tag:blogger.com,1999:blog-60306485935466431532024-03-05T12:27:46.551+08:00Educational Asssessment PracticeThis is a discussion site for teachers and researchers who have interests in educational measurement, assessment and evaluation.
I hope that we will get lots of interactions from readers, especially who are involved in the standardization of educational assessment and pursuing it as a discipline.Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.comBlogger17125tag:blogger.com,1999:blog-6030648593546643153.post-48304440502903914892021-09-05T10:32:00.002+08:002021-09-05T11:37:26.377+08:00Assessment 101 Ep 3 Purposes of Assessment<iframe frameborder="0" height="270" src="https://youtube.com/embed/OTmd6di0X3E" width="480"></iframe>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-34511033046786466742018-10-01T18:18:00.000+08:002018-10-01T18:18:01.769+08:00<b><span style="color: blue; font-size: x-large;">I will be resuming this blog very soon.... </span></b>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-28527275652684734942015-08-20T13:09:00.002+08:002021-09-05T11:38:44.361+08:00Early Grade Learning Assessment in the North Pacific<b><span face="Arial, Helvetica, sans-serif">Getting the Basics Right: Quality Primary Education in the North Pacific</span></b><br />
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<span face="Arial, Helvetica, sans-serif"><span style="font-size: x-small;">The Quality Primary Education in the
North Pacific pilot project was designed
to develop and trial new inputs in learning,
assessment, teacher development, and
data management to improve the quality
of primary education in the northern
Pacific Micronesian nations of the RMI, the
FSM, and to evaluate student assessment
system in Palau. The project operated in
the RMI in five selected schools on Majuro,
and in the FSM, the project worked with
all six schools of Kosrae State and two
selected schools of Pohnpei State. The QPENP was funded by the Japan Fund for Poverty Reduction managed by the Asian Development Bank. The <a href="http://www.dsi-consult.com/">Development Strategists International Consulting (</a>DSIC) implemented the project.</span></span><br />
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<span face="Arial, Helvetica, sans-serif" style="color: #007db6; font-size: 12pt;">What is the Early Grade Learning Assessment (EGLA) and how does
it work?
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<span face="Arial, Helvetica, sans-serif"><span style="color: #007db6; font-size: 12pt;"><br /></span>
<span style="font-size: 10pt;">The EGLA is a formative assessment
tool that provides a detailed picture of
student performance levels in reading
and mathematics. EGLA can be used
for multiple purposes—tailored teacher
professional development, identifying
appropriate learning resources, and
building accountability. The EGLA was
developed for the FSM and the RMI
in a collaborative manner alongside
education authorities of each project site,
with intensive capacity building, piloting,
analysis, and extensive trials. </span></span><br />
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<span face="Arial, Helvetica, sans-serif"><span style="font-size: 10pt;">Unlike traditional standardized assessments, which provide overall information,
the EGLA uses a representative sample of
students to provide detailed information
on the specific learning components that must</span><span style="font-size: 10pt;"> be mastered in order to develop true
competency in numeracy and literacy. The
EGLA provides a clear picture of areas of
strength and areas of challenge, allowing
education authorities to structure targeted
professional development for teachers
with classroom-based resources that
address students’ specific weaknesses.
The results of the EGLA inform ministries
and departments of education about
overall system performance, allow them
to establish priorities for professional
development programs, and monitor the
outcomes at the individual school and
classroom level.</span></span><br />
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<span face="Arial, Helvetica, sans-serif" style="font-size: 10pt;">The EGLA involves teams of trained
assessors going out to classrooms and
conducting one-on-one interviews with
a preselected random sample of students
from the two targeted grades, Grade 3 and
Grade 5. Each student who participates
undergoes four separate assessments:
literacy in the first language (L1), numeracy
in L1, literacy in English, and numeracy in
English. The interviewer, in a welcoming
manner guides the student through a set
of specific tasks, by asking students to
show what they can do on each task in the
areas of numeracy, reading, and writing.
Linkages between numeracy and literacy
were also incorporated in the assessments,
so that students applied knowledge and
strategies to word problems or number
stories in familiar contexts, and could
demonstrate higher thinking skills such as
the application of a conceptordrawinga
conclusion.</span><br />
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<span face="Arial, Helvetica, sans-serif" style="font-size: 10pt;">A short initial interview of the student’s
world outside of the classroom is also
conducted. This reveals the child’s home
context, and aspects of the child’s own
perceptions about schooling. These
included questions such as: What is the
main home language, and does the child
have access to reading materials in their
first language or in English? Does the
child write stories in their first language or
English at home? Is there a family member
who provides assistance with reading
or math homework? Is there a TV in the
home? Are there devices like calculators
in the home? </span></div>
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Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-74201269700966515602015-02-15T17:11:00.001+08:002015-02-15T17:11:51.356+08:00South-East Asia Primary Learning Metrics Meeting of Domain Review PanelsI just got back from a meeting of experts from all over Southeast Asia and UN agencies to review/confirm the South-East Asia Primary Learning Metrics (SEA-PLM).Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-29434607699249254472012-11-10T17:26:00.001+08:002012-11-10T17:26:56.850+08:00CAPSQ: A Tool to Measure Classroom Assessment Practices<br />
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<h3 style="margin-bottom: .0001pt; margin: 0cm;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif;"><span lang="X-NONE" style="font-size: 12pt;">The
CAPSQ</span><span lang="X-NONE" style="font-size: 12pt;"> </span><span lang="X-NONE" style="font-size: 12pt;">as
a Measure of Classroom Assessment Practices</span></span></h3>
<h3 style="margin-bottom: .0001pt; margin: 0cm;">
<span class="Apple-style-span" style="font-family: 'Times New Roman'; font-weight: normal;"><br /></span></h3>
<span class="Apple-style-span" style="font-weight: normal;"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The Classroom
Assessment Practices Survey Questionnaire (CAPSQ: Gonzales, 2011) consisted of
60 items that were sorted <span style="color: black;">according to thematic similarities using simple Q-sort
method (Stephenson, 1953). Item content was derived from interview data from
teachers and the works of Birembaum (1997), Bliem and Davinroy (1997), Brown
(2002,2004), Brown and Lake (2006), Cheng, Rogers and Hu (2004), Hill, (2002),
Mblelani (2008), Mertler (1998, 2003, 2009), Sanchez and Brisk (2004) and Zhang
and Burry-Stock (2003). Emerging and recognized scholarship on assessment (Earl
and Katz, 2006; Stiggins, 1997, 2008; Angelo & Cross, 1993; Airasian, 1997;
and Black & William, 1998) also was consulted.</span></span></span><br />
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<br /></div>
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Items used a 5-point Likert type response scale
describing frequency (1-never to 5-always) of doing an assessment activity.
Three experts on scale development and classroom assessment reviewed the items
in terms of format as well as content <span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;">clarity and relevance. Items were
subsequently categorized according to the four purposed of assessment based on
a </span>framework currently used by the Western and Northern Canadian Protocol
and described by Earl (2003) and
Earl and Katz (2004). These <span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;">distinct but interrelated purposes</span> include: 1)
assessment <i style="mso-bidi-font-style: normal;">of </i>learning, 2) assessment
<i style="mso-bidi-font-style: normal;">as </i>learning, 3) assessment <i style="mso-bidi-font-style: normal;">for</i> learning, and 4) assessment to
inform. </div>
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<b style="mso-bidi-font-weight: normal;">Psychometric Evaluation of the CAPSQ<o:p></o:p></b></div>
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<b style="mso-bidi-font-weight: normal;"><br /></b></div>
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<span style="mso-tab-count: 1;"> </span></div>
</span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Initial analyses were conducted to determine
whether assumptions for univariate normality were met. Item skew (-.35 to
-1.33) and kurtosis (05 to 1.63) values were within the acceptable range, /3/
and /10/, respectively (Kline, 2010). Inter-item correlation matrix indicates
that the coefficients were generally small (e.g., r =.14 for items 8 & 19)
to moderate (e.g., r = .34 for items 4 & 14), suggesting that the
correlation matrix was appropriate for factor analysis. Item means (and
standard deviations) ranged from 4.07 (.89) for item 7 to 4.46 (.75) for item
14.</span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
</div>
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<br /></div>
<div class="MsoNormalCxSpMiddle" style="margin-bottom: 0.0001pt; text-align: left;">
<span style="mso-tab-count: 1;"> </span>Initial solutions for the
exploratory factor analysis (EFA) that included Bartlett’s test of sphericity, χ<sup>2
</sup>(210, <i>N </i>= 364) = 5200.62, <i>p </i>< .001, and the size of the
Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy (.94) suggest that the
data were satisfactory for factor analysis (Hutcheson & Sofroniou,1999).
Results of the initial PAF yielded a five-factor solution that accounted for a
total variance of approximately 72%. However, promax rotation method with
Kaiser Normalization indicated that only two items (16 and 24) loaded on factor
5, and their content cannot be easily interpreted. Further, items 7, 10, and 18
have similar loadings (i.e., ≥ .30) on two factors. These five items were
subsequently eliminated and EFA was again conducted with the remaining 18
items.<span style="mso-spacerun: yes;"> </span></div>
<div class="MsoNormalCxSpMiddle" style="margin-bottom: 0.0001pt; text-align: left; text-indent: 36pt;">
<br /></div>
</span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Initial communalities of the final 18 items ranged
from .47 to .72, with a mean coefficient of .61. Results of the PAF for this
solution suggest that a four- factor solution would best describe the structure
of CAPSQ. Total variance explained by these four factors was approximately 62%:
factor 1 accounted for the majority of the variance, 50.27%; factor 2 accounted
8.02%; factor 3 accounted 5.98%; and factor 4 accounted 5.45%.<span style="mso-spacerun: yes;"> </span>Each of these four factors also
contributed at least 3% of the sum of squared loadings. Items have pure
loadings of at least .40 on only one factor. </span></span></div>
<div>
<span lang="X-NONE"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"></span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">Internal consistency of the<b style="mso-bidi-font-weight: normal;"> </b>factor scores and total score was calculated using Cronbach’s
alpha (α). The four factors demonstrated high internal consistency, with α =
.92 for factor 1, α = .88 for factor 2, α = .83 for factor 3, and α = .85 for
factor 4. Internal consistency for the total score also was high, α = .95.
Inter- factor correlations ranged from .57 (moderate) to .72 (high).
Correlations between CAPSQ factors and total score were all very high (r =
.82-.92), indicating that total score can be the most accurate and valid
estimate of the classroom assessment practices.</span></span></div>
<div>
<span lang="X-NONE"><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"></span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">The factor structure of the CAPSQ conformed to the
general purposes of classroom assessment that was considered as a framework in
the conceptualization phase of the scale development. All factor and total
scores demonstrated high internal consistency. However, there was strong
evidence of factor-total score overlap suggesting that the total score is the
most valid index when using the CAPSQ to describe classroom assessment
practices. Although this is psychometrically true, item and factor information
may be beneficial when determining teachers’ strengths and weaknesses in
dispensing their roles related to classroom assessment. For example, school
administrators and teachers themselves can examine the pattern of responses at
the factor and item levels for professional development purposes. CAPSQ total
score may be the information to use for research and longitudinal growth
modeling in developmental program evaluation. Descriptions of the empirically
derived four factors of CAPSQ are important to facilitate understanding of
classroom assessment practices</span><span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><div class="MsoNormal" style="margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify;">
</div>
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</span></span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><i style="mso-bidi-font-style: normal;"><b>Factor 1: </b></i><i style="mso-bidi-font-style: normal;"><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><b>Assessment as learning</b>.</span></i><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"> </span><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;">This factor refers to the practices
of teachers in giving assessment that is aimed at developing and supporting student’s
knowledge of his/her thought process (i.e., metacognition). Assessment as
learning is translated into practice when teachers assess students by providing
them with opportunities to show what they have learned in class (Murray 2006),
by creating an environment where it is conducive for students to complete an
assigned tasks and by helping students to develop clear criteria of good
learning practices (Hill, 2002). This factor also implies that teachers decide
to assess students to guide them to acquire personal feedback and monitoring of
their learning process (Murray, 2006; Sanchez & Brisk, 2004). Assessment as
learning requires more task-based activities than traditional paper-pencil
tests. This teaching practice provides examples of good self-assessment
practices for students to examine their own learning process (Kubiszyn &
Borich, 2007; Mory, 1992).</span></span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><i style="mso-bidi-font-style: normal;"><b><br /></b></i></span></span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><i style="mso-bidi-font-style: normal;"><b>Factor 2: Assessment of learning</b>.</i><span style="mso-spacerun: yes;"> </span>This factor refers to assessment practices
of teachers to determine current status of student achievement against learning
outcomes and in some cases, how their achievement compare with their peers
(Earl, 2005; Gonzales, 1999; Harlen, 2007).<span style="mso-spacerun: yes;"> </span>The main focus of assessment of learning is how teachers
make use assessment results to guide instructional and educational decisions
(Bond, 1995; Musial, Nieminem, Thomas & Burle, 2009). Hence, this factor
describes practices that are associated with summative assessment (Glickman,
Gordon, Ross-Gordon, 2009; Harlen, 2007; </span><span style="color: black; mso-bidi-font-family: Times; mso-bidi-font-size: 7.5pt;">Struyf, Vandenberghe, & Lens
(2001). </span>In summative assessment, teachers aim to improve
instructional programs based on how students have learned as reflected by various
assessment measures given at the end of the instructional program (Borko et.
al., 1997; Harlen, 2008; Mbelani, 2008). Teachers conduct summative assessment to
make final decisions about the achievement of students at the end of the lesson
or subject (Stiggins, Arter, Chappuis & Chappuis, 2004)</span></div>
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<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><i style="mso-bidi-font-style: normal;"><b><br /></b></i></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><i style="mso-bidi-font-style: normal;"><b>Factor 3: Assessment to inform</b>.</i> This
factor refers to the communicative function of assessment, which is reporting
and utilizing results for various stakeholders (Jones and Tanner, 2008). Teachers
perform assessment to provide information both to students and their parents,
other teachers, schools, and future employers regarding students’ performance
in class (Guillickson, 1984; Sparks, 2005). Assessment to inform is related to assessment
of learning since the intention of assessment is to be able to provide
information to parents about the performance of their children in school at the
end of an instructional program (Harlen, 2008). Teachers use assessment to rank
students and to use assessment results to provide a more precise basis to
represent the achievement of students in class through grades and rating
(Manzano, 2000; Murray, 2006; Sparks, 2005).</span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><i><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><b><br /></b></span></i></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><i><span style="color: black; mso-bidi-font-family: Arial; mso-bidi-font-size: 10.0pt;"><b>Factor 4: Assessment for learning</b></span></i><span style="color: black;">. This factor refers to practices of
teachers to conduct assessment to determine the progress in learning by giving
tests and other tools to measure learning during instruction (Biggs, 1995;
Docky & McDowell, 1997; Murray, 2006; Sadler, 1989; Sparks, 2005). Assessment
for learning or formative assessment requires the use of learning tests,
practice tests, quizzes, unit tests, and the like (Boston, 2002; MacLellan,
2001; Stiggins et al, 2004). Teachers prefer these formative assessment tools to
cover some predetermined segment of instruction that focuses on a limited sample
of learning outcomes Assessment for learning requires careful planning so that teachers
can use the assessment information to determine what students know and gain
insights into how, when and whether students apply what they know (Earl and Katz
(2006).</span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black;"><br /></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black;">Interested researchers and users may contact the author (Email: drrichard.gonzales@gmail.com)</span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;"><span style="color: black;"><br /></span></span></div>
<div class="MsoNormal" style="margin-bottom: 0.0001pt; text-align: left;">
<span class="Apple-style-span" style="font-family: Arial, Helvetica, sans-serif; font-size: small;">You can also find the copy of this study at <a href="http://ust-ph.academia.edu/RichardDLCGonzales">http://ust-ph.academia.edu/RichardDLCGonzales</a></span></div>
<!--EndFragment--><br />
Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-90533282851401024872012-11-10T17:00:00.000+08:002012-11-10T17:02:23.215+08:00Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in JapanVery recently, I completed a study with Dr Jonathan Aliponga of Kansai University of International Studies, Hyogo, Japan entitled <b>Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan</b>. This study has also been recently published at MEXTESOL Journal, Volume 36, Number 1, 2012.<br />
<br />
<br />
The following is the abstract.<br />
<br />
<br />
<div style="color: #332100; font: normal normal normal 16px/normal Verdana; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; text-align: center;">
<b>Classroom Assessment Preferences of Japanese Language Teachers in the Philippines and English Language Teachers in Japan</b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i><br /></i></b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i>Richard DLC. Gonzales</i></b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i>University of Santo Tomas Graduate School, Manila, Philippines</i></b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i><br /></i></b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i>Jonathan Aliponga</i></b></div>
<div style="color: #332100; font: 14.0px Arial; margin: 0.0px 0.0px 0.0px 0.0px;">
<b><i>Kansai University of International Studies, Hyogo, Japan</i></b></div>
<br />
<br />
Student assessment provides teachers with information that is important for decision-making in the classroom. Assessment information helps teachers to understand their students’ performance better as well as improve suitability and effectiveness of classroom instruction. The purpose of the study was to compare the classroom assessment preferences of Japanese language teachers in the Philippines (n=61) and English language teachers in Japan (n=55) on the purposes of assessment as measured by the Classroom Assessment Preferences Survey Questionnaire for Language Teachers (CAPSQ-LT). Results revealed that overall, language teachers from both countries most preferred assessment practices that are focused towards assessment as learning and least preferred assessment practices that refer to the communicative function of assessment (assessing to inform). Comparatively, Japanese language teachers in the Philippines preferred assessment for learning, that is, they assessed to improve learning process and effectiveness of instruction, while the English language teachers in Japan are more concerned with the assessment of learning and the communicative and administrative function of assessment. The two groups did not significantly differ in their preference for assessment of learning and assessment as learning.<br />
<br />
<br />
The complete copy of this study can be access at <a href="http://www.mextesol.net/journal/index.php?page=journal&id_issue=0#898322425295588184e8c4b98cd2a02c">http://www.mextesol.net/journal/index.php?page=journal&id_issue=0#898322425295588184e8c4b98cd2a02c</a>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-34420808586018634272012-11-10T16:32:00.000+08:002012-11-10T16:32:52.846+08:00Roles of TestingIn today's system, testing has become a critical policy in any environment. Schools administer various kinds of tests to students, industries or companies give tests to applicants, organizations tests their members for various reasons. Regardless of whatever the purpose of testing, the main objective of testing is to differentiate and classify individuals to specific roles and functions.Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-55724695836822529422011-09-20T18:19:00.007+08:002011-10-03T20:29:08.609+08:00International Conference on Educational Measurement and Evaluation<a href="http://pemea.club.officelive.com/ICEME.aspx">International Conference on Educational Measurement & Evaluation (ICEME2012)</a><br /><br />The Philippine Educational Measurement and Evaluation Association (PEMEA) is organizing an International Conference on Educational Measurement and Evaluation on August 9-11, 2012 In Manila with the theme "Educational Assessment in a Multicultural Environment". Prof. Thomas Oakland, a world renowned Educational Psychologist and presently Visiting Professor at Macau University will be the keynote speaker. <br /><br />Three pre-conference workshops will be offered on August 8, 2012 and to be facilitated by:<br /><br />Dr. Maria Di Benedetto (City University of New York) on "Microanalytic Technique on Assessing Student Learning"<br />Dr. Judy Wilkerson (Florida Gulf Coast University) on "Developing Rubrics to Assess Learning"<br />Dr. Thomas Oakland (University of Florida & Macau University) on "Test Development and Adaptation"<br /><br />Call for Papers is now on.<br /><br />For more details, please contact: pemea2008@yahoo.com or r-gonzales@consultant.comRichard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com2tag:blogger.com,1999:blog-6030648593546643153.post-41027996013146095022010-05-20T07:44:00.002+08:002010-05-20T07:50:28.306+08:00NCEME 2010<span class="Apple-style-span" style=" -webkit-border-horizontal-spacing: 2px; -webkit-border-vertical-spacing: 2px; font-family:Arial, Geneva, sans-serif;font-size:13px;"><div align="center" class="F_Mid" id="PressRelease_Introduction" style=" ;font-size:20px;"><span><span class="Apple-style-span" style="color:#333333;">The Second National Conference on Educational Measurement and Evaluation (NCEME)</span></span></div><div align="center" class="F_Mid" style=" ;font-size:20px;"><span><em><span class="Apple-style-span" style="color:#333333;">"Educational Assessment in Knowledge Society"</span></em></span></div><p align="center" style="margin-top: 0px; margin-bottom: 0px; "><span><span class="Apple-style-span" style="color:#333333;"><br /><br /></span></span></p><div align="center" id="PressRelease_SampleRelease1Date"><b><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">August 5-6, 2010</span></span></b></div><div align="center"><span><span style="font-size:100%;"><strong><span class="Apple-style-span" style="color:#333333;">CSB Hotel</span></strong><span class="Apple-style-span" style="color:#333333;"> </span><strong><span class="Apple-style-span" style="color:#333333;">International Conference Center</span></strong></span></span></div><div align="center"><span><p align="center" class="MsoNormal" style="margin-top: 0in; margin-bottom: 0pt; margin-right: 0in; margin-left: 0in; text-align: center; "><span style="font-family:Times New Roman;"><span class="Apple-style-span" style="color:#333333;"><span style=" ;font-size:10pt;"></span></span></span></p><span style="font-family:Times New Roman;"><p align="center" class="MsoNormal" style="margin-top: 0in; margin-bottom: 0pt; margin-right: 0in; margin-left: 0in; text-align: center; "><span><span class="Apple-style-span" style="color:#333333;"><street></street></span></span></p><span><address><span style=" ;font-size:10pt;"><span class="Apple-style-span" style="color:#333333;">Arellano Ave.</span></span></address><span style=" ;font-size:10pt;"><street><address><span class="Apple-style-span" style="color:#333333;">Cor. Estrada St., Malate </span><city><span class="Apple-style-span" style="color:#333333;">Manila, 1004 </span><place><country-region><span class="Apple-style-span" style="color:#333333;">Philippines</span></country-region></place></city></address></street></span></span><p style="margin-top: 0px; margin-bottom: 0px; "></p></span><p style="margin-top: 0px; margin-bottom: 0px; "></p><p style="margin-top: 0px; margin-bottom: 0px; "></p><p style="margin-top: 0px; margin-bottom: 0px; "></p><p style="margin-top: 0px; margin-bottom: 0px; "></p><p style="margin-top: 0px; margin-bottom: 0px; "></p></span><p style="margin-top: 0px; margin-bottom: 0px; "></p></div><div align="center"><span class="Apple-style-span" style="color:#333333;"> </span></div><div align="center"><span style="font-size:100%;"><strong><span class="Apple-style-span" style="color:#333333;">Keynote Speaker</span></strong></span></div><div align="center"><span class="Apple-style-span" style="color:#333333;"> </span></div><div align="center"><span style="font-size:100%;"><em><span class="Apple-style-span" style="color:#333333;"><img src="http://pemea.club.officelive.com/images/jonsson.jpg" style="width: 107px; height: 128px; " /></span></em></span></div><div align="center"><span style="font-size:100%;"><em><span class="Apple-style-span" style="color:#333333;">Dr. Anders Jonsson</span></em></span></div><div align="center"><span class="Apple-style-span" style="color:#333333;"> </span></div><span class="Apple-style-span" style="color:#333333;"><br /></span><div id="PressRelease_ItemDescription"><span><span class="Apple-style-span" style="color:#333333;">The Second National Conference on Educational Measurement and Evaluation (NCEME) will be held on August 5-6 in CSB International hotel in Manila. The conference is organized by the Philippine Educational Measurement and Evaluation Association (PEMEA) in collaboration with the Center for Learning and Performance Asessment (CLPA) of De La Salle-College of Saint Benilde (DLS-CSB).</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div align="center"><span><a href="http://pemea.club.officelive.com/Registration.aspx" target="_blank"><span><span class="Apple-style-span" style="color:#333333;">Click here to see registration details</span></span></a></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><span class="Apple-style-span" style="color:#333333;"><br /></span><div align="center" id="PressRelease_Sample_Part2"><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">August 4, 2010: Pre-conference workshop</span></span></div><div align="center"><a href="http://pemea.club.officelive.com/PreconferenceWorkshop.aspx" target="_blank"><div align="center"><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">"Assessing Competence in Teacher Education"</span></span></div><div align="center"><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">by Dr. Anders Jonsson</span></span></div></a><span class="Apple-style-span" style="color:#333333;"> </span></div><div align="center"><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">August 5, 2010: Conference Day 1</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">8:00-9:00 Registration</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">9:00-10:00 Opening Ceremonies</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Invocation - CSB Chaplain</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> National Anthem</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Welcome Remarks - Bro. Victor Franco, FSC</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Opening Remarks & Presentation of Participants - Neil Parinas (PEMEA Vice</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> president)</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Presidential Address - Richard Gonzales, PhD (PEMEA President) </span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Keynote Address - Anders Jonsson, PhD</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">Master of Ceremonies: </span></span><span class="Apple-style-span" style="color:#333333;"> </span><span><span class="Apple-style-span" style="color:#333333;">Lina Miclat, PhD, PEMEA Secretary</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">10:00-10:30 Morning Snacks (Launching of the EME Review)</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">10:30-12:00 Panel Discussion: The Role of Educational Assessment in a Knowledge Society</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">12:00 - 1:00 Lunch Break</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">1:00-2:15 First Plenary Session: Assessment and Evaluation Practices and Standards in the </span></span><span><span class="Apple-style-span" style="color:#333333;">Asia and the Pacific </span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">2:15-3:00 Second Plenary Session: Modern Test Thoery and Development in Psychometrics</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">3:30-4:00 Afternoon Snacks</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">4:00-5:00 Third Plenary Session: Educational Evaluation</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">5:00-6:00 Challenges and Prospects of Educational Measurement and Evaluation in the Philippines (Division Chairs)</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">6:00-9:00 </span></span><span><span class="Apple-style-span" style="color:#333333;">Recognition of the Editorial Board</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Presentation of the First Copies to the Authors</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Distribution of the EME Review</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Fellowship and Dinner Socials</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div align="center"><span style="font-size:100%;"><span class="Apple-style-span" style="color:#333333;">August 6, 2009: Day 2 Conference</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">8:30-10:30 First Concurrent Session</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">10:30-12:00 Second Concurrent Sessions</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">12:00-1:00 Lunch Break</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">1:00-2:00 PEMEA Business Meeting</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span><span><span class="Apple-style-span" style="color:#333333;">President's report</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span><span><span class="Apple-style-span" style="color:#333333;">Treasurer's report</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Election of Board of Directors</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">2:00-4:00 Mini Workshops</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">4:00-5:00 Closing Ceremonies</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Recognition of PEMEA Fellows</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Recognition of PEMEA honorary members</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Announcement of New Board of Directors</span></span></div><div><span><span class="Apple-style-span" style="color:#333333;"> Closing Remarks</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span><span class="Apple-style-span" style="color:#333333;">Master of Ceremonies: Belen Chu, PEMEA PRO</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span style="font-size:130%;"><span class="Apple-style-span" style="color:#333333;">For more information you may contact the Secretariat Chair Dr. Lina Miclat at (02)5267441 loc 165 at the Center for Learning and Performance Assessment, De La Salle-College of Saint Benilde.</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div><div><span style="font-size:130%;"><span class="Apple-style-span" style="color:#333333;">You may submit your abstracts for paper presentations (concurrent session) to the Scientific Committee Chair Dr. Carlo Magno at </span><a href="mailto:pemea2008@yahoo.com"><span class="Apple-style-span" style="color:#333333;">pemea2008@yahoo.com</span></a><span class="Apple-style-span" style="color:#333333;">.</span></span></div><div><span class="Apple-style-span" style="color:#333333;"> </span></div></span>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-43825962390188313582009-10-30T08:54:00.012+08:002009-10-30T09:19:32.146+08:00Defining AssessmentOne of the many questions that teachers ask is what is assessment? Of course, if you do literature review, you will get 1001 definitions coming from different perspectives. Likewise, you get so many literature defining the concept and differentiating it from evaluation and even measurement.<br /><br />Generally, various authors define assessment as the process that involves both gathering information and using that information as a means to improve teaching, student learning, student services, and administrative services. Authors also say that assessment includes making expectations explicit and public, and setting appropriate criteria and high standards. <div><br /></div><div>As a process, it focuses on systematically gathering, analyzing, and interpreting evidence to determine how well performance matches those expectations and standards. Likewise, it enables one to use the resulting information to document, explain, and enhance performance. </div><div>Assessment is very helpful in creating a shared academic culture dedicated to continually improving the quality of education at all levels. </div><div><br /></div><div>Thus, it is obvious that <i><b>assessment is not a single set of action</b></i>s, BUT <b><i>an on-going cyclical and dynamic process permeating any institution of learning.</i></b></div><div><br /></div><div><br /></div>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com1tag:blogger.com,1999:blog-6030648593546643153.post-64531978102833099882009-04-30T11:50:00.008+08:002009-06-06T06:02:34.123+08:00Student Assessment and Examinations in Samoa<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtLhXHxKsiRAr6Ik8Xwai091TrKFbU-s34ZtblMpy5UKViClFYDyduZ0THXStuQQy2umn7nCHparCg_-2fA0Rw6Hs-uFw4YHyOvW5ZWcYCCUSmhleHJu0T5RNsRBvGM4T9_znnj-Yr4g4K/s1600-h/DSC05691.JPG"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtLhXHxKsiRAr6Ik8Xwai091TrKFbU-s34ZtblMpy5UKViClFYDyduZ0THXStuQQy2umn7nCHparCg_-2fA0Rw6Hs-uFw4YHyOvW5ZWcYCCUSmhleHJu0T5RNsRBvGM4T9_znnj-Yr4g4K/s320/DSC05691.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5343954657318596146" /></a><br />Starting April 14, 2009, I am posted as National Assessment and Examination Framework Specialist for the Samoa Education Sector Project II (ESPII). I will be serving as Consultant for this ADB-funded project for a total of 12 man-months.<br /><br />This is my first assignment in the Pacific Region and it is really challenging! I am sharing you how Educational Assessment is practiced here in Samoa and in other Pacific Island countries.<div><br /></div><div>Samoa, formerly known as Western Samoa, became the first South Pacific country to be gain political independence in 1962. It is located on the western part of the Samoan archipelago while American Samoa is one the eastern part.</div><div><br /></div><div>In ESPII, one of my major outputs is to help the Ministry of Education, Sports and Culture (MESC) to prepare its National Assessment Policy Framework. This policy is in line with the modernization of Samoa's primary curriculum and assessment.</div><div><br /></div><div>At present, Samoa's education system is loaded with national examinations. The following are existing examinations in the system:</div><div><br /></div><div><ul><li>Samoa Primary Education Literacy Levels (SPELL) Test for Year 4<br /></li><li>SPELL Test for Year 6<br /></li><li>Year 8 National Examinations</li><li>Samoan School Certificate Examinations for Year 12</li><li>Pacific Senior Secondary Level Exams for Year 13 (administered by the <a href="http://spbea.org.fj/">South Pacific Board of Education Assessment</a> based in Fiji)</li></ul><div>All the national examinations are administered by the Assessment Unit of the Curriculum, Materials and Assessment Division of the <a href="http://www.mesc.gov.ws/">Ministry of Education, Sports and Culture</a>.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold;">Purposes of the National Examinations in Samoa</span></div><div><br /></div><div>1. Samoa Primary Education Literacy Levels Examinations (for Year 4 and 6)</div><div><ul><li>To monitor the literacy level in the primary levels focusing on English, Gagana Samoa and Numeracy.</li></ul><div>2. Year 8 National Examinations</div><div><ul><li>For certification at the end of the primary level, and for ranking purpose to do selection to government senior schools (Avele College, Samoa College and Vaipouli College)</li></ul><div>3. Samoa School Certificate (for Year 12)</div><div><ul><li>For certification and selection to Year 13 level</li></ul><div>4. Pacific Senior Secondary Certificate Exams (for Year 13)</div><div><ul><li>For certification and selection to university and other tertiary institutions. This test is administered by South Pacific Board of Education Assessment based in Fiji.</li></ul></div></div><div><br /></div></div></div></div><div><br /></div>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com6tag:blogger.com,1999:blog-6030648593546643153.post-72783928538242053992009-01-25T21:48:00.005+08:002009-03-09T01:11:43.459+08:00School Based Assessment Program in Sri Lanka: An Overview<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkpDgw6-zgjw-PFYNv3oRV81-EwYLdZhQTltFAMqFWgqiPvMmp9F7wc9Ybllq7voLv4m8fc2L6kTa2O-QMBBSgK6NTz0581_y2oMj5ZskQTwJlyqT6sL1vuaG7rIotSflbkh3jRBCLN7Cd/s1600-h/DSC05194.JPG"><img style="float:right; margin:0 0 10px 10px;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkpDgw6-zgjw-PFYNv3oRV81-EwYLdZhQTltFAMqFWgqiPvMmp9F7wc9Ybllq7voLv4m8fc2L6kTa2O-QMBBSgK6NTz0581_y2oMj5ZskQTwJlyqT6sL1vuaG7rIotSflbkh3jRBCLN7Cd/s320/DSC05194.JPG" border="0" alt="" id="BLOGGER_PHOTO_ID_5310864206827530162" /></a><br />This year, I am posted as Teaching-Learning Methodologies Specialist cum Team Leader of the <span class="Apple-style-span" style="font-weight: bold; ">Secondary Education Modernization Project II</span>: Package 2 (Curriculum Development) of the Ministry of Education of Sri Lanka from January to July, 2009. This project is funded by Asian Development Bank.<div><br /></div><div>The SEMPII has 3 packages. Package 1 focuses on Educational Planning and Management, Package 2 on Curriculum Development, and Package 3 is on Information and Communication Technology. In package 2, the major activities include development of capacity building in teaching-learning methodologies and development of resources and use, science instruction, technology/technical instruction, library development, and student and instructional evaluation.</div><div><br /></div><div>On January 12-13, 2009, the consultants of all packages were gathered for a Project Orientation held at the National Education Institute (NIE), Meepe Campus. Among the topics presented was the School-Based Assessment Programme of Sri Lanka. As Educational Assessment Practitioner, I am summarizing some of the points presented by Dr. G.L.S. Nanayakkara based on the materials distributed during the orientation.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">What is School-based Assessment or SBA?</span></span></div><div><span class="Apple-style-span" style="font-weight: bold; "><br /></span></div><div>- An asessment carried out in schools by pupils' own teachers, with the prime purpose of improving pupils' learning.</div><div>- SBA should be formative and diagnostic</div><div>- Overall aim of SBA is to improve the quality of learning, teaching and assessment.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; ">W<span class="Apple-style-span" style="font-style: italic; ">hy is SBA superior than one-shot written examinations?</span></span></div><div><br /></div><div><span class="Apple-style-span" style="font-style: italic; ">High Validity</span> - in many subjects some objectives cannot be assessed though a single written test alone, during a short period (e.g., subjects involving practical skills). Subject objectives can be readily assessed through SBA.</div><div><br /></div><div><span class="Apple-style-span" style="font-style: italic; ">High Reliability</span> - over a period of about 2 years, a teacher is able to assess a pupil several times using a variety of modalities. The average of such assessment is more reliable.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">Evolution of SBA in Sri Lanka</span></span></div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; ">1986</span> - Department of Examinations initiated <span class="Apple-style-span" style="font-style: italic; ">Continuous Assessment Scheme </span>to serve a component of the GCE (O/L) Exams. It had been abandoned in 1989.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; ">1994</span> - NIE initiated a <span class="Apple-style-span" style="font-style: italic; ">Classroom Based Assessment Program</span> for Grades 6-9. Piloted in NWP and lated extended to 100 schools. Revised and changed as SBA. A training program on SBA was also launched during the year.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; ">1999</span> - Revised SBA Programme was implemented at national level in Grade 6 and 9, under the Education Reform Programme.</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; ">2001 </span>- Department of Examinations did further revision and implemented the revised SBA program to GCE (O/L) Grades, with SEMP assistance.</div><div><br /></div><div>2003 - Department of Examinations extended the implementation of SBA Program to GCE (A/L) Grades.</div><div><br /></div><div>Inclusion of SBA Grades in the certificated commenced in 2002 for GCE (O/L) and 2005 for GCE (A/L).</div><div><br /></div><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">What are the key characteristics of the current SBA Program?</span></span></div><div><span class="Apple-style-span" style="font-style: italic; font-weight: bold; "><br /></span></div><div><ul><li>extraordinary simplicity</li><li>teacher-friendliness</li><li>openness and transparency of assessment practices</li><li>amenable to continuous external monitoring.</li><li>promotes the use of diverse assessment modalities</li><li>encourages competency-oriented teaching-learning</li><li>not being burdensome to teachers and students</li><li>use of definitive number of criteria ( n=5) and definitive number of marks per criterion (n=4)</li><li>use a simple 10-point scoring rubric</li></ul><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">What are the identified strengths of the SBA Program?</span></span></div><div><br /></div><div><ul><li>implemented satisfactorily in the majority of schools</li><li>popularity is growing among teachers and pupils</li><li>teachers pay more attention to plan assessment tasks than before</li><li>pupils pay more attention to skills development, due to high recognition given for skills in SBA</li><li>assessment results are used to give immediate feedback to pupils</li></ul><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">What are the recent developments relating to SBA?</span></span></div><div><br /></div><div><ul><li>A program to improve school term tests was pilot tested and arrangements are being made to include selected term tests marks to SBA marks (one per term)</li><li>SBA mark sheets submitted by schools are checked by a special panel of Subject Directors at the zonal level, before the mark sheets are forwarded to the Department of Examinations.</li><li>Discussions on integrating SBA marks and external examination marks in order to award a single grade for Aesthetic subjects of the GCE (O/L) are in progress.</li><li>A tele-drama with 15 episodes for awareness creation.</li></ul><div><span class="Apple-style-span" style="font-weight: bold; "><span class="Apple-style-span" style="font-style: italic; ">Some future needs.....</span></span></div><div><br /></div><div><ul><li>Developing suitable mechanisms to moderate raw SBA marks prior to integrating with external exams marks.</li><li>Extending integration of SBA marks and external exams marks for more subjects.</li><li>Training the National Testing and Examinations Service officers on SBA moderation practices.</li><li>Re-establishing Zonal Monitoring Panels.</li><li>Marking SBA Grades acceptable to the employer, community, and general public.</li><div><br /></div></ul></div></div></div></div>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-47540374263821025822009-01-25T21:01:00.014+08:002013-02-09T17:15:54.606+08:00School Based Assessment Program in Sri Lanka: An OverviewThis year, I am posted as Teaching-Learning Methodologies Specialist cum Team Leader of the <font class="Apple-style-span" style="font-weight: bold; ">Secondary Education Modernization Project II</font>: Package 2 (Curriculum Development) of the Ministry of Education of Sri Lanka from January to July, 2009. This project is funded by Asian Development Bank.<div><br /></div><div>The SEMPII has 3 packages. Package 1 focuses on Educational Planning and Management, Package 2 on Curriculum Development, and Package 3 is on Information and Communication Technology. In package 2, the major activities include development of capacity building in teaching-learning methodologies and development of resources and use, science instruction, technology/technical instruction, library development, and student and instructional evaluation.</div><div><br /></div><div>On January 12-13, 2009, the consultants of all packages were gathered for a Project Orientation held at the National Education Institute (NIE), Meepe Campus. Among the topics presented was the School-Based Assessment Programme of Sri Lanka. As Educational Assessment Practitioner, I am summarizing some of the points presented by Dr. G.L.S. Nanayakkara based on the materials distributed during the orientation.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">What is School-based Assessment or SBA?</font></font></div><div><font class="Apple-style-span" style="font-weight: bold;"><br /></font></div><div>- An asessment carried out in schools by pupils' own teachers, with the prime purpose of improving pupils' learning.</div><div>- SBA should be formative and diagnostic</div><div>- Overall aim of SBA is to improve the quality of learning, teaching and assessment.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;">W<font class="Apple-style-span" style="font-style: italic;">hy is SBA superior than one-shot written examinations?</font></font></div><div><br /></div><div><font class="Apple-style-span" style="font-style: italic;">High Validity</font> - in many subjects some objectives cannot be assessed though a single written test alone, during a short period (e.g., subjects involving practical skills). Subject objectives can be readily assessed through SBA.</div><div><br /></div><div><font class="Apple-style-span" style="font-style: italic;">High Reliability</font> - over a period of about 2 years, a teacher is able to assess a pupil several times using a variety of modalities. The average of such assessment is more reliable.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">Evolution of SBA in Sri Lanka</font></font></div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;">1986</font> - Department of Examinations initiated <font class="Apple-style-span" style="font-style: italic;">Continuous Assessment Scheme </font>to serve a component of the GCE (O/L) Exams. It had been abandoned in 1989.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;">1994</font> - NIE initiated a <font class="Apple-style-span" style="font-style: italic;">Classroom Based Assessment Program</font> for Grades 6-9. Piloted in NWP and lated extended to 100 schools. Revised and changed as SBA. A training program on SBA was also launched during the year.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;">1999</font> - Revised SBA Programme was implemented at national level in Grade 6 and 9, under the Education Reform Programme.</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;">2001 </font>- Department of Examinations did further revision and implemented the revised SBA program to GCE (O/L) Grades, with SEMP assistance.</div><div><br /></div><div>2003 - Department of Examinations extended the implementation of SBA Program to GCE (A/L) Grades.</div><div><br /></div><div>Inclusion of SBA Grades in the certificated commenced in 2002 for GCE (O/L) and 2005 for GCE (A/L).</div><div><br /></div><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">What are the key characteristics of the current SBA Program?</font></font></div><div><font class="Apple-style-span" style="font-style: italic; font-weight: bold;"><br /></font></div><div><ul><li>extraordinary simplicity</li><li>teacher-friendliness</li><li>openness and transparency of assessment practices</li><li>amenable to continuous external monitoring.</li><li>promotes the use of diverse assessment modalities</li><li>encourages competency-oriented teaching-learning</li><li>not being burdensome to teachers and students</li><li>use of definitive number of criteria ( n=5) and definitive number of marks per criterion (n=4)</li><li>use a simple 10-point scoring rubric</li></ul><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">What are the identified strengths of the SBA Program?</font></font></div><div><br /></div><div><ul><li>implemented satisfactorily in the majority of schools</li><li>popularity is growing among teachers and pupils</li><li>teachers pay more attention to plan assessment tasks than before</li><li>pupils pay more attention to skills development, due to high recognition given for skills in SBA</li><li>assessment results are used to give immediate feedback to pupils</li></ul><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">What are the recent developments relating to SBA?</font></font></div><div><br /></div><div><ul><li>A program to improve school term tests was pilot tested and arrangements are being made to include selected term tests marks to SBA marks (one per term)</li><li>SBA mark sheets submitted by schools are checked by a special panel of Subject Directors at the zonal level, before the mark sheets are forwarded to the Department of Examinations.</li><li>Discussions on integrating SBA marks and external examination marks in order to award a single grade for Aesthetic subjects of the GCE (O/L) are in progress.</li><li>A tele-drama with 15 episodes for awareness creation.</li></ul><div><font class="Apple-style-span" style="font-weight: bold;"><font class="Apple-style-span" style="font-style: italic;">Some future needs.....</font></font></div><div><br /></div><div><ul><li>Developing suitable mechanisms to moderate raw SBA marks prior to integrating with external exams marks.</li><li>Extending integration of SBA marks and external exams marks for more subjects.</li><li>Training the National Testing and Examinations Service officers on SBA moderation practices.</li><li>Re-establishing Zonal Monitoring Panels.</li><li>Marking SBA Grades acceptable to the employer, community, and general public.</li></ul></div></div></div></div><div><br /></div><div><br /></div>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-19174040445840546312008-10-27T18:45:00.010+08:002013-02-09T17:12:52.199+08:00Learning Assessment in Kyrgyzstan<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSL2c5Co035tpr5K-iV4-6hqyc0NN924FYCIx0QzyG66mqYsf_NnUQelvOb5v-Cg-4Itc9Tj_iSv2IlsG8tbOjm0BZxkPk41lDd_ueRDsNOdhq7M1-WD_uDxsjx8WEK0YMVdSkFWdXE5nW/s1600-h/DSC08027.JPG"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5261795469882614754" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSL2c5Co035tpr5K-iV4-6hqyc0NN924FYCIx0QzyG66mqYsf_NnUQelvOb5v-Cg-4Itc9Tj_iSv2IlsG8tbOjm0BZxkPk41lDd_ueRDsNOdhq7M1-WD_uDxsjx8WEK0YMVdSkFWdXE5nW/s320/DSC08027.JPG" style="float: right; height: 201px; margin: 0px 0px 10px 10px; width: 280px;" /></a><br />
From October 3, 2008 until November 27, I am posted as Learning Assessment Consultant for the <strong><strong>Second Education Proje</strong>ct (SEP)</strong> of Kyrgyz' Ministry of Education and Science funded by a grant from ADB. The SEP basically aims to modernize curricula, learning assessment and textbook development for Grades 1-11. This is my second posting here, I have been posted last 2007 to work for Grades 1-4, this year, we are working for Grades 5-9. The remaining years of the project are devoted for Grades 10 and 11.<br />
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As <strong>Learning Assessment Consultant</strong>, I am responsible in developing a capacity building program for teachers on <strong><em>formative and summative evaluation.</em></strong> As an International Consultant, I am working with two national consultants, Olga Aksenova and Galina Sahorava, both are teachers in Bishkek City.<br />
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It is rather a very challenging to work for this project because, I always need a translator/interpreter even when I meet with my national consultants. I prepare learning and training materials in English, then they have to be translated into Russian and then to Kyrgyz language. Meetings and lectures take more time because of the translation and interpretation.<br />
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In this project, we translated assessment as <strong><em>"Ochenibanye" </em></strong>and evaluation as "<strong><em>Ochenka"</em></strong> <strong><em>.</em></strong> At first, both terms are translated interchangeably as Ochenka or Ochenibanye. However, to make it clearer, we have to decide the acceptable Russian translation.<br />
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Learning Assessment in Kyrgyzstan is fully influenced by the former Soviet Union, since Kyrgyzstan has been part of the former USSR until it became independent in 1991.<br />
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At the Ministry of Education and Science, there is the <strong>National Testing Unit</strong> (NTU) that oversees testing activities of school education here. However, most of its activities are focused on standardization of entrance tests and examinations for higher education or university. The NTU staff are well-trained and I was surprised to know that they have been doing item-banking for the past 5 years. Their tests for higher education uses an MCQ and they score this through a scanning machine. The NTU revealed that the technology was acquired through the assistance of DANIDA in 1996. However, it has not been updated yet very recently.Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-57766347556140110892008-10-01T11:26:00.023+08:002009-06-06T05:58:35.905+08:00The Philippine Educational Measurement and Evaluation Association<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs5Ip5klUIKZmy-_xgB4wRB8z7D-W-09v8HnDKhdTlQEAX3Rkd3UAexwzvkSSYNcFett1L9mSxWr2a_H8z9GiCf4RsRl5AaJnteuyFWWAqNPuKWYlNY87BZuUhWJtXaQLWcrY6ngMhq0tR/s1600-h/board.jpg"><img style="float:left; margin:0 10px 10px 0;cursor:pointer; cursor:hand;width: 320px; height: 213px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgs5Ip5klUIKZmy-_xgB4wRB8z7D-W-09v8HnDKhdTlQEAX3Rkd3UAexwzvkSSYNcFett1L9mSxWr2a_H8z9GiCf4RsRl5AaJnteuyFWWAqNPuKWYlNY87BZuUhWJtXaQLWcrY6ngMhq0tR/s320/board.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5343966278836289522" /></a><br /><span style="font-family:georgia;">On August 6-7, 2008, another milestone of Philippine Education happened. On these days held the </span><span style="font-weight: bold;font-family:georgia;">First National Conference on Educational Measurement and Evaluation (NCEME)</span><span style="font-family:georgia;"> at CSB Hotel in Manila with the theme "</span><span style="font-style: italic;font-family:georgia;"><span style="font-weight: bold;">Developing a Culture of Assessment in Learning Institutions</span></span><span style="font-family:georgia;">. This conference was attended by more than 300 participants from all over the Philippines. This event was key noted by the well-known "guru" Dr. Milagros D. Ibe, a Professor Emeritus of UP Diliman and presently the Graduate School Dean of Miriam College.</span><br /><br /><span style="font-family:georgia;">In this conference, papers on educational measurement and evaluation were presented and discussed. As this conference was organized primarily to re-unite all graduates of the Master of Science in Educational Measurement and Evaluation (MSEME) of De La Salle University, most of the paper presenters and workshop facilitators were graduates of MSEME.</span><br /><br /><span style="font-family:georgia;">One of the highlights of this conference is the organization of the </span><span style="font-weight: bold;font-family:georgia;"><a href="http://pemea.club.officelive.com/default.aspx">Philippine Educational Measurement and Evaluation Association (PEMEA)</a>. </span><span style="font-family:georgia;">This organization was organized with the following purposes:</span><br /><br /><span style="font-family:georgia;">1. Promote standards in various areas of education through appropriate and proper assessment.</span><br /><span style="font-family:georgia;">2. Provide technical assistance to educational institutions and process of attaining standards.</span><br /><span style="font-family:georgia;">3. Enhance and maintain the proper practice of measurement and evaluation in both local and international level.</span><br /><span style="font-family:georgia;">4. Enrich the theory, practice and research in evaluation and measurement in the Philippines.</span><br /><br /><span style="font-family:georgia;">Membership to this organization is open to all who are:</span><br /><br /><span style="font-family:georgia;">1. practitioners in the field of measurement, testing, assessment and evaluation,</span><br /><span style="font-family:georgia;">2. scholars, researchers, and teachers that have direct and indirect experience in measurement and evaluation.</span><br /><span style="font-family:georgia;">3. students that are engaged in educational measurement and evaluation.</span><br /><br /><span style="font-family:georgia;">An election was held for the first 11 Members of the Board of Trustees. There were 18 nominees.</span><br /><br /><span style="font-weight: bold;font-family:georgia;">The Founding Executive Officers of PEMEA are:</span><br /><br /><span style="font-family:georgia;">Chairman and President</span><span style="font-family:georgia;"> : </span><span style="font-weight: bold;font-family:georgia;">Richard DLC. Gonzales, Ph.D.</span><span style="font-family:georgia;"> , </span><a href="http://www.ust.edu.ph/"><span style="font-style: italic;font-family:georgia;">UST Graduate School</span></a><br /><span style="font-family:georgia;"> Vice President</span><span style="font-family:georgia;"> : </span><span style="font-weight: bold;font-family:georgia;"> Neil O. Parinas, Ph.D. cand.</span><span style="font-family:georgia;">, </span><a href="http://www.dls-csb.edu.ph/"><span style="font-style: italic;font-family:georgia;">DLS - College of Saint Benilde</span></a><br /><span style="font-family:georgia;"> Executive Secretary</span><span style="font-family:georgia;"> :</span><span style="font-weight: bold;font-family:georgia;"> Lina A. Miclat, Ph.D.</span><span style="font-family:georgia;">, </span><span style="font-style: italic;font-family:georgia;">DLS - College of Saint Benilde</span><br /><span style="font-family:georgia;"> Treasurer</span><span style="font-family:georgia;"> : </span><span style="font-weight: bold;font-family:georgia;">Marife M. Mamauag, Ph.D. cand.</span><span style="font-family:georgia;">, </span><span style="font-style: italic;font-family:georgia;">DLS - College of Saint Benilde</span><br /><span style="font-family:georgia;"> External Relations Officer</span><span style="font-family:georgia;"> : </span><span style="font-weight: bold;font-family:georgia;">Belen M. Chu, M.Sc.</span><span style="font-family:georgia;">, </span><span style="font-style: italic;font-family:georgia;">Philippine Academy of Sakya</span><br /><br /><span style="font-weight: bold;font-family:georgia;">The Members of the Board of Trustees of PEMEA </span><span style="font-family:georgia;">are:</span><br /><br /><ul style="font-family:georgia;"><li><span style="font-weight: bold;">Dennis Alonzo, MA</span>, <a href="http://www.usep.edu.ph/version/"><span style="font-style: italic;">University of Southeastern Philippines</span></a></li><li><span style="font-weight: bold;">Paz H. Diaz, Ph.D.</span>, <a href="http://www.mc.edu.ph/"><span style="font-style: italic;">Miriam College</span></a></li><li><span style="font-weight: bold;">Ma. Lourdes M. Franco, M.Sc.</span>, <a href="http://www.cem-inc.org.ph/"><span style="font-style: italic;">Center for Educational Measurement</span></a></li><li><span style="font-weight: bold;">Carlo P. Magno, Ph.D.</span>, <a href="http://www.dlsu.edu.ph/"><span style="font-style: italic;">De La Salle University - Manila</span></a></li><li><span style="font-weight: bold;">Editha Y. Sillorequez, Ph.D.</span>, <a href="http://www.wvsu.edu.ph/"><span style="font-style: italic;">Western Visayas State University</span></a></li><li><span style="font-weight: bold;">Jimelo Silvestre-Tipay, M.Sc.</span>, <span style="font-style: italic;">DLS - College of Saint Benilde</span></li></ul><br /><i style=""><span style=";font-family:Calibri;font-size:9;"><st1:place st="on"></st1:place><o:p></o:p></span></i> <p class="MsoNormal"><span style=";font-family:Calibri;font-size:9;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style=";font-family:Calibri;font-size:9;"><o:p> </o:p></span></p>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com1tag:blogger.com,1999:blog-6030648593546643153.post-46985936791230195322008-09-24T19:30:00.005+08:002018-10-01T18:24:40.999+08:00Student Assessment Unit in Nepal<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgayhL75-t0wsDzrpdm2_Rf8MieoeODOvV2P9Vhv62Dvi_djIBcRGUq-o7cPxfOe3YharNNB_Fnx4L28czi3UWrDybWkgDKlyyLk_QxyXUVw4eW5NVPrYQw3hN3RcslWo53H_doTm3DQta/s1600-h/DSC02069.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5252037655641830418" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgayhL75-t0wsDzrpdm2_Rf8MieoeODOvV2P9Vhv62Dvi_djIBcRGUq-o7cPxfOe3YharNNB_Fnx4L28czi3UWrDybWkgDKlyyLk_QxyXUVw4eW5NVPrYQw3hN3RcslWo53H_doTm3DQta/s320/DSC02069.JPG" style="cursor: pointer; float: right; height: 202px; margin: 0pt 0pt 10px 10px; width: 269px;" /></a><br />
<span style="font-family: "georgia";">I was posted as the Classroom Assessment and Examination Consultant for the</span><span style="font-family: "georgia";"> Secondary Education Support Project (SESP) in Nepal from November 6, 2007, to May 6, 2008. I worked with the <a href="http://www.doe.gov.np/englishmain/">Department of Education</a>, particularly with other four central agencies, namely: Office of Controller of Examinations (OCE), National Center for Educational Development (NCED), Curriculum Development Center and Higher Secondary Education Board (HSEB).</span><br />
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<span style="font-family: "georgia";">One of the major accomplishments of this assignment was the establishment of </span><span style="font-family: "georgia"; font-weight: bold;">Student Assessment Units</span><span style="font-family: "georgia";"> </span><span style="font-family: "georgia"; font-weight: bold;">(SAU)</span><span style="font-family: "georgia";"> in the four central agencies and eventually at the Regional Education Departments and in the District Education Offices.</span><br />
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<span style="font-family: georgia;">The SAU is an organizational unit that is primarily responsible in defining, developing, prioritizing, administering and monitoring activities related to classroom assessment and examinations.</span><br />
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<span style="font-family: georgia;">The SAU is committed to increasing student achieving by implementing higher standards through the assessment programs and activities. The SAU of the various agencies supports the administration of the following:</span><br />
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<span style="font-family: "georgia";"> a) District Level Examinations for Grade 8</span><br />
<span style="font-family: "georgia";"> b) School Leaving Certification Examination (SLC Exams) for Grades 10 and 12</span><br />
<span style="font-family: "georgia";"> c) School-Based Assessment (SBA)</span><br />
<span style="font-family: "georgia";"> d) Teacher-training Evaluation</span><br />
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<span style="font-family: "georgia";">Continuous Assessment System (CAS), Liberal Promotion Policy (LPP) and SBA are the pillars supporting SAU in various agencies and offices under the Ministry of Education and Sports.<br /></span>Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0tag:blogger.com,1999:blog-6030648593546643153.post-77419353803230891822008-09-20T21:37:00.005+08:002018-10-01T18:22:33.894+08:00"Teachers are Superhumans"<div style="font-family: verdana; text-align: justify;">
<span style="font-size: 100%;"><span style="font-family: "georgia";">In my work as a consultant/specialist for </span><span style="color: black; font-family: "georgia"; font-weight: bold;">C</span></span><span style="font-family: "georgia"; font-size: 100%; font-weight: bold;">lassroom Assessment and Examination Reforms</span><span style="font-family: "georgia"; font-size: 100%;"> in various countries adhering to diverse educational philosophies and curriculum, I realized that teachers are "</span><span style="font-family: "georgia"; font-size: 100%; font-style: italic; font-weight: bold;">superhumans" </span><span style="font-family: "georgia"; font-size: 100%;"><span style="color: black;">everywhere in the world.</span></span><br />
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<span style="font-family: "georgia"; font-size: 100%;">I say the</span><span style="font-family: "georgia"; font-size: 100%;">y are superhumans (or let me say supermen and superwomen) because they can take on several t</span><span style="font-family: "georgia"; font-size: 100%;">as</span><span style="font-family: "georgia"; font-size: 100%;">ks at the same time. They are the key persons in implementing curricular reforms, </span><span style="font-family: "georgia"; font-size: 100%;">they are managers of a team (t</span><span style="font-family: "georgia"; font-size: 100%; font-style: italic;">he class they handle or school they oversee</span><span style="font-size: 100%;"><span style="font-family: "georgia";">), they are entertainers and performers to students who can only learn with funny per</span></span><span style="font-size: 100%;"><span style="font-family: "georgia";">sons in front of them, and sometimes they are referees to "fighting" students and also perform police powers and even conductors in school vehicles.</span><br /><br /><span style="font-family: "georgia";">As teachers, they are not only mentors, lecturers, professors, and guidance counselors. They are also artists, scientists, linguists, mathematicians, historians, orators, sociologists, psychologists, activists, and motivators. They also serve as representatives of society and government organizations. They are also expected to be role models to students and politicians as well as social workers and community developers.</span></span><br />
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<span style="font-size: 100%;"><span style="font-family: "georgia";">On top of these so many roles, they teach students to the best they can. They are required to give tests and examinations and evaluate student work, reports, and projects. They are expected to keep track of what their students have learned and how many of their targeted learning outcomes were achieved. They are mandated to establish the credibility of their assessment procedures as well as the validity of their instruments. Hence, teachers do not only teach, but they must also perform assessment activities to determine the achievement, strengths, and weaknesses of their </span></span><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqu_y293yEre3BPwpDkwwP1Bw_yzxPKQVEg5Mj-LpzqTzJCzmEmhAJBWlABhu2aHgZApIHyfHlDlAM2qDARh76GucS83R0Jj0NlC5IJgIwr5ddQCt4KRboJg0DcaA1Dfte93sasb2Q8TMf/s1600-h/DSC02026.JPG" onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}"><img alt="" border="0" id="BLOGGER_PHOTO_ID_5252043937967412946" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgqu_y293yEre3BPwpDkwwP1Bw_yzxPKQVEg5Mj-LpzqTzJCzmEmhAJBWlABhu2aHgZApIHyfHlDlAM2qDARh76GucS83R0Jj0NlC5IJgIwr5ddQCt4KRboJg0DcaA1Dfte93sasb2Q8TMf/s320/DSC02026.JPG" style="cursor: pointer; float: left; height: 201px; margin: 0pt 10px 10px 0pt; width: 273px;" /></a><span style="font-size: 100%;"><span style="font-family: "georgia";">students.</span><br /><br /><span style="font-family: "georgia";">With these in mind, I come to believe that teachers are really </span></span><span style="font-family: "georgia"; font-size: 100%; font-style: italic; font-weight: bold;">superhumans.</span><span style="font-size: 100%;"><span style="font-family: "georgia";"> Hence, I am writing this blog on the assessment and evaluation of learning to share my experiences with teachers, researchers, and educationists.</span><br /><br /><span style="font-family: "georgia";">I hope that through this blog, all teachers and researchers will achieve their vision, mission, and goals of providing the highest standards of classroom assessment and examinations.<br /></span></span></div>
Richard DLC. Gonzales, Ph.D.http://www.blogger.com/profile/09121512355190218401noreply@blogger.com0