs relative to the course
(Note: The portfolio will be rated using a rubric.)
  1. Quizzes, Assignments
  2. Major Examinations (Preliminary, Midterm and Final)
GRADE Score (%)
1.0 100 – 95
1.25 94 – 90
1.50 89 – 86
1.75 85 – 82
2.0 81 – 78
2.25 77 – 74
2.50 73 – 70
2.75 69 – 65
3.0 64 – 60
F 59 – below
COURSE OUTLINE:
1st Preliminary Period
  1. Testing, Measurement, Assessment and Evaluation: Its Concepts, Principles and Processes
· Purpose of Evaluation
· Formative and Summative Evaluation
· Functions of Achievement tests
· Kinds of Achievement tests
· Principles of High Quality Assessment
· Role of Measurement and Assessment in Teaching
  1. Criterion and Norm – Referenced Interpretation
  2. Instructional Goals and Objectives: Basis for Assessment
· Classification of Learning Outcomes
· Categories of Learning Outcomes
· Components and Selection of Instructional Objectives
· Conveying Instructional Objectives to Students
· Goals versus Instructional Objectives
  1. Validity
  2. Reliability
2nd Preliminary Period
  1. Types of Classroom Tests
· Essay Items
· Multiple Choice Items
· Alternate – Choice Items: True-False Type and Other Variations
· Matching Type Items
  1. Modes of Assessment: Development, Scoring and Validation
· Traditional Assessment
· Performance Based Assessment
§ Rubrics
· Portfolio Assessment
· Affective Assessment
§ Likert Scales
§ Rating Scales
§ Semantic Differential Scales
§ Checklist
§ Ranking
§ Alternative Response
  1. Item Analysis
  2. Statistical Tools in Establishing Different Types of Validity and Reliability
Final Period
  1. Alternative Assessment Techniques
· Observational Techniques and Oral questions
§ Anecdotal Records
§ Peer Appraisal
§ Attitude Measurement
§ Interest Inventories
§ Personality Measures
  1. Special Topics for the Assessment Process
· Describing and Interpreting Scores
§ Different Statistical Tools to Describe and Interpret Scores of Students
· Grading and Reporting Systems of Student Performance
· Current Trends and Issues in Testing and Assessment
· Code of Professional Responsibilities in Educational Measurement
COURSE REFERENCES:
Diamond, Robert M. (1998) Designing and Assessing Course Curricula.
California, USA. Josey-Bass, Inc.
Raagas, Ester L. (2006) Assessment & Evaluation of Student Learning: Concepts & Applications.
CDO, Phils. Iwag Printing and Publishing
Ebel, R. L., et. Al. Essentials of Educational Measurement.
New Jersey, USA, Prentice Hall, Inc. 1986
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EDUC 5N-LET BLOGSITE

Dear All,

I would like to welcome you all in our EDUC5N-LET blogsite. This will be our venue for discussions of some topics concerned in the course. Everyone is recommended to have their scholarly comments and discussions in all the topics that I will be providing. As for you students, you are also welcome to post some articles related to Educational Measurement and Evaluation that you think necessary for further discussions and clarifications.

I am expecting that everyone will be actively participating in this discussion.

You may contact me through this blogsite, E-Mail address, Facebook Fan Page, Yahoo Messanger and my Handphone.

E-Mail: hculala@feu.edu.ph / haroldculala@yahoo.com
YM: haroldculala
Facebook Fan Page: HJ Culala
HP#: 0916-267-28-75
 
Thank you.

Harold John Culala
Lecturer, EDUC5N-LET
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