COMMON TERMINOLOGIES IN ASSESSMENT consequences, such as being forced to take remedial classes or not being

Defining the terms: Measurement and Assessment

- The terms “measurement” and “assessment” are often used

interchangeably in education. However, while they are related, they have
different meanings and purposes.

Measurement

When we think about measurement, we often assume it means quantifying

concrete objects. For example, you may imagine a ruler or a measuring cup.
In these cases, there is a physical object naming the value, the amount, or
the length of something.

But this definition fails to fully define measurement in: Teaching The learning
process; or Education

When it comes to testing students, measurement is the standard or process

students are compared against.

Measurement is the quantifiable part of the testing process, and it is required

to gauge the efficacy of our programs and the growth of our students.
Without measurement, we do not know what to assess.

TESTING it is a systematic procedure to determine the presence or absence

of certain characteristics or qualities in a learner.

TESTING: STANDARDIZED TESTING AND HIGH STAKES TESTING

Standardized tests are tests administered and scored under a consistent set
of procedures.
• Uniform conditions of administration are necessary to make it possible to
compare results across individuals or schools. For example, it would be
unfair if the performance of students taking a test in February were to be
compared to the performance of students tested in May or if one group of
students had help from their teacher while another group did not.
• The most familiar standardized tests of achievement are traditional
machine-scorable and multiple-choice tests.
Many other assessments, such as open-ended performance assessments,
personality and attitude measures, English-language proficiency tests, or
Advanced Placement essay tests, may also be standardized so that results
can be interpreted on a common scale.
A standardized test score is usually represented as a number indicating how
well a child performed on an assessment. There are a number of different
types of scores used in educational testing. Test scores can either be: 1.
Norm-referenced (comparing kids to others the same age) these are tests
that used to compare students' progress to other students in a
predetermined peer group.
2.Criterion-referenced (assessing a child's performance on a specific task).
Criterion-referenced tests compare a person's knowledge or skills against a
predetermined standard, learning goal, performance level, or other criterion.
With criterionreferenced tests, each person's performance is compared
directly to the standard, without considering how other students perform on
the test.
High-stakes testing is a term that was first used in the 1980s to describe
testing programs that have serious consequences for students or educators.
Tests are highstakes if their outcomes determine such important things as
promotion to the next grade, graduation, merit pay for teachers, or school
rankings reported in a newspaper.
Assessments with important consequences for test takers, on the basis of
their performance. Passing has important benefits, such as progressing to a
higher grade, a high school diploma, a scholarship, entrance into the labor
market or getting a license to practice a profession. Failing also has
able to practice a profession. Examples of high-stakes tests include college
entrance examinations, high/secondary school exit examinations, and
professional licensing examinations.
•Students: Test results may be used to determine whether students advance
to the next grade level or whether they receive a diploma.
•Educators: Test results may be used in the job-performance evaluations of
teachers or to determine professional compensation.
•Schools: Tests results may be used to trigger penalties for schools, including
negative public ratings, the replacement of staff members, or even closure.
For example, some federal and state policies require that test results be used
to impose a variety of consequences, such as firing or transferring some or all
of a school’s administrators and faculty, or forcing a school to pay for
additional services and transportation costs for students.
EVALUATION
ASSESSMENT and EVALUATION – What is the Difference?
The primary objective for using the strategy or tool determines its purpose.
Is the data to be gathered for assessment, evaluation or both?
Assessment is classroom research to provide useful feedback for the
improvement of teaching and learning. Assessment is feedback from the
student to the instructor about the student’s learning.
Evaluation uses methods and measures to judge student learning and
understanding of the material for purposes of grading and reporting.
Evaluation is feedback from the instructor to the student about the
student’s learning. .
Remember ASSESSMENT is NOT for EVALUATION
Evaluation is the RESULTS for the purpose of grading, appraising, judging,
etc.
EVALUATION: Purpose is to “grade” or “appraise” or “judge” students or
faculty/staff
• Quizzes
• Exams • TRUE OR FALSE

• Worksheets • MATCHING TYPE

• Clinical Evaluations SUBJECTIVE TEST

• Papers • ESSAY

• Projects: Group and Individual EXAMPLE:

• Skills and Competencies/Practical Exam POOR- Write an essay about the first EDSA revolution.

• Graded Assignments of all formats
Diagnostic test -With this test you can test how much your students already
know about a given subject or topic. You can use the results of this test to
schedule your class. Which subjects need some extra attention. For the
student this gives him or her some insights in which part of the class need
some extra study hours.
Placement test-This kind of test can be used to place the student in the
appropriate class or level. For example for language classes this is often used
prior to starting the class.
Progress or Achievement tests -These tests are used to measure progress in
a given subject. This will mostly follow a diagnostic test or can be in regular
intervals. If you measure regularly you get a better picture of the progress of
your students.
Internal Tests- Internal tests are those given by the institution where the
learner is taking the course. They are often given at the end of a course in the
form of a final exam.
External Tests -External tests are those given by an outside body. Example:
IELTS. The exams themselves are the basis for admission to university, job
recruitment, or promotion.
Objective tests -Objective test have clear right or wrong answers. All
multiple-choice test fall into this group. The students get a pre-defined set of
answers to choose the correct answer from.
BETTER: Write an essay about the first EDSA revolution giving focus on the
main characters of the revolution and their respective roles.
2.Product Rating Scales
A teacher is often tasked to rate products, examples that are frequently
rated in education are book reports maps, charts, diagrams, notebooks, and
essays.
3. PERFORMANCE TESTS
One of the most frequently used measurement instrument is the checklist.
A performance checklist consists of a list of behavior that make up a certain
type of performance (e.g .using a microscope, typing a letter, solving a
mathematics problem)
It is used to determine whether or not an individual behaves in a certain way
when asked to complete a particular task.
4. ORAL QUESTIONING
An appropriate assessment method when objective are: a. To assess the
student’s stock knowledge
b. To determine the student’s ability to communicate ideas in coherent
verbal sentences
It is also an option for assessment.

Subjective tests With this type of tests the maker of the exam has to pass 5. OBSERVATION AND SELF REPORTS
judgement on the answers of the student. Mostly this in the form of free text
questions or essays. These are useful supplementary assessment methods when use in
conjunction with oral questioning and performance tests. Such method can
PRINCIPLES OF HIGH QUALITY ASSESSMENT offset the negative impact on the students brought about by their fears and
anxiety during oral questioning or when performing actual task under
CLEAR AND APPROPRIATE TARGETS observation.

PROPERTIES OF ASSESSMENT METHODS

The quality of the assessment instrument and method used in education is

very important since the evaluation and judgement that the teacher gives to
student are based on the information he obtains using these instruments.
Accordingly, teachers follow a number of procedures to ensure that the
entire assessment process is valid and reliable.

PROPERTIES OF ASSESSMENT METHODS

A. VALIDITY

- refers to the appropriateness, correctness, meaningfulness and usefulness

of the specific conclusions that a teacher reaches regarding the teaching-
learning situation

- the extent to which a test measures what it claims to measure. It is vital for
APPROPRIATENESS AND ASSESSMENT METHOD a test to be valid in order for the results to be accurately applied and
interpreted .
1.WRITTEN RESPONSE INSTRUMENTS
TYPES OF VALIDITY
OBJECTIVE TESTS: • MULTIPLE CHOICE
1. Content-validity
• IDENTIFICATION
 -To produce valid results, the content of a test, survey or measurement
method must cover all relevant parts of the subject it aims to measure. If
some aspects are missing from the measurement (or if irrelevant aspects are
included), the validity is threatened and the research is likely suffering from
omitted variable bias.
Omitted variable bias occurs when a statistical model fails to include one or
more relevant variables. In other words, it means that you left out an
important factor in your analysis.
Example:
A mathematics teacher develops an end-of-semester algebra test for her
class. The test should cover every form of algebra that was taught in the
class. If some types of algebra are left out, then the results may not be an
accurate indication of students’ understanding of the subject. Similarly, if she
includes questions that are not related to algebra, the results are no longer a
valid measure of algebra knowledge.
a variable is defined as an attribute of an object of study.
Example: If you want to test whether some plant species are more salt-
tolerant than others, some key variables you might measure include the
amount of salt you add to the water, the species of plants being studied, and
variables related to plant health like growth and wilting.
2. Face validity
- considers how suitable the content of a test seems to be on the surface. It’s
similar to content validity, but face validity is a more informal and subjective
assessment.
Example: You create a survey to measure the regularity of people’s dietary
habits. You review the survey items, which ask questions about every meal of
the day and snacks eaten in between for every day of the week. On its
surface, the survey seems like a good representation of what you want to
test, so you consider it to have high face validity.
As face validity is a subjective measure, it’s often considered the weakest
form of validity. However, it can be useful in the initial stages of developing a
method.
3. Criterion validity
Criterion validity evaluates how well a test can predict a concrete outcome,
or how well the results of your test approximate the results of another test.
What is a criterion variable?
A criterion variable is an established and effective measurement that is
widely considered valid, sometimes referred to as a “gold standard”
measurement. Criterion variables can be very difficult to find.
Example:
A university professor creates a new test to measure applicants’ English
writing ability. To assess how well the test really does measure students’
writing ability, she finds an existing test that is considered a valid
measurement of English writing ability, and compares the results when the
same group of students take both tests. If the outcomes are very similar, the
new test has high criterion validity.
4. Construct validity
Construct validity refers to the degree to which a test or other measure
assesses the underlying theoretical construct it is supposed to measure (i.e.,
the test is measuring what it is purported to measure).
When you’re talking about a construct in relation to testing and construct
validity, it has nothing to do with the way a test is designed or constructed. A
construct is something that happens in the brain, like a skill, level of emotion,
ability or proficiency. For example, proficiency in any language is a construct.
Construct validity is a valuable tool used primarily in social sciences,
psychology, and education where there is a lot of subjectivity to concepts.
These areas of study work with intangible attributes such as emotional
states, abilities, characteristics, traits, or intelligence levels, properties not
easily measurable or observable.
• you might try to find out if an educational program increases emotional
maturity in elementary school age children. Construct validity would measure
if your research is actually measuring emotional maturity
B. RELIABILITY
The reliability of an assessment method refers to its consistency. Reliability
refers to whether an assessment instrument gives the same results each time
it is used in the same setting with the same type of subjects. Reliability
essentially means consistent or dependable results. Reliability is a part of the
assessment of validity.
Reliability refers to the consistency of assessment results and includes the
following considerations.
First, an assessment should have consistent results over time when taken
under the same conditions. If a student completes the same assessment on
two different days under similar conditions, the results should be about the
same. Next, multiple versions of the same assessment should produce
consistent results. Such as version A and version B, with different versions
given to different students or at different times.
If a student takes version A of a test one day, and version B of the same test
on another day under similar conditions, the results should be about the
same.
C. FAIRNESS
An assessment procedure needs to be fair. This means many things.
• First, students need to know exactly what the learning targets are and what
method of assessment will be used. Students need to be informed how their
progress will be assessed.
• Second, assessment has to be viewed as an opportunity to learn rather
than an opportunity to weed out poor and slow learners.
• Third, fairness also implies freedom from teacher- stereotyping. Ex. boys
are better than girls in Math.
D. PRACTICALITY AND EFFICIENCY
An assessment procedure should be practical in the sense that the teacher
should be familiar with it. And does not required too much time.
A complex assessment procedure tends to be difficult to score and interpret
resulting in a lot of misdiagnosis or too long a feedback period which may
render the test inefficient.
E. ETHICS IN ASSESSMENT
The term ETHICS refers to question of right and wrong. When teachers think
a specific knowledge or investigate a certain question. Are there some
aspects of the teaching and learning situation should not be assessed? Here
are some situations in which assessment any not be called for:
➢ Requiring students to answer checklist of their sexual fantasies
➢ Asking elementary pupils to answer sensitive questions without consent of
their parents
➢ Testing the mental abilities of pupils using an instrument whose validity
and reliability are unknown
Teach Elem 313C
Lecture #1
What is Literature?
Literature is simply perceived as an imaginative work of art expressed in
letters.
Though that may be true, there is more to literature than imagination.
Literature in the light of literacy is an enabling discipline that allows
acquisition and mastery of language skills and language literacy.
It is also a textual representation of reality – life and experiences are
encapsulated in artistically written words – hence, learners do not only learn
language literacy but they also acquire values that promote emotional
intelligence, which has never been more relevant than now.
As teachers, it is also important to understand that literature has levels of
appropriateness.
Some texts are too simplistic while others are too advanced. Some themes
are child-friendly, while others are too mature. Point in case, the right kind of
literature that has the right amount of words and appropriateness of theme
may just be the perfect avenue for young learners to improve their language
literacy and emotional intelligence.
In teaching literacy through literature, it is also a must to consider all five
macro skills in language literacy – LISTENING, READING, SPEAKING, WRITING,
and VIEWING. These are all dependent on the beginning level of learners.
Lesson planning, designing, execution, and assessment must all be
dependent on the literacy level of the learners.
“Children’s Literature” is defined as material written and produced for the
information or entertainment of children and young adults.
This includes material in all non-fiction, literary and artistic genres in
Physical and digital formats.
Children’s literature is a label for collections of texts that are specifically
written and/or illustrated for and/or about youth as well as texts that are not
specifically written and/or illustrated for and/or about youth but which youth
choose to read, view, and/or write. Adults are welcome to read children’s
literature too—many do.
Children’s literature provides encounters with the world that shape the
meaning children make of the world (Kiefer, Hepler, Hickman, Huck, 2007).
Having a vicarious or “lived through” experience with literature, builds
readers’ aesthetic responses and perceptions (Rosenblatt, 1978).
Reading literature increases one’s sensitivity to the power of the written
word (Sipe, 2008) and contributes to visual expression (Brenner, 2011; Sipe,
2011). For these reasons, adults study children’s literature as scholars, critics,
educators, librarians, entrepreneurs, and social commentators.
Significance of Literature in Teaching Children
- Luis Delisle,2019
Every educational process begins with literature, because it assumes
an informative role and opens the doors to knowledge, provides access to
knowledge, brings information to practical life. There are many ways and
several resources to work with literature such as (tales, poems, legends,
stories, characters, fables, theaters, illustrative images, picture books, etc.).
Children’s literature allows children to write better, developing their
creativity, because the act of reading and the act of writing are closely linked.
In this sense, “children’s literature is, first of all, literature, or rather, it is art:
a phenomenon of creativity that represents the world, man, life, through the
word”. It merges dreams and practical life, the imaginary and the real, ideals
and their possible/impossible realization.
Lecture#2
Five General Types of Children’s Literature
“Children’s literature”
“Children’s literature” is a term that is very loosely and imprecisely defined.
The major consensus on what constitutes literature for children is
traditionally defined as any book that is read by children, educates children
or is about children for children.
Some of the most common genres of literature for kids include picture books,
traditional literature, poetry and verse, biography, fiction and nonfiction.
From these basic literary genres spring a multitude of sub-genres such as
science fiction, fantasy, legends and others.
“Little Red Riding Hood” is an example of a fairy tale.
Traditional literature
Traditional literature is a genre of stories passed down through many
generations by word of mouth. At some point, these stories take a fixed form
in one or more kinds of storytelling, such as with fairy tales, whose details
have been altered to make them more appropriate for children.
Books that fall into this category might include folktales, fables and fairytales
such as Aesop’s Fables, the Grimm Brothers’ fairy tales, Paul Bunyan and
various other stories of legendary characters.
Poetry is a type of literature that conveys a thought, describes a scene or
tells a story in a concentrated, lyrical arrangement of words. Poems can be
structured, with rhyming lines and meter, the rhythm and emphasis of a line
based on syllabic beats. Poems can also be freeform, which follows no formal
structure.
Meter in poetry
Meter is the basic rhythmic structure of a line within a work of poetry. Meter
consists of two components:
1. The number of syllables
2. A pattern of emphasis on those syllables
Stanza
A stanza is a series of lines grouped together in order to divide a poem; the
structure of a stanza is often (though not always) repeated throughout the
poem. Stanzas are separated from other stanzas by line breaks. Each stanza
is a standalone unit that can either make up an entire poem or can build a
bigger poem with other stanzas.
Rhyme
A rhyme scheme is the pattern of sounds that repeats at the end of a line or
stanza. Rhyme schemes can change line by line, stanza by stanza, or can
continue throughout a poem. Poems with rhyme schemes are generally
written in formal verse, which has a strict meter: a repeating pattern of
stressed and unstressed syllables.
Informational books
Informational books are sometimes called “nonfiction” books. Their main
purpose is to provide a source of knowledge on a variety of topics.
Informational texts are written at a variety of reading levels to accommodate
diverse learners. Informational texts range from simple word and picture
books to those that explain more complex science concepts with
photographs and diagrams. There are informational books written for
children on a variety of topics such as animals, plants, vehicles, families, jobs,
interesting places, and the arts.
Biography
A biography is a detailed third person account of another person’s life story.
It contains basic information about the subject’s life—like their place of birth,
education, and interests. A biography may also chronicle relationships with
family members, as well as major events in the subject’s childhood and how
those influenced their upbringing. A biography details the various
accomplishments and life events of a real person, but it’s more than facts
and figures—it comes to life with great stories told from beginning to middle
to end.
Autobiography
Autobiography, the biography of oneself narrated by oneself.
Autobiographical works can take many forms, from the intimate writings
made during life that were not necessarily intended for publication (including
letters, diaries, journals, memoirs, and reminiscences) to a formal book-
length autobiography.
Special Types of Books
- Picture Books
- Board Books
- Pop-up Books
Lecture #3
Literacy development begins early in life.
Literacy is the foundation for reading, writing, communicating and
socializing.
Early literacy is learning about sounds, words and language.
You can support early literacy development by talking, reading books, singing
songs, playing with rhyme, and drawing.
Children learn best through everyday activities like singing, talking and
playing games.
Literacy: what is it and why is it important?
Literacy is being able to read, write, listen, speak and create texts in ways
that allow us to communicate well with others.
Literacy is the foundation for doing well at school, socializing with others,
problem-solving, making decisions, developing independence, managing
money and working.
Literacy development is vital to overall development for children.
Literacy development in childhood
Before children can learn to read and write, they need to develop
the building blocks for literacy – the ability to speak, listen, understand,
watch and draw.
And as children get older, they need to learn about the connection between
letters on a page and spoken sounds.
For this to happen, children need plenty of experience with:
Pictures and objects – how you can use words to talk about them
Letters and words – how they look and sound, and what they’re called
Sounds – how words can rhyme, begin and end with the same letters, be
broken up into parts like syllables, be formed by blending different sounds
and so on.
You can help with all these areas of your child’s early literacy
development by:
Talking and communicating with your child
Reading books together
Playing with rhyme and other sounds with your child.
And the great news is that you can do this in ways that are fun for both of
you.
DEVELOPING READING FLUENCY
Reading fluency is the ability to read accurately, smoothly and with
expression. Fluent readers recognize words automatically, without struggling
over decoding issues.
When reading silently, in addition to recognizing words automatically, fluent
readers group words rapidly to help gain meaning from their reading, which
then translates into their understanding of the text.
When reading aloud, fluent readers sound natural, as if they’re speaking.
Non-fluent readers read slowly and sound choppy.
Fluency is important because it builds a bridge between word recognition
and comprehension. It allows students time to focus on what the text is
saying. They are able to make connections between what they are reading
and their own background knowledge. Therefore, they are able to
concentrate on comprehension.
On the other hand, non-fluent readers have to spend more time decoding,
leaving less time for comprehending the text. Due to mistakes made when
reading, they will often have to read the same passage over several times to
attain comprehension. In addition, non-fluent readers often do no read with
expression
Here are several ways children can practice fluent reading;
Child/adult reading – The adult models, then the student practices.
Choral reading – reading in unison.
Assisted reading – reading along with a recorded text.
Partner reading – reading along with another child
Reader’s Theatre – playing characters, as in a play.
Characteristics of an Emergent Reader, Stages of Reading Process,
Characteristics of an Emergent Writer, and Vehicles to early literacy
Characteristics of an Emergent Reader
Emergent reading pertains to the first stage in a child’s growth toward
literacy
Harris and Hodges (1981) refer to this period of acquiring the specific skills
abilities that allow reading to take as place as preparedness or reading
readiness.
Reading readiness is viewed as set of social, emotional, physical and cognitive
competencies.
Stages of Reading Process
Stage 1- Emergent Readers 2-7 years old
Familiarize themselves with the concepts of print
Value of picture clues to the meaning of the story
Make text to words connections
Stage 2- Early Readers 5-7 years old
Picking up from the concepts attained as an emergent reader, early readers
now begin to rely more heavily on the printed text than on the pictures in a
book.
Begin to develop word recognition strategies such as monitoring, searching,
cross checking, and self-correction.
Stage 3- Transitional Readers
Transitional readers make the leap into fluent reading as they are generally
able to read in meaningful phrases with comfortable pace and appropriate
voice intonation.
Read lengthy texts with little reliance on the pictures for text meaning
The readers tend to range from 5-7 years old.
Stage 4- Self- Extending Readers
Reading progress into reading independence in the fourth development
stage.
They often read a variety of textual genres and use reading as a tool for
gaining new knowledge or building upon existing knowledge.
Read more complex texts and begin to read for a variety of purposes.
These readers range in age from 6-9 years of age.
Stage 5- Advanced Readers Appropriate and readily accessible literacy materials like picture- concept
Readers have attained a level of mastery books, picture- story books, TV program- related books, newspaper,
They are generally over the age of 9 and have proficient in reading and in magazines.
comprehending various text sources Parent can also help their child to acquire familiarity with environmental
Enjoy reading and use reading as a gain of knowledge logos(institutions and stores) and labels(food).
Read fluently both and interpret concrete and inferential level Hansen (1969) reported that a literacy- rich environment correlates most
Internalize series of reading strategies highly with children’s early reading.
Durken(1966), Holdaway (1979), Taylor (1983) and Teale (1984) described
home environments in which the ability and the desire to read develop quite
naturally especially in their homes which serve as rich reading environment.
Goodman(1984) asserted that literacy- rich environments can make learning
to read as natural as language acquisition.

C. Emotional and Motivational Climate

Refers to the relationship among family members, parents’ attitude toward
literacy and the aspirations for their child’s achievement.
Teale(1977) indicate that, to become literate, children must learn about the
functions and uses of literacy.

Characteristics of an Emergent Writer

The emergent writing of the kids are characterized by playful markings to
communicate something, which signals their knowledge of the uses of
written language before the learning form.

Bissex (1980) and Read (1975) described writing as self- initiated and self-
directed or voluntary ,and by observing more skilled others and by
participating in literacy events, by exploring and learned writing though
interaction with literate others.

Writing is always related to reading. Thus reading is always connected to

writing.

The child’s experimentation with writing allows him to construct and refine
the kind of knowledge about written language that makes reading possible.
The child creates previous and existing knowledge to create new knowledge.
Thus , as the child writes he/she integrates knowledge of reading with
knowledge of writing.

Vehicles to early literacy

Writing involves the integration of knowledge of reading with knowledge of
writing. Therefore, language aids speaking, reading and writing; reading aids
speaking and writing; writing aids speaking and writing, a whole language
approach as Newmann ( 1985) identified.
Halliday(1975) described how language helps children to learn to ascertain
meaning from the world around them.
While, Chomsky (1972) found that children who are introduced to literature
at an early age tend to develop sophisticated language structures.
Holdaway (1979) pointed out that homes provide socially, emotionally, and
intellectually conducive to literacy and growth.
Leichter (1984) identified three ways by which the families influence literacy
development.

A.Interpersonal interaction
Is describe as the literacy experiences shared by the parents and other adult
family members with the child to promote early literacy. These literacy
experiences may include home practices and social functions of speaking,
reading, and writing.
Story telling, reading aloud, reading newspapers and letters, sending greeting
cards and notes are some of these interactions which encourage literacy of
young learners in the family.

B. Physical Environment
Involves the literacy materials available in the home.
EDUC 313B
LEARNER- CENTERED PSYCHOLOGICAL
PRINCIPLES
American Psychological Association
The largest scientific and professional organization
of psychologist in the United States, over 118,000
members including scientists, educators, clinicians,
consultants and students.
The 14 principles have the following aspects:
 Focus on psychological factors that are
primarily internal to and under the control of
the learner rather than conditioned habits or
psychological factors;
 Intended to deal holistically with learners in
the context of real-world.
 Divided into these referring to
a. Cognitive and Metacognitive
b. Motivational and affective
c. Developmental and social
d. Individual difference factors
Infuencing learners and learning
 Intended to apply to all learners
COGNITIVE AND METACOGNITIVE
1. Nature of the learning process
The learning of complex subject matter is
most effective when it is an intentional process
Of constructing meaning from information and
experience
Succesful Learners are…
 Active
 Goal-directed
 Self- regulating
 Assume personal responsibiliity for contributing
their own learning
2. Goals of the learning process
The successful learner, over time and
support and instructional guidance, can create
meaningful, coherent representations of
knowledge.
To construct useful representations of
knowledge and to acquire the thinking and learning
strategies necessary for continues learning succes
across the lifr span, students must generate and
pursue personally relevant goals.
3. Construction of knowledge
The successful learner an think new
information with existing knowledge in meaningful
ways.
4. Strategic thinking
The succesful learner can create and use
repertoire of thinking and reasoning strategies
to achieve complex learning goals.
Successful learners use it in…
 Learning
 Reasoning
 Problem-Solving
 Concept Learning
5. Thinking about thinking
Higher order strategies for selecting and
monitoring mental operations facilitate create and
critical thinking.
6. Context of learning
Learning is influence by environmental
factors, including culture, technology and
instructional practices.
MOTIVATIONAL AND AFFECTIVE FACTORS
7. Motivational and emotional influences in
learning
 What and how much is learned is influence by
the learner’s motivation
 Motivation to learn, in turn, is influence by the
individual’s emotional states, beliefs, interest
and goals and habits of thinking
8. Intrinsic motivation to learn
 The learner’s creativity, higher order thinking,
and natural curiosity all contribute to motivation
to learn.
 Intrinsic motivation is stimulated by task of
optimal novelty and difficulty, relevant to
personal interests, and providing for personal
choice and control.
9. Effects of Motivation on effort
 Acquisition of complex knowledge and skills
requires extended learner effort and guided
practice.
 Without learner's motivation to learn, the
willingness to exert this effort is unlikely without
coertion.
 combination of genetic and environmental factors
that influence him.
5. Situation or context
DEVELOPMENTAL AND SOCIIAL FACTORS Learning happens in the context of a society as well
10. Developmental influences on learning as within an individual.
 As individuals develop, there are different
opportunities and constraints for learning.
 Learning is most effective when differential
development within and across physical,
intellectual, emotional and social domains is
taken into account.

11. Social influences on learning

 Learning is influenced by social interactions,
interpersonal relations and communications
with others.

INDIVIDUAL DIFFERENCES FACTORS

12. Individual differences in learning
 Learners have different strategies, approaches,
and capabilities for learning that are a function
of prior experienced and heredity.
13. Learning and Diversity
 Learning is most effective when differences in
learners’ linguistic, cultural, and social
backgrounds are taken into account.
14. Standards and assessment
 Setting appropriately high and challenging
standards and assessing the learner as well as
learning progress-including diagnostic, process
and outcome assessment -are integral parts of
the learning process.

Alexander and Murphy gave a summary of the 14

principles and distilled them into five areas:
1. The knowledge base
- One’s knowledge serves as the foundation of all
future learning.
2. Strategic processing and control
-Learners can develop skills to reflect and regulate
their thoughts and behaviors in order to learn more
effectively.
3. Motivation and affect
-Factors such as intrinsic motivation, reasons for
wanting to learn, personal goals and enjoyment of
learning tasks all have a crucial role in the learning
process.
4. Development and Individual Differences
Learning is a unique journey for each person
because each learner has his own unique
Teach Elem 313B
Lesson 1 ICT Competency Standards for Philippine
Pre-service Teacher Education
Introduction to ICT Competency Standards: The
module begins by highlighting the significance of
technology in modern education. It acknowledges
the transition from non-digital to digital technology
and its profound impact on teaching and learning.
The module sets three key learning outcomes for
the students:
1. Identify the competency standards of ICT
for teaching and learning in pre-service
teacher education.
2. Unpack the basic concepts of ICT to provide
a common understanding for teachers and
learners.
3. Value the use of ICT in the teaching and
learning process.
ICT Competency Standards (CHED-UNESCO):
The module introduces the concept of ICT
(Information and Communication Technology) and
emphasizes that pre-service teachers are expected
to demonstrate proficiency in utilizing ICT
resources for quality teaching and learning. It
mentions the ICT Competency Standards
developed by CHED (Commission on Higher
Education) and UNESCO (United Nations
Educational, Scientific and Cultural Organization) in
2009. These standards are organized into seven
domains with corresponding competencies. These
domains are essential for teachers to effectively
integrate technology into their teaching methods:
1. Understanding ICT in Education:
Explanation: This domain focuses on developing
awareness and comprehension of the policies,
principles, and concepts related to ICT in
education.
Example: A pre-service teacher in this domain
might study educational technology policies, such
as the integration of digital tools into the classroom,
and understand how these policies influence
teaching and learning. They could also explore how
ICT can enhance instructional methods.
2. Curriculum and Assessment:
Explanation: This domain emphasizes
understanding ICT systems’ concepts, principles,
and theories and using them in curriculum design
and assessment.
Example: A pre-service teacher may incorporate
digital learning resources into lesson plans, create
online quizzes for assessments, and adapt the
curriculum to align with digital learning needs.
3. Pedagogy:
Explanation: Pedagogy refers to the science and
art of teaching. In this domain, pre-service teachers
learn to apply relevant technology tools effectively
for classroom activities.
Example: A pre-service teacher might use
interactive whiteboards or educational software to
engage students during lessons, encourage
collaborative learning through online forums, or use
video conferencing for virtual field trips.
4. Technology Tools:
Explanation: This domain focuses on developing
proficiency in the technical operations of technology
tools and systems for teaching and learning.
Example: A pre-service teacher may become adept
at using tools like learning management systems
(e.g., Moodle), interactive educational apps, or
digital content creation tools (e.g., multimedia
software) to enhance teaching and support diverse
learning styles.
5. Organization and Administration:
Explanation: Pre-service teachers in this domain
learn how to manage technology-assisted
instruction in inclusive classroom environments and
demonstrate leadership in shared decision-making
using technology.
Example: A pre-service teacher might use
technology to organize class schedules, maintain
digital records of student performance, and
communicate effectively with students, parents, and
colleagues.
6. Teacher Professional Learning:
Explanation: This domain encourages pre-service
teachers to explore existing and emerging
technology for continuous professional
development and collaboration with peers.
Example: A pre-service teacher might participate in
online courses or webinars to stay updated on
educational technology trends, collaborate with
colleagues on lesson planning via online platforms,
or engage in virtual communities of practice.
7. Teacher Disposition:
Explanation: This domain focuses on cultivating a
positive attitude, ethical responsibility, and legal
awareness in the use of technology.
Example: A pre-service teacher should
demonstrate responsible use of technology,
respecting copyright and privacy laws, promoting
digital citizenship, and maintaining a positive
attitude toward integrating technology into teaching
practices.
DepEd’s Involvement: The module also references
the Department of Education (DepEd) and its
mandate in 2017 (Department of Education Order
42, s. 2017) requiring the use of the Philippine
Professional Standard for Teachers (PPST). This
standard emphasizes the positive use of ICT for
teaching and learning and the selection of
appropriate teaching resources, including ICT, to
meet learning goals.
ISTE National Educational Technology Standards
for Teachers (NETS*T): The module further
introduces the International Society for Technology
in Education (ISTE) and its standards for both
teachers and students. These standards guide
teachers in integrating technology effectively into
their teaching practices. The six ISTE standards for
teachers are:
1. Technology Operations and Concepts
Explanation: Teachers should have a strong
understanding of technology operations and
concepts, including the foundational knowledge of
various technologies and their applications.
Example: A teacher demonstrates technology
operations and concepts by troubleshooting
technical issues with classroom equipment (e.g.,
projectors, computers) and using various software
programs and tools to create instructional
materials.
2. Planning and Designing Learning
Environment and Experiences:
Explanation: This standard emphasizes the
effective use of technology to plan and design
engaging learning environments and experiences
for students.
Example: A teacher might use digital learning
platforms to create interactive lessons that cater to
diverse learning styles, ensuring that students can
access resources online and engage in
collaborative learning experiences through virtual
platforms.
3. Teaching, Learning, and Curriculum:
Explanation: Teachers should integrate technology
into their teaching methods, facilitating the use of
digital tools to maximize student learning.
Example: An educator incorporates multimedia
presentations, online discussions, and virtual
simulations into their curriculum to enhance student
engagement and understanding of complex topics.
4. Assessment and Evaluation:
Explanation: This standard emphasizes using
technology to enhance assessment and evaluation
methods, collect and analyze data, and
communicate findings to improve instruction.
Example: A teacher utilizes online assessment
tools to create quizzes and surveys, tracks student
progress through data analytics, and uses this data
to tailor instruction to individual student needs.
5. Productivity and Professional Practice:
Explanation: Teachers should leverage technology
to enhance their own productivity and engage in
ongoing professional development.
Example: A teacher manages administrative tasks
more efficiently by using productivity tools (e.g.,
digital gradebooks, scheduling apps) and
participates in webinars, online courses, and social
media networks to stay updated on educational
trends and best practices.
6. Social, Ethical, Legal, and Human Issues:
Explanation: Teachers need to understand the
social, ethical, legal, and human aspects of
technology use, promoting responsible and
equitable technology integration.
Example: A teacher educates students about digital
citizenship, addressing topics such as online
etiquette, privacy, and cyberbullying. They also
ensure compliance with copyright laws when using
digital resources in the classroom.
Student Standards: The module briefly mentions
that ISTE also developed standards for students,
which serve as a guide for teachers to plan to access, analyze, and produce digital content
technology-based activities that promote student effectively.
success in various areas including creativity, digital
Digital Learning:
citizenship, and critical thinking.
Conceptual Definition: Any type of learning
accompanied by technology or instructional
Lesson 2. Understanding the Basic Concepts in practices that effectively incorporate technology.
ICT This encompasses various approaches, including
online and blended learning.
Technology:
Operational Definition: The use of technology to
Conceptual Definition: A mix of processes and tools
support and enhance the learning process, whether
used in the application of knowledge,
through fully online courses, blended learning
encompassing everything from traditional tools like
models, or digital resources integrated into
pencils and paper to the latest electronic gadgets
traditional classrooms.
and software.
On-line Digital Tools & Apps:
Operational Definition: The practical tools and
methods used to complete tasks, ranging from Conceptual Definition: Digital tools and applications
basic writing instruments to cutting-edge digital that require an internet connection for access and
devices and applications. functionality.
ICT Literacy: Operational Definition: Software and applications,
such as Skype, that enable communication,
Conceptual Definition: The ability to access,
collaboration, and information retrieval over the
manage, integrate, evaluate, create, and
internet.
communicate information using digital technology
and communication tools in a knowledge-based Off-line Digital Tools & Apps:
society.
Conceptual Definition: Digital tools and applications
Operational Definition: The skills required to that can be used without requiring an internet
effectively utilize digital technology, including connection.
internet navigation, information management, and
Operational Definition: Software and applications
digital communication.
like Canary Learning, Pocket, and iBooks that
Educational Technology: function independently of internet access.
Conceptual Definition: The integration of Instructional Technology:
technology into teaching and learning,
Conceptual Definition: The theory and practice of
encompassing both non-digital and digital
designing, developing, managing, and evaluating
resources for educational purposes.
processes and resources for learning.
Operational Definition: The use of technology tools
Operational Definition: The use of technology to
and resources to enhance the teaching and
enhance instructional methods, including the
learning process, including both traditional
design and management of learning materials and
classroom tools and digital resources.
resources.
Digital Literacy:
Multimedia:
Conceptual Definition: The ability to find, evaluate,
Conceptual Definition: The sequential or
utilize, share, and create content using information
simultaneous use of various media formats (text,
technologies and the internet, involving cognitive
data, sound, video) in a presentation or self-study
and technical skills.
program.
Operational Definition: Proficiency in using digital
Operational Definition: The incorporation of diverse
devices, software applications, and online platforms
media elements, such as text, images, audio, and
video, into educational content to engage learners.
Internet:
Conceptual Definition: A global network connecting
millions of computers, enabling communication
between any connected devices.
Operational Definition: A vast interconnected
network of computers that allows information
exchange and communication across the world.
World Wide Web:
Conceptual Definition: A graphical environment on
computer networks that allows access, viewing,
and maintenance of documents containing text,
data, sound, and videos.
Operational Definition: A system for accessing and
sharing information over the internet, built on top of
the internet infrastructure.
Web Access:
Conceptual Definition: The ability of learners to
access the internet during a lesson to utilize
available educational resources.
Operational Definition: Learners’ capability to
connect to the internet at any point during a lesson
to access educational materials and online
resources.
Webquest:
Conceptual Definition: An inquiry-oriented lesson
format where most or all information for learners
comes from the web.
Operational Definition: A structured web-based
learning activity that guides students through
internet resources to explore and learn about a
specific topic.
Productivity Tools:
Conceptual Definition: Software associated with
computers and technology used for personal,
professional, or classroom productivity.
Operational Definition: Software applications, such
as Microsoft Office, used to create, edit, and
manage documents, spreadsheets, presentations,
and other productivity-related tasks.
Technology Tools:
Conceptual Definition: Instruments used to
accomplish goals with the assistance of technology.
Operational Definition: Devices and software
applications that assist individuals in achieving
specific tasks, categorized into areas such as
data/calculations, design, discussion, email,
handheld devices, and more.
Blog:
Conceptual Definition: An online journal where
individuals post information, which can serve
various purposes, including communication,
instruction, or both.
Operational Definition: An online platform where
individuals share written content, typically
organized in a chronological order, and can be
used for communication, instructional purposes, or
a combination of both.
Wiki:
Conceptual Definition: An editable website where
users collaboratively create and post written works
or digital files, often allowing multiple contributors.
Operational Definition: A platform that enables
collaborative content creation, such as Wikipedia,
where multiple users can contribute and edit
content.
Flipped Classroom:
Conceptual Definition: An instructional approach
where initial instruction, typically delivered through
web resources, serves as homework or out-of-class
activity, with in-class time devoted to discussions
and activities.
Operational Definition: A teaching method where
students engage with instructional materials online
before attending class, allowing for interactive
discussions and activities during face-to-face
sessions.
Podcast:
Conceptual Definition: A multimedia clip, often in
audio or video format, focusing on a single topic,
used for both information retrieval and
dissemination.
Operational Definition: An audio or video recording,
usually available for download or streaming,
addressing specific topics and accessible to users
interested in the subject matter.
Google Apps:
Conceptual Definition: Cloud-based teaching tools
hosted on Google’s servers, accessible to students
both in and outside of school.
Operational Definition: Software and applications
provided by Google, such as Google Docs and
Google Drive, offering cloud-based productivity and
collaboration tools for educational purposes.
Vlog:
Conceptual Definition: A video blog where each
entry is posted in video format, providing a visual
narrative or commentary.
Operational Definition: A blog consisting of video
entries that share information or personal
experiences, often used for storytelling, tutorials, or
vlogging.
Facebook:
Conceptual Definition: A widely used social
networking platform for individuals of all ages to
create personal profiles and share information.
Operational Definition: A popular online social
networking site allowing users to connect, share
updates, and communicate with friends,
colleagues, and the broader online community.
VOIP (Voice over Internet Protocol):
Conceptual Definition: A category of hardware and
software enabling telephone calls to be transmitted
over the internet using voice data packets and IP
technology.
Operational Definition: A technology that allows
voice communication over the internet, enabling
phone calls through internet connections rather
than traditional phone lines.
Lesson 3. Roles of ICT in Teaching for Learning
The roles of Information and Communication
Technology (ICT) in teaching and learning can be
categorized into three domains of educational
technology: Technology as a Tutor, Technology as a
Teaching Tool, and Technology as a Learning Tool.
Here’s a breakdown of these roles and their impact on
both teachers and learners:
1.Technology as a Tutor:
Support for Teachers: Technology can assist teachers in
delivering content effectively, making classrooms more
interactive through audio-visual aids, charts, models,
smart classrooms, and e-learning resources.
Modernization of Teaching: It provides structured
instructional materials, aiding teachers in their daily
activities and offering technology-driven resources for
remedial lessons.
Enhanced Teaching Methods: Technology enhances
teaching methods and strategies, making teaching more
efficient and compatible with various learning styles.
Educational Research: Technology opens new avenues
for educational research, especially in testing and
evaluation, making it easier to interpret assessment
results.
Teacher Competence: It adds to teachers’ competence
by enabling them to source information quickly and
accurately, promoting scientific outlook and skill
development.
Professional Development: Technology supports
teacher professional development by offering online
options for continuous learning.
2.Technology as a Teaching Tool:
Content Creation: Teachers can use technology to
create and develop classroom tools tailored to their
specific teaching needs.
Efficiency: Technology improves the teaching-learning
process, making teaching more efficient and effective.
Adaptive Learning: Teachers can employ technology to
adapt their teaching methods to students’ learning
styles.
Accessibility: Technology provides access to vast
educational resources, making it easier for teachers to
find and use appropriate materials.
3.Technology as a Learning Tool:
Independent Learning: Technology supports learners in
becoming independent and self-directed by helping
them acquire skills to learn on their own.
Communication Skills: It enhances learners’
communication skills through various forms of social
interaction, including one-to-one, one-to-many, and
many-to-many communication.
Collaborative Learning: Technology facilitates
collaborative learning, allowing learners to construct
meaning jointly and solve problems from multiple
sources.
Critical Thinking: Technology upgrades learners’ higher-
order thinking skills, including critical thinking, problem-
solving, and creativity.
Creativity: Technology fosters creativity by encouraging
flexible thinking, generating new ideas, and adding
details to concepts.
In summary, ICT plays a multifaceted role in education,
benefiting both teachers and learners across various
domains. It transforms teaching into an interactive and
engaging experience, modernizes the learning
environment, and equips learners with essential skills
for the 21st century. Additionally, it supports research
and professional development for educators while
enhancing communication, collaboration, critical
thinking, and creativity among students.