Guessing the topic

assessment
1. Formative ……………………….……… to check on
students’ progress: informal tests or quizzes,
observation, portfolios…
assessment
2. Summative ……………………………. to measure
achievements by group or individuals: formal
tests at the end of term/year
assessment
3. Testing is one form of ………………………………..
ASSESSMENT OF LEARNING

 Phạm Thị Hoài

 Trần Thị Như Quỳnh
 Nguyễn Thị Thanh Phương
 Discussing
1. What is assessment?
2.Why do we need to assess learning?
3.Please share some methods you have used
to assess your students’ learning?
METHODS OF ASSESSING LEARNING
1.Direct observations
2.Written responses
3.Oral responses
4.Rating by others
5.Self -reports
 Assessment
Direct observations

Presenter: Phạm Thị Hoài

 Assessment
1. Definition
2. Purposes of assessment
3. Differences between assessment for learning and
assessment of learning
4. Methods of assessment of learning: Direct Observation
 Definition:
• Learning is inferential; we do not observe it directly but rather through it
products and outcomes. =>The only way to know is to assess learning’s
products and outcomes

• Assessment involves “a formal attempt to determine students’ status with

relation to educational variables of interest ( Popham,2008,p.6)
• Assessment is the ongoing process of gathering, analyzing and reflecting
on evidence to make informed and consistent judgments to improve
further student learning
• Good assessment means clearly knowing what it is you want to assess
and then choosing the best method to get the job done.
 Purposes
There are two keys to assessment quality.
 The first key is to know at the outset how we intend to
use assessment result. Sometimes we can use them to
promote learning (assessment for learning)
 and other times to check to see if the learning has
occurred for purpose of accountability (assessment of
learning)
What are the differences between assessment for learning and assessment of learning?
 Methods
Schunk Richard Stiggins
Direct observation Selected responses
Written responses Extended responses
Oral responses Performance assessment
Rating by others Personal communication
Self reports

=> This presentation analyses methods of assessment

of learning according to Schunk
1. Direct observations
Direct observation is one of assessment that is good
for teachers to assess or observe the students in the
class directly, this assessment to know the students’
performance whether they can do it properly.
 Direct observations
Advantages
- Observation may sometimes be
the only assessment method
possible
- There can be no plagiarism or
false reports
- It is a great way to assess
practical skills.
Disadvantages
- It does not assess the higher
order levels of learning outcomes
and is not adequate for a full
assessment, oral questioning or
other supplementary assessments
may be required.
- Direct observations assessment
requires a lot of time to assess
and to prepare
- It is subjective
 Factors affect direct observations assessment

- The presence of the observer can change student’s performance

because being watched can be intimidating for many students =>It is
often debatable whether the observer/assessor should be visible or
hidden
=> where, who, and how the observation is being assessed are
factors which may affect a good observation assessment
How to design a good direct observation
assessment
1. Ensure students know what the objectives of the
observation assessment are
2. Provide students the time, location, guidelines,
requirements, criteria, and who is going to assess them
3. Prepared a structured marking sheet for all assessors
4. Feedback is very important for a good observation
assessment
Question Discuss in groups of three or four (2 minutes)

1. What are the purposes of assessment?

=> Assessment for learning and assessment of learning
2. The following statement is T or F?
Assessment for learning happens during learning or
performance, assessment of learning after learning takes
place.
=> T
3. Please share with the whole class an instance of direct
observations that you have used to assess your students.
Written and oral responses
Rating by others

Presenter: Trần Thị Như Quỳnh

 Written and oral responses
MATCH
Rating by others
Category Definition
1. Written responses a. Verbalized questions, comments and
responses during learning
b. Observers’ judgments of learners on
2. Oral responses attributes indicative of learning
c. Written performances on tests, quizzes,
homework, papers and projects
3. Ratings by others

1.c 2.a 3.b

 WRITTEN RESPONSES
There are two types of written response:
1. short answer
2. extended written response
 WRITTEN RESPONSES
When should we use a Written Response Assessment?

When you want to assess:

• a student's knowledge of content
• a student's reasoning of content
 WRITTEN RESPONSES
How can we develop and grade a written response assessment?
Figure out what and how you would like to assess the students in a
particular area"
Choose a point system or a rubric and stick to it.
 a point system: make a list of appropriate and acceptable responses
and assign points.
 a rubric: make a list of categories you would like to assess including
appropriate responses.
 WRITTEN RESPONSES
Pros and Cons
Pros
• Teachers are able to see what the student knows instead of their ability to
guess
• Require students to use higher level thinking skills
• assess students for learning and students of learning
• Use rubrics and point grading
Cons
• Grading can be subjective
• Teachers cannot understand what students are writing
• Teachers need to decide what they are assessing (writing or content)
 ORAL RESPONSES Group work and
Pros and Cons Discuss

Suggestions:
• Interaction
• Assessment
• Clarity
• Assessment
• Validity and reliability
• Time
• Standardization
• Others
 ORAL RESPONSES
Pros and Cons
Pros
1. Direct personal contact with candidates
2. opportunity to assess strong and weak areas of each learner.
3. opportunity to clarify the question in case the candidate has not
understood.
4. Opportunity to question the candidate about how to arrive answer.
5. Ability to test depth and breadth of candidates thinking process and
logic of arguments.
6. Opportunity for simultaneous assessment by two examiners
 ORAL RESPONSES
Cons
1. Difficult to evaluate so many things at once( grammar, vocabulary, pronunciation...).
2. Validity is high but reliability is not.
3. It is rather time consuming, particularly if taped scored later.
4. Lack standardization
5. Lack objectivity and reproducibility of results (halo effect)
6. Permit favoritism and possible abuse of contact
7. Difficulties for students with certain impairments
8. Undue anxiety: anxiety that interferes with a student’s performance will not give a
true indication of his or her ability.
9. Bias. Concerns are sometimes expressed that examiners may be influenced by
students’ dress, gender, ethnicity or educational background.
 RATINGS BY OTHERS

e.g.
“How well can Timmy solve problems of the type 52 x 36 = ?”
“How much progress has Alicia made in her printing skills in the past 6
months?”
“How often does Matt need extra time to learn?”
“How quickly does Jenny finish her work?”
 RATINGS BY OTHERS
Pros
Provide useful data and help to identify students with exceptional needs
observers may be more objective about students than students are about
themselves (self-reports, discussed next).
made for learning processes that underlie actions (e.g., comprehension,
motivation, attitudes)
e.g.
“How well does Seth comprehend the causes of World War II?”’
 RATINGS BY OTHERS
Cons
 require more inference than direct observations.

 require observers to remember what students do and will be distorted

when raters selectively remember only positive or negative behaviors.
 SELF-REPORTS

Presenter: Nguyễn Thị Thanh Phương

What are self-reports?

Self-reports are people’s assessments of

and statements about themselves.
Which one among the following is NOT a form of self-report
methods of learning assessment?

A. Think-alouds
B. Interviews
C. Stimulated recalls
D
D. Direct observations
 • Questionnaires
• Interviews
SELF- REPORTS
• Stimulated recalls
• Think-alouds
• Dialogues
SELF- REPORTS

• Questionnaires • Questionnaires present respondents with items or

questions asking about their thoughts and actions.
• Interviews • Respondents may record the types of activities they
engage in, rate their perceive levels of competence,
• Stimulated recalls and judge how often or how long they engage in
them.
• Think-alouds
• Dialogues
• Many self- report
instruments ask
respondents to
record ratings on
numerical scales
SELF- REPORTS

Discuss in groups
What are pros and cons of questionnaires?
PROS CONS
 Practical way to gather data.  Dishonest answers

Easy to collect and analyze results Unanswered questions

Applicable to gather information Hard to convey feelings and

from a large audience. emotions
SELF- REPORTS
Interviews

True or False?
Interview are only conducted individually.

 False: Interview typically are conducted

individually, although groups can be interviewed.
SELF- REPORTS

• Interviews are a type of questionnaire in

which an interviewer presents the questions of
points to discuss and the respondent answers
• Questionnaires orally.

• Interviews • Interview typically are conducted individually,

although groups can be interviewed.
• Stimulated recalls
• Think-alouds
• Dialogues
 Interviews

Work in groups of 3 or 4 to answer the following question:

WHAT ARE THE DIFFERENCES OF STRUCTURED,

UNSTRUCTURED AND SEMI-STRUCTURED
INTERVIEW?
The interviewer The interviewer Some questions are 
asks questions which asks questions as predetermined and 
are planned and they arise others arise
created in advance. spontaneously in a spontaneously 
free flowing during conversation.
conversation.
SELF- REPORTS

• People work on a task and afterward recall

their thoughts at various points during the
• Questionnaires task. Interviewers query them.

• • If the performance was videotaped,

Interviews
respondents subsequently watch it and
• Stimulated recalls recollect, especially when interviewers stop
the recording and ask questions.
• Think-alouds • It is imperative that the recall procedure be
accomplished soon after the performance so
• Dialogues
that participants do not forget their thoughts.
SELF- REPORTS

• THINK-ALOUDS are procedures in which

students verbalize their thoughts, actions
and feelings while working on a task.
• Questionnaires • Verbalizations may be recorded by
observers and subsequently scored for level
• Interviews of understanding.

• Stimulated recalls
• Think-alouds
• Dialogues
THINK-ALOUDS
 THINK-ALOUDS
EXAMPLES

HAVE YOU EVER USED THINK-ALOUDS METHOD IN

CLASS ? IF YES, WHEN AND HOW?

My story:
• My students were reading their text book about a difficult topic,
specifically the artificial intelligences, I used the think-aloud strategy to
help them understand better.
• The students used questions modeled by me to help them further their
comprehension.
SELF- REPORTS

• Questionnaires • DIALOGUE is a conversation between two

or more persons while engaged in a
• Interviews learning task.

• Stimulated recalls
• Dialogue can be recorded and analyze for
• Think-alouds statements indicating learning and factors
that seem to affect learning in the setting.
• Dialogues .
 BENEFITS OF SELF- REPORTS

Stimulated recalls Think-alouds

Questionnaires Interviews Dialogues

Questionnaires can cover a lot of material and are usually easy to

1. ……………………..
complete and score.
Interviews
2. ……………………are better for exploring a few issues in depth.
3. Stimulated recalls
…………………….ask respondents to recall their thoughts at the time
actions took place.
Think-alouds
4. ……………………..examine present thoughts.
5. …………………….
Dialogues allow for investigation of social interaction patterns.
 The choice of self- report measure should match the
purpose of the assessment.
 SOLUTIONS

• Get confidential data

 promote truthful answering
• Use multiple assessments
(e.g. self-report, direct observations, oral and written responses)
validate self-reports responses

 The choice of self- report measure should match the

purpose of the assessment. Researchers need to use self-
reports cautiously to minimize potential problems.
Conclusion
Question 1-6 METHODS OF ASSESSING LEARNING

Direct (1) Written

(2) …………. Oral
(3).……... Rating
(4) ………. 5. Self-
………………
observations responses responses by others reports

Oral responses to Questionnaires

questions
Interviews
(5)…………………

Verbalizing
(6)……………… Stimulated
aloud one’s thoughts, recalls
actions, and feelings while
performing a task Think-alouds

Dialogues
Question 7

Match the methods of assessing learning with the correct definitions

1. People’s judgments of themselves A. Oral responses

2. Instances of behavior that demonstrate B. Self-reports
learning
3. Verbalized questions, comments, and C. Direct observations
responses during learning

 1B 2C 3A
Question 9

Choosing A, B, C, or D to complete the following sentence:

The choice of self- report measure should match the ……….….

A. educational variables of interest

BB. purpose of the assessment
C. learning’s products and outcomes
D. results of content learning
 Web Reference and Resources

• Schunk, D. H. (1991). Learning theory: An educational perspective. New York: Merrill, An

Imprint of Macmillan Publishing Company.
• Recipe for Success, Accessed: 07 July 2008
http://myt4l.com/
• Steps in creating authentic and performance-based assessment tasks, Public Schools of
North Carolina, Dept of Public Instruction, Standard Course of Study, Accessed: 07 July 2008
http://www.ncpublicschools.org/curriculum/worldlanguages/resources/orallanguages/02ass
essment
• Oral Communication Rubric, Nauset Regional High School, Rubrics, Accessed: 07 July 2008
http://www.nausetschools.org/files/763012/oral.pdf
• Oral Questioning after observation. Atherton, J. S.(2005). Teaching and Learning:
Assessment: direct observation, Accessed: 7 July 2008
http://www.learningandteaching.info/teaching/assessment_oral.htm