ASSESSMENT LEARNING 1

RIE ANN C. LEON

BSED MAJOR IN ENGLISH SECOND YEAR

RECENT TRENDS AND FOCUS

1. How can fairness and accountability be achieved in educational

assessment?
Answer:The fairness and accountability can be achieved through the educational
assessment because, In fairness is a moral attribute and a crucial component in
academic assessment. Fairness in educational assessment has come to be understood
more fully as learning theory and measurement have advanced, and it is now widely
acknowledged as a prerequisite for inclusion in education. The sociocultural ideas of
equality, equity, and justice as well as the measuring concepts of bias, reliability, and
validity are all strongly connected to yet separate from fairness. In reality, the ability to
learn, a supportive atmosphere, and evaluative thinking all support more equitable
educational assessment. To achieve more equitable educational assessment for varied
learners, many tactics should be implemented. These strategies should center around
the principles of transparency and giving students the chance to demonstrate their
learning.Meanwhile, it refers to considering the learner's needs, characteristics, and
any necessary changes to account for them. It is essential to make sure that the learner
is aware of, understands, and capable of engaging in the evaluation process and
agrees that the process is appropriate. Additionally, it provides the test subject with the
opportunity to challenge the results and, if necessary, request a retake of the test. The
goal of a test is to compare students only on the basis of the ability being
assessed.However, In accountability, It is by informing the public that the School
educates the students and about the quality of social and learning environment. For
example, is the new education set-up. The higher position in education implements the
new education set-up, so parents are accountable for this idea because it’s about their
child’s learning assessment. Since the public schools in elementary are now in modular
learning, parents also have their role in guiding their kids on answering their
assessment . Teachers are also accountable for the learning of their students especially
inthius set-up where face to face is prohibited. It will challenge the teachers capacity to
organize the flow of the presentation in the module so that it will be easily
comprehended by their learners. Indeed accountability was very important not just for
students in learning also for the teacher and classroom learning. Overall, it is important
given that classroom assessment approaches provide important to enhance and
improve the teacher instructions and students in learning.

2. What are the possible difficulties of standards-based education?

Answer: The possible difficulties of standard based-education
■ Quality can vary between regions.
■ Unclear or vague standards.
■ A disciplinary aspect of standards can encourage segregation and/or
hierarchy between subject areas.
■ Too many standards for one level of instruction.
■ Some standards may not be worth achieving and can be irrelevant.
Sometimes teachers make the error of not addressing these components in the proper
order. When teachers modify grading procedures and implement standards-based
reporting without addressing the crucial components of curriculum, instruction, and
assessment, issues invariably arise. Frustration, inconsistent application, and eventual
abandonment might result from this. Before we think about how to grade and record
student learning progress, there are important problems surrounding what we teach,
how we teach it, and how we assess learning that must always be addressed.It would
be like to attempting to build a house without first laying the foundation and building the
walls to implement standards-based grading without first addressing these other factors.
If we are unclear about what we are being transparent about, the primary goal of
transparency in reporting is lost.A straightforward concept is standards-based
education. Its implementation adds complexity. The straightforward goal of transparency
must be kept in mind as we make adjustments to the distinctive and complex contextual
aspects of various classrooms and institutions in order to successfully implement
standards-based learning. Making this straightforward concept more difficult won't help
implementation efforts; instead, what will work is coming up with fresh, improved
applications for the concept in a wide range of quite diverse school contexts.

3. Compare and contrast outcomes-based education and

standards-based education?
Answer: Objective-based or outcome-based curriculum is created to achieve a
specific set of learning outcomes. It is agnostic to the source of those objectives.
Standards-based curriculum is a subset of objective-based curriculum that is created to
achieve a set of learning objectives that has been codified and authorized by the
controlling education agency, usually a state department of education.
 4. Cite research study that involved item response theory[IRT]
What is/are the findings of the study?
ANSWER: Item response theory (IRT) has become a popular methodological
framework for modeling response data from assessments in education and health;
however, its use is not widespread among psychologists. This paper aims to provide a
didactic application of IRT and to highlight some of these advantages for psychological
test development. IRT was applied to two scales (a positive and a negative effect scale)
of a self-report test. Respondents were 853 university students (57 % women) between
the ages of 17 and 35 and who answered the scales. IRT analyses revealed that the
positive affect scale has items with moderate discrimination and are measuring
respondents below the average score more effectively. The negative affect scale also
presented items with moderate discrimination and are evaluating respondents across
the trait continuum; however, with much less precision. Some features of IRT are used
to show how such results can improve the measurement of the scales. The authors
illustrate and emphasize how knowledge of the features of IRT may allow test makers to
refine and increase the validity and reliability of other psychological measures.IRT was
initially developed in the 1950s and 1960s by Frederic Lord and other psychometricians
who had the goal of developing a method able to evaluate respondents without
depending on the same items included in the test Therefore, IRT evolved from classical
measurement theory with the purpose of overcoming many of its limitations. IRT is a
statistical theory comprised of a variety of mathematical models that have the following
characteristics: a) to predict person scores based on his/her abilities or latent traits and
b) to establish a relationship between person’s item performance and the set of traits
underlying item performance through a function called the “item characteristic curve.
These characteristics are possible because IRT models provide item and ability
parameter invariance for test items and persons, when the IRT model of interest
actually fits the available test data. In other words, the same items used in different
samples will keep their statistical properties (for instance, difficulty and discrimination),
and persons’ scores that represent ability or latent traits on a specific construct will not
depend on the particular test items they were administered. The item response theory
(IRT), also known as the latent response theory refers to a family of mathematical
models that attempt to explain the relationship between latent traits (unobservable
characteristic or attribute) and their manifestations (i.e. observed outcomes, responses
or performance). They establish a link between the properties of items on an instrument,
individuals responding to these items and the underlying trait being measured. IRT
assumes that the latent construct (e.g. stress, knowledge, attitudes) and items of a
measure are organized in an unobservable continuum. Therefore, its main purpose
focuses on establishing the individual’s position on that continuum.