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COURSE OUTLINE
ENGLISH LANGUAGE TESTING AND ASSESSMENT

DURATION
•

TOPICS /
ACTIVITIES
Close look at student learning outcome

Week 1-3
•

Authentic Assessment Complements Traditional
Assessment

•
•
•
•

Authentic assessment tools
ACTIVITY 1
Authentic assessment
Meaning, characteristics and principles

•
•

Process-Oriented Performance-Based Assessment
Assessment in Affective domain

•
•
•
•

Portfolio assessment methods
Grading and reporting
ACTIVITY 2
WORK PROJECT

•

The use of statistics in outcome assessment

Week 2-3

Week 3-4

Week 5-8

Week 8-11

Week 11-14

Week 15-18

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Table of Contents
Topics
SLOs Defined-The Student Learning Outcomes (SLO
Authentic Assessment examples:

Pg
4
6

Authentic
assessment tools

9

Teacher-structured to Student-structured

Characteristics of Authentic Assessments

14

16

Portfolio assessment methods

21

Types of portfolios

24

Statistics

28

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DESIRED LEARNING OBJECTIVES:
•
•

To be able to understand the student learning outcomes
To be able to know the authentic assessment

Student Learning Out
comes (SLOs) Mission Statement:

Here are some examples:

The mission of the Student Learning
Outcomes Committee is to assist
Imperial Valley College's campus
community
in
the
ongoing
assessment of courses, programs,
and services that lead to student
success
...

2- Upon successful completion of
this course, students will be able to
identify
anatomical
differences
between monocotyledonous and
dicotyledonous plants
...
Course-level Student Learning
Outcomes (SLOs) course-level SLOs
focus on what a student will be able
to do as a result of completing a
course
...


Objectives vs
...

Sometimes, the difference between
objectives and outcomes can be
difficult to discern, as they both play
an important role in the learning
process
...
The assessment
of SLOs is useful in helping
professors
know
where
their
teaching and learning activities have
and have not been successful
...

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in understanding and communicating
the lexicon of assessment
...

Objectives
are
usually
more
numerous and create a framework
for the overarching Student Learning
Outcomes
which
address
synthesizing,
evaluating
and
analyzing many of the objectives
...

These
outcomes may involve knowledge
(cognitive), skills (behavioral), or
attitudes (affective) that provide
evidence that learning has occurred
as a result of a specified course,
program activity, or process
...
SLOs describe
a student's ability to synthesize many
discreet skills using higher-level
thinking skills and to produce
something that asks them to apply
what they've learned
...

CLOs,
then,
comprise
the
measurable evidence of student

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learning that occurs as a result of
taking classes through IVC
...
Process-The
U
...

Department of Education has called
for colleges and universities to
engage in a process of continual
self-examination and reflection with
the goal of improvement
...
Course-level SLOs are linked
to Program SLOs (PSLOs) and
Institutional SLOs (ISLOs), as shown
in the chart below:

Faculty and SLO Coordinator
Responsibilities-Results will not be
used as the basis for evaluation or
disciplinary action for individual
faculty members
...
The
SLO Coordinator works directly with
departments to assist in developing
their outcomes, determining the
means of assessment, compiling the
results of that assessment, analyzing
those results, and making changes
to their program or unit if necessary
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to improve student learning
...

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The tasks are either
replicas of or analogous to the kinds
of problems faced by adult citizens
and consumers or professionals in
the field
...
229)
...
There is no specific
length of time attached to an
authentic
assessment
learning
opportunity
...

According to Lawrence Rudner,
authentic assessment should require
that students be active participants in
learning and be able to demonstrate
knowledge and skills
...
As you read
through this list, keep in mind that
some of the examples will work
better for you depending on your
grade level and topic area
...


"Performance assessments call upon
the examinee to demonstrate
specific skills and competencies, that
is, to apply the skills and knowledge
they have mastered
...

Stiggins -- (Stiggins, 1987, p
...


What does Authentic Assessment
look like?
An authentic assessment usually
includes a task for students to
perform and a rubric by which their
performance on the task will be
evaluated
...

Examples from teachers in
Authentic Assessment course

Authentic Assessment examples:

A form of assessment in which
students are asked to perform
real-world tasks that demonstrate
meaningful application of essential
knowledge and skills -- Jon Mueller

my

How is Authentic Assessment similar
to/different
from
Traditional
Assessment?
The
following
comparison
is
somewhat simplistic, but I hope it

Engaging and worthy problems or
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illuminates the different assumptions
of
the
two
approaches
to
assessment
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To determine if it is successful, the
school must then test students to see
if they acquired the knowledge and
skills
...
"The" body of
knowledge is determined first
...
Subsequently, the
assessments are developed and
administered
to
determine
if
acquisition
of
the
curriculum
occurred
...
Students typically select
an answer or recall information to
complete the assessment
...
They may be
administered locally or statewide, or
internationally
...
That is
the essence of most mission
statements I have read
...
Essentially, TA is grounded
in educational philosophy that adopts
the following reasoning and practice:
1
...

2
...

3
...

Activity 1
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Name:________________________

Score:_____

Section:_______________________

Date:_______

I
...
Your essay should be as well as organized and
as carefully written as you can make it
...
How important authentic assessment is

2
...
Give at least five examples of authentic assessment
...
Objectives vs
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Although this is
obvious with athletic skills, it is also
true for academic subjects
...
Then, to assess
what our students had learned, we
can ask students to perform tasks
that "replicate the challenges" faced
by those using mathematics, doing
history or conducting scientific
investigation
...
A school's mission is to develop
productive citizens
...
To be a productive citizen, an
individual must be capable of
performing meaningful tasks in the
real world
...
Therefore, schools must help
students become proficient at
performing the tasks they will
encounter when they graduate
...
To determine if it is successful, the
school must then ask students to
perform meaningful tasks that
replicate real world challenges to see
if students are capable of doing so
...
It is
likely that some mix of the two will
best meet your needs
...
However, I
would prefer a driver who passed
both portions
...
That is, teachers first
determine the tasks that students will
perform to demonstrate their mastery,
and then a curriculum is developed
that will enable students to perform
those tasks well, which would include
the
acquisition
of
essential
knowledge and skills
...
g
...

If I were a golf instructor and I taught
the skills required to perform well, I
would not assess my students'
performance by giving them a
multiple choice test
...


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a Task: On traditional assessments,
students are typically given several
choices (e
...
, a,b,c or d; true or false;
which of these match with those) and
asked to select the right answer
...


Defining Attributes of Traditional and
Authentic Assessment
Another way that AA is commonly
distinguished from TA is in terms of
its defining attributes
...
But, typically,
along the continuums of attributes
listed below, TA's fall more towards
the left end of each continuum and
AA's fall more towards the right end
...
Tests offer
these
contrived
means
of
assessment to increase the number
of times you can be asked to
demonstrate proficiency in a short
period of time
...

Recall/Recognition of Knowledge
to Construction/Application of
Knowledge
: Well-designed
traditional
assessments (i
...
, tests and quizzes)
can effectively determine whether or
not students have acquired a body of
knowledge
...
Furthermore,
we are often asked to recall or
recognize facts and ideas and

Teacher-structure--------Student-struc
tured
Indirect Evidence--------Direct
Evidence

Let me clarify the attributes by
elaborating on each in the context of
traditional
and
authentic
assessments:
Selecting a Response to Performing
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propositions in life, so tests are
somewhat authentic in that sense
...

Authentic
assessments often ask students to
analyze, synthesize and apply what
they have learned in a substantial
manner, and students create new
meaning in the process as well
...

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Indirect
Evidence
Evidence:

to

Direct

Even if a multiple-choice question
asks a student to analyze or apply
facts to a new situation rather than
just recall the facts, and the student
selects the correct answer, what do
you now know about that student?
Did that student get lucky and pick
the right answer? What thinking led
the student to pick that answer? We
really do not know
...

The evidence is very indirect,
particularly for claims of meaningful
application in complex, real-world
situations
...
As in the
golf example above, putting a golf
student on the golf course to play
provides much more direct evidence
of proficiency than giving the student
a written test
...
A student's
attention will understandably be
focused on and limited to what is on
the test
...
Even when
students cannot choose their own
topics or formats, there are usually
multiple acceptable routes towards
constructing
a
product
or
performance
...

Similarly, more student-structured
tasks
have
strengths
and
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although both assessments may be
useful
...

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There is not
one correct answer to copy
...
(For further
discussion of teaching to the test,
see Bushweller
...
Under the TA model, teachers
have
been
discouraged
from
teaching to the test
...
If
teachers focus primarily on the
sample to be tested during
instruction, then good performance
on that sample does not necessarily
reflect knowledge of all the
material
...


Alternative Names for Authentic
Assessment

You can also learn something about
what AA is by looking at the other
common names for this form of
assessment
...
This is
the other most common term for this
type of assessment
...
g
...
For
these
educators,
authentic
assessments
are
performance
assessments using real-world or

With AA, teachers are encouraged to
teach to the test
...
To aid students in
that process, it is helpful to show
them models of good (and not so
good) performance
...
Is
this "cheating"? Will students then
just be able to mimic the work of
others without truly understanding
what they are doing? Authentic
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authentic tasks or contexts
...
Alternative
Assessment -- so-called because AA
is
an alternative to
traditional
assessments
...
If
a student does well on a
multiple-choice test we might
infer indirectly that the student could
apply that knowledge in real-world
contexts, but we would be more
comfortable making that inference
from a direct demonstration of that
application such as in the golfing
example above
...

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Resemble real-world tasks and
activitiesCan be structured as written
or oral assessments completed
individually,
in
pairs,
or
in
groupsOften
presented
as
ill-structured problems with no right
answersAsk
students
to
communicate their knowledge orally
or in writing to a specific audience
and for specific purposeUsually ask
students to address professional or
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information-seeking
methods
in
order to reach viable solutions
...


Week 5-8
DESIRED LEARNING OUTCOMES:
•

•

To be able to identify the
characteristics of authentic
assessment
To be able to understand its
purpose

Characteristics
Assessments

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In addition, there should be ways to
refine and improve their approach,
looking not just for a right answer but
for optimal approaches and best
practices
...
They should require
that the student actually perform
some task
...


Authentic

They are realistic in nature
...
They should pose an
interesting problem that can be
visualized and understood
...

The student should have to 'think
outside the box' a little to find the
answer
...


They should be similar to tests that
show up in real life
...
They should be
complex enough that the student
must apply a variety of skills and
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WEEK 9-11

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d Assessment

DESIRED LEARNING OUTCOMES:
•

•

it is concerned with the actual task p
erformance ratherthan the output or
product of an activity
...
$ince performance
based assessessments generally do
not yielda single correct answer or re
quire a particular solutionmethod,
evaluations of student performances
are based on judgments guide
...

Individuals
generally have attitudes that focus
on objects, people or institutions
...
Cognitions – Cognitions are our
beliefs,
theories,
expectancies,
cause-and-effect
beliefs,
and
perceptions relative to the focal
object
...


$ince they call for students to apply
knowledge and skillsrather than simp
ly to recall and recognize, performan
ce
based assessments are more likely
to reveal the student
understanding
...
Affect –
The
affective
component refers to our feeling with
respect to the focal object such as
fear, liking, or anger
...
Behavioral
Intentions –
Behavioral intentions are our goals,
aspirations, and our expected

Process-Oriented Performance base
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responses to the attitude object
...

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Evaluation – Evaluations are
often
considered
the
central
component of attitudes
...

Motivation : Motivation is a reason or
set or reasons for engaging in a
particular behavior, especially human
behavior as studied in psychology
and neuro-psychology
...


Fredrick Herzberg’s two factor theory
Motivators; (e
...
challenging
work, recognition, responsibility)
which give positive satisfaction, and
Hygiene factors; (e
...
status, job
security, salary and fringe benefits)
which do not motivate if present, but
if absent will result in demotivation
...
”

l Abraham Maslow’s hierarchy of
human needs theory
Human beings have wants and
desires
which
influence
their
behavior; only unsatisfied needs can
influence behavior, satisfied needs
cannot
...

The person advances to the next
level of needs only after the lower
level need is at least minimally
satisfied
...


Motivation in education can have
several effects on how students learn
and their behavior towards subject
matter (Ormrod, 2003)
...

Lead to increased effort and
energy
Increase initiation of, and
persistence in, activities
...

Determine what consequences
are reinforcing
Lead to improved performance
...
Intrinsic motivation – occurs when
people are internally motivated to do
something because It either brings
them pleasure, they think it is
important, or they feel that what they
are learning is morally significant
...
Extrinsic motivation – comes into
play when a student is compelled to
do something or act a certain way
because of factors external to him or
her (like money or good grades)

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...

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3
...

(1) Self-report
: is the most common measurement
tool in the affective domain
...

(2) Rating Scales
: A rating scale is a set of categories
designed to elicit information about a
quantitative attribute in social
science
...

= is an impression that one is
capable of performing in a certain
manner or attaining certain goals
...

Unlike efficacy, which is the power to
produce an effect (in essence,
competence), self- efficacy is the
belief (whether or not accurate) that
one has the power to produce that
effect
...

Good _____ ____ ______ _____
_____ _____ _____ Bad
3 2 1 0 1 2 3

l Self esteem
=relates to a person’s sense of
self-worth, whereas self-efficacy
relates to a person’s perception of
their ability to reach a goal
...

He/she would likely have a poor
self-efficacy in regard to rock
climbing, but this wouldn’t need to
affect his/her self-esteem; most
people don’t invest much of their
self-esteem in this activity
...
He address
the issue on how favorable an
individual is with regard to a given
issue
...

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Ex)
____1

...
9)
___2
...
4)
___3
...
9)
In 1932, Likert developed the method
of summated ratings, which is still
widely used
...
You choose individual items
that you know correlate highly with
the total score across items
...
Ex) you construct labels
for each scale value to represent the
interpretation to be assigned to the
number
Third, you ask your target audience
to mark each item
Fourth, you derive a target’s score by
adding the values that target
identified on each item
...

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A checklis
consists of simple items that the
student or teacher marks as “absent”
or “present”
...

l Arrange these attributes as a
“shopping” list of characteristics
...


Statement : I do not like to solve
algebraic equations
...
Strongly disagree
2
...
Agree
4
...

c
...
By reflecting on
their own learning (self-assessment),
students begin to identify the
strengths and weaknesses in their
work
...
The criteria for selecting and
assessing the portfolio contents must
be clear to the teacher and the
students at the outset of the process
...

The collection must include student
participation in selecting contents,
the criteria for selection, the criteria
for judging merit and evidence of
student self-reflection
...
Features and Principles
portfolio assessment

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...

No
...

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2
...

The final outputs to be assessed
are
products
of
classroom
discussions and classroom work and
are not simple diversions from the
tedium
of
classroom
activities
...


of

a
...
The
teachers guide the students in the
planning, execution and evaluation of
the contents of the portfolio
...
As such,
students and teachers interact in
every step of the process in
developing a portfolio
...
A portfolio represents a selection
of what the students believe are best

Second, portfolio assessment has
clear goals
...

In
cognitive
testing,
the
objectives are set at the beginning
but the actual items may or may not
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reflect
achievement
of
such
objectives
...

Third, portfolio assessment gives a
profile of learners’ abilities in terms of
depth, breadth, and growth
...

In terms of breadth, portfolio
assessment can show a wide range
of skills to be demonstrated in the
final output
...

Fourth, portfolio assessment is a tool
for assessing a variety of skills no
normally testable in a single setting
for traditional testing
...

Sixth, portfolio assessment caters to
individuals in a heterogeneous
class
...

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Seventh, portfolio
assessment
develops social skills
...

Eighth,
portfolio
assessment
develops independent and active
learners
...

Ninth, portfolio assessment can
improve motivation for learning and
thus achievement
...

Tenth, portfolio assessment provides
opportunity for student teacher
dialogue
...
Moreover,
portfolio assessment promotes joint
goal-setting and negotiation of
grades which can never happen in
traditional testing
...
Essential
portfolio

elements

of

the

(1) Cover letter “About the author”
and “what my portfolio shows about
my progress as a learner”
...

(2) Table of contents with numbered
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pages
...

(4) Dates on all entries, to facilitate
proof of growth over time
...
e
...

(6) Reflections can appear at
different stages in the learning
process (for
formative and/or
summative purposes
...

-what did I learn from it?
- what did I do well?
- why did I choose this item?
- what do I want to improve in the
item?
-how do I feel about my
performance?
-what were the problem areas?

4
...

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Specify for each entry how it will be
assessed
...

(4) Giving clear and detailed
guidelines for portfolio presentation
(5) Informing key school officials,
parents and other stakeholders
(6) Development of the portfolio
What did I learn from that activity?
Which is my best piece? How cani
improve this?

5
...
This
portfolio is also called a “growth
portfolio” in the literature
...

(2) Process
Portfolio –
demonstrates all facets or phases of
the learning process
...

(what the teacher hopes to achieve
in teaching)
(2) Introducing the idea of portfolio
assessment to your class
...

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...

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...

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metacognitive processing
...

(3) Showcase portfolio – the best of
the students’ outputs and products
...


1) your school which may have
some policies or guidelines
2)
consulting
your
teaching
colleagues; and then applying your
good judgment or;
3)
learning
from
firsthand
experience
...
Assessing and evaluating the
portfolios

a) Enhancing students’ learning
through:
clarifying
instructional
objectives
for
them,
showing
students’ strengths and weaknesses,
providing
information
on
personal-social
development,
enhancing students’ motivation (e
...
,
short-term goals) and indicating
where teaching might be modified
...

b) Reports to parents/guardians
c) Administrative and guidance
uses

1
...
Portfolio
assessment
provides the teacher and students an
opportunity to observe students in a
broader
context: taking risks,
developing creative solutions, and
learning to make judgments about
their own performances
...

Diversity of entries

grading

and

2
...
Traditional letter-grade system:
students’
performances
are
summarized by means of letters
...
Easy to understand but
it is of limited value when used as the
sole report because they end up
being a combination of achievement,
effort, work habits, behavior
...
Grading and Reporting
Obtained from:
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b
...


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...

No
...

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development of a more adequate
system, and a system that is
understandable to all
...

Based on adequate assessment
Based on the right level of detail

c
...

(outstanding,verygood~poor)
d
...

However, they have limited value as
sole report because they are very
time consuming to prepare, the
accounts of weaknesses are often
misinterpreted by parents and
guardians,
and
they
are
characterized neither as systematic
nor cumulative
...
Assigning letter grades and
computing grades
-properly weight each component to
create a composite
...
g
...
the more scientific
approach is to use a principal
components analysis which is hardly
practiced in schools because of the
difficulty involved
...
equate ranges of scores
b
...
-scores or other
standard scores
...
Portfolios: a set of purposefully
selected works, with commentary by
student and teacher
...

f
...


5
...
Development of a grading and
reporting system
...
grade (like a class rank)
depends on what group you are in,
not just your own performance;
b
...
widely used because much

:ideally, grading and reporting
systems should be developed
cooperatively (parents,
students,
school personnel) in order to ensure
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classroom
testing
norm-referenced
...
e
...

a) Grade does Not depend on what
group you are in, but only on your
own performance compared to a set
of performance standards
...

c)conditions are hard to meet
except in complete mastery learning
settings
...
Distribution of grades
guidelines for effective grading

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...

No
...

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7
...
) will be reported
d) Relate grading procedures to
intended learning outcomes
...
)
for assigning grades
...

j)
Be fair
...
When In
doubt, review the evidence
...


and

1) Norm
–referenced
or
relative (have ranked the students)
distribution is a big issue:
-normal curve is defensible only
when we have a large unselected
group;
-when “grading on the curve,” school
staff should set fair ranges of grades
for different groups and courses;
-when “grading on the curve,” any
pass-fail decision should be based
on an absolute standard
-standards and ranges should be
understood and followed by all
teachers
26

GOLDENSTATE
COLLEGE
MODULE

Activity 2
Name:_______________________
Course:______________________

I
...

QR-ACA- GED04-007
No
...

01
00
Effectivity Date:
Page
June 15, 2020
No
...
5POINTS EACH

II
...

10POINTS
...

QR-ACA- GED04-007
No
...

01
00
Effectivity Date:
Page
June 15, 2020
No
...
Inferential studies
Data are gathered and the
correlations between intervention
(predictors) and the result derived
from a single group is investigated
...
It
is a branch of mathematics that deals
with the collection, organization,
presentation,
computation
and
interpretation of data which are the,
outcomes of learning”

B) designing the experiment by
blocking to reduce error; random
assignment for unbiased estimates,
and mapping the procedures;

(Santos et al, 2000)
C) implementation and analyzing
data;
D) documentation and presentation
of Levels of measurement
Nominal measure
Statistical Methods
Statistics
is
useful
in
the
teaching-learning process, along
several research-based inquiries:

A level of measurement describing
a variable that has attributes which
are different, e
...
gender, birthplace,
college, major, etc
...
Experiential studies
These inquiries investigates causes,
in addition to drawing conclusions on
the effect of changes in elements
(called variables) being studied
...


Issue
Rev
Reference No
...

No
...

29 of 20

Ratio measure

Interval measure
A level of measurement describing a
variable with attributes that have all
the qualities of nominal, ordinal and
interval and based on a ”true zero”
point, e
...
age, length of residence in
a place, etc
...


WORK PROJECT
*Select a teacher and ask her or him if portfolio assessment methods are really
necessary and his or her opinion about it
...

Type his or her answers in short bond paper

---