Faculty members need two skills for appropriate use of assessment methods: 1) selecting and designing direct measures like assignments or exams, or indirect measures like surveys to gauge student mastery at the program or course level. 2) selecting and designing evaluation instruments like rubrics. Direct measures look at actual student work to directly measure knowledge and skills, like exams. Indirect measures infer skills through data like surveys. The document provides examples of assessment methods and discusses learning outcomes and sample tests in English.
Faculty members need two skills for appropriate use of assessment methods: 1) selecting and designing direct measures like assignments or exams, or indirect measures like surveys to gauge student mastery at the program or course level. 2) selecting and designing evaluation instruments like rubrics. Direct measures look at actual student work to directly measure knowledge and skills, like exams. Indirect measures infer skills through data like surveys. The document provides examples of assessment methods and discusses learning outcomes and sample tests in English.
Faculty members need two skills for appropriate use of assessment methods: 1) selecting and designing direct measures like assignments or exams, or indirect measures like surveys to gauge student mastery at the program or course level. 2) selecting and designing evaluation instruments like rubrics. Direct measures look at actual student work to directly measure knowledge and skills, like exams. Indirect measures infer skills through data like surveys. The document provides examples of assessment methods and discusses learning outcomes and sample tests in English.
Faculty members need two skills for appropriate use of assessment methods: 1) selecting and designing direct measures like assignments or exams, or indirect measures like surveys to gauge student mastery at the program or course level. 2) selecting and designing evaluation instruments like rubrics. Direct measures look at actual student work to directly measure knowledge and skills, like exams. Indirect measures infer skills through data like surveys. The document provides examples of assessment methods and discusses learning outcomes and sample tests in English.
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Constructive
Test Alignment Analysis (prepared by: Darchny Z. Pusod) Assessment Methods 2
Appropriate use of assessment
methods requires faculty members to have the following two skills: Assessment 1. Selecting and designing direct methods: refer to the measures (e.g. assignments or use of direct or exams) or indirect measures (e.g. surveys or interviews) at the indirect measures program level or course level; (data sources) to 2. Selecting and designing gauge students’ evaluation instruments (a rubric mastery of student or a score distribution guide.) learning outcomes. 3 Direct measures ➜ Direct Measures look at the actual student work (assignments or exams) that can be used to directly measure students’ knowledge and skills. ➜ Examples: Pre-test, post-test, comprehensive subject matter exam, licensure exam, portfolio, thesis, writing assignment, capstone assignment, and performance demonstration (recital, art exhibit, or science project) 4 Indirect measures ➜ Indirect Measures refer to the type of data that can be used to infer students’ knowledge and skills.
➜ Examples: Surveys, Interviews, Focus Group
Studies, Document Analyses, Students’ Self-Reports. Sample Test in English (Oral Communication in Context) Learning Outcomes and Sample Test 6 Expected Learning Outcome SAMPLE TEST
1. Identify the different
forms of communication. Learning Outcomes and Sample Test 7 Expected Learning Outcome SAMPLE TEST
1. Identify the different
forms of communication. Sample Test in Multiple Choice 8 9
