Module 1- Instructional Objectives

 Instructional objective plays a very important role in the instructional process and the evaluation process. It serves as guides for teaching and learning, communicate the intent of the instruction to others and it provide a guideline for assessing of the learning of the student. Instructional Objectives also known as behavioral objectives or learning objectives are statement which clearly described an anticipated learning outcome.

Characteristics of well written and useful instructional objectives

1. Describe a learning outcome.

2. Be student oriented focus on the learner not on the teacher

3. Be observable or describe an observable product.

4. Be sequentially appropriate

5. Be attainable within a reasonable amount of time,

6. Be developmentally appropriate.

Types of Evaluation

 

                Teachers need continuous feedback in order to plan, monitor and evaluate their instruction. Obtaining feedback may take any of the following types: diagnostic, formative, summative.

                Diagnostic evaluation is normally undertaken before instruction, in order to assess students’ prior knowledge of a particular topic or lesson. Its purpose is to anticipate potential learning problems and group/ place the students in a proper course or unit of study.

                Diagnostic evaluation can also be called pre-assessment, since it is designed to check their ability levels of students in some areas so that instructional starting points can be established.

                Formative evaluation is usually administered during the instruction of process to provide feedback to students and teachers on how well the former are learning the lesson being taught. A result of this type of evaluation permit teachers to modify instruction as needed.

Summative evaluation is undertaken to determine student achievement for grading purposes. Grades provide the teachers the rationale for passing or failing students, based on a wide range of accumulated behaviors, skills, and knowledge. Through this type of evaluation, the students’ accomplishments during a particularly marking term or summarize or summed up.

Examples of summative evaluation are chapter tests, homework grades, completed project grades, periodical tests, unit tests, and achievement tests.

Types of Measurement

There are two ways of interpreting the student performance in relation to classroom instruction. These are the Norm-reference test and criterion.-referenced test.

Norm-reference test is a test design to measure the performance of the student compared with the other student each individual is compared with other examinees and assigned a score-usually express as percentile, a grade equivalent score or a stanine. The achievement of the student is reported for abroad skill areas, although some norm-referenced tests do report student achievement for individual.

The purpose is to rank each student with respect to the achievement of others in the broad areas of knowledge and to discriminate high and low achievers.

Criterion-references test is attest designed to measure the performance of the student with respect to some particular criterion or standard. Each individual is compared with a predetermined set of standard foe acceptable achievement. The performances of the other examinees are irrelevant. A student’s score is usually expressed as a percentage and student achievement is a report for individual skills.

The purpose is to determine whether each student has achieved specific skills or concept. And to find out how much students before instruction begins and after it has finished, other term le often used for criterion-referenced are objective referenced, domain references, content referenced and universe referenced.

According to Robert L. Linn and Norman  E. Gronlund  (1995) pointed out the common characteristics and differences of norm-referenced test and criterion referenced test.

Module 1 - Mode of Assessment

 A. Traditional Assessment 

1. Assessment in which student typically select an answer or call recall information to complete the assessment. Test may be standardized or teacher made test, these tests may be multiple-choice, fill in the blanks true or false, matching type.

2. Indirect measure of assessment since the test items are design to represent competence by extracting knowledge and skills from their real life context.

3. Items on standardize instrument tend to test only the domain of knowledge and skill to avoid ambiguity the test takers.

4. One-time measures to rely the on single correct answer to each item. there is a limited potential for traditional test to measure higher order thinking skills.

B. Performance Assessment

1.Assessment in which the student are ask to perform real-world task that demonstrate meaningful application of essential knowledge and skill(Jon Mueller).

2.Direct measure of student  performance because tasks are design to incorporate context, problem, and solution strategies that student would use in real life,

3.Design ill-structured challenges since the goal is to help students prepare for the complex ambiguities in life.

4. Focus on process and rationales. There is no single correct answer ;instead students are led to craft polished, thorough and justifiable responses ,performances products.

5. Involved long-range projects, exhibits and performances are linked to the curriculum 

6. Teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation.

C. Portfolio Assessment

1. Portfolio is collection of students work specifically elected to tell a particular story about the student.

2. A portfolio is  not a pile of student work that accumulates over a semester or a year.

3 A portfolio contains a purposefully selected subset of student work.

4. It measures the growth and development of student.

  REFLECTION:

In this part, we are given ideas about the terms that being used in having assessment about learning. It helps us to become particular or aware about the definitions, similarities, differences of the different terms. It introduces us what really this thing is, its purpose, why there is need to have this and of course why we should have knowledge about this. As a future teachers it really matter to us so that we will know how to assess or to evaluate students in many ways because this module deals with the types of measurement, assessment and how to evaluate students.