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

Defining the terms: Measurement and Assessment

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

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

Measurement

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

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

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

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

students are compared against.

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

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

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

of certain characteristics or qualities in a learner.

TESTING: STANDARDIZED TESTING AND HIGH STAKES TESTING

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

• Worksheets • MATCHING TYPE

• Clinical Evaluations SUBJECTIVE TEST

• Papers • ESSAY

• Projects: Group and Individual EXAMPLE:

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

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

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

PROPERTIES OF ASSESSMENT METHODS

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

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

PROPERTIES OF ASSESSMENT METHODS

A. VALIDITY

- refers to the appropriateness, correctness, meaningfulness and usefulness

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

- the extent to which a test measures what it claims to measure. It is vital for
APPROPRIATENESS AND ASSESSMENT METHOD a test to be valid in order for the results to be accurately applied and
interpreted .
1.WRITTEN RESPONSE INSTRUMENTS
TYPES OF VALIDITY
OBJECTIVE TESTS: • MULTIPLE CHOICE
1. Content-validity
• IDENTIFICATION
 -To produce valid results, the content of a test, survey or measurement Construct validity is a valuable tool used primarily in social sciences,
method must cover all relevant parts of the subject it aims to measure. If psychology, and education where there is a lot of subjectivity to concepts.
some aspects are missing from the measurement (or if irrelevant aspects are These areas of study work with intangible attributes such as emotional
included), the validity is threatened and the research is likely suffering from states, abilities, characteristics, traits, or intelligence levels, properties not
omitted variable bias. easily measurable or observable.

Omitted variable bias occurs when a statistical model fails to include one or • you might try to find out if an educational program increases emotional
more relevant variables. In other words, it means that you left out an maturity in elementary school age children. Construct validity would measure
important factor in your analysis. if your research is actually measuring emotional maturity

Example: B. RELIABILITY

A mathematics teacher develops an end-of-semester algebra test for her The reliability of an assessment method refers to its consistency. Reliability
class. The test should cover every form of algebra that was taught in the refers to whether an assessment instrument gives the same results each time
class. If some types of algebra are left out, then the results may not be an it is used in the same setting with the same type of subjects. Reliability
accurate indication of students’ understanding of the subject. Similarly, if she essentially means consistent or dependable results. Reliability is a part of the
includes questions that are not related to algebra, the results are no longer a assessment of validity.
valid measure of algebra knowledge.
Reliability refers to the consistency of assessment results and includes the
a variable is defined as an attribute of an object of study. following considerations.

Example: If you want to test whether some plant species are more salt- First, an assessment should have consistent results over time when taken
tolerant than others, some key variables you might measure include the under the same conditions. If a student completes the same assessment on
amount of salt you add to the water, the species of plants being studied, and two different days under similar conditions, the results should be about the
variables related to plant health like growth and wilting. same. Next, multiple versions of the same assessment should produce
consistent results. Such as version A and version B, with different versions
2. Face validity given to different students or at different times.

- considers how suitable the content of a test seems to be on the surface. It’s If a student takes version A of a test one day, and version B of the same test
similar to content validity, but face validity is a more informal and subjective on another day under similar conditions, the results should be about the
assessment. same.

Example: You create a survey to measure the regularity of people’s dietary C. FAIRNESS
habits. You review the survey items, which ask questions about every meal of
the day and snacks eaten in between for every day of the week. On its An assessment procedure needs to be fair. This means many things.
surface, the survey seems like a good representation of what you want to
test, so you consider it to have high face validity. • First, students need to know exactly what the learning targets are and what
method of assessment will be used. Students need to be informed how their
As face validity is a subjective measure, it’s often considered the weakest progress will be assessed.
form of validity. However, it can be useful in the initial stages of developing a
method. • Second, assessment has to be viewed as an opportunity to learn rather
than an opportunity to weed out poor and slow learners.
3. Criterion validity
• Third, fairness also implies freedom from teacher- stereotyping. Ex. boys
Criterion validity evaluates how well a test can predict a concrete outcome, are better than girls in Math.
or how well the results of your test approximate the results of another test.
D. PRACTICALITY AND EFFICIENCY
What is a criterion variable?
An assessment procedure should be practical in the sense that the teacher
A criterion variable is an established and effective measurement that is should be familiar with it. And does not required too much time.
widely considered valid, sometimes referred to as a “gold standard”
measurement. Criterion variables can be very difficult to find. A complex assessment procedure tends to be difficult to score and interpret
resulting in a lot of misdiagnosis or too long a feedback period which may
Example: render the test inefficient.

A university professor creates a new test to measure applicants’ English E. ETHICS IN ASSESSMENT
writing ability. To assess how well the test really does measure students’
writing ability, she finds an existing test that is considered a valid The term ETHICS refers to question of right and wrong. When teachers think
measurement of English writing ability, and compares the results when the a specific knowledge or investigate a certain question. Are there some
same group of students take both tests. If the outcomes are very similar, the aspects of the teaching and learning situation should not be assessed? Here
new test has high criterion validity. are some situations in which assessment any not be called for:

4. Construct validity ➢ Requiring students to answer checklist of their sexual fantasies

Construct validity refers to the degree to which a test or other measure ➢ Asking elementary pupils to answer sensitive questions without consent of
assesses the underlying theoretical construct it is supposed to measure (i.e., their parents
the test is measuring what it is purported to measure).
➢ Testing the mental abilities of pupils using an instrument whose validity
When you’re talking about a construct in relation to testing and construct and reliability are unknown
validity, it has nothing to do with the way a test is designed or constructed. A
construct is something that happens in the brain, like a skill, level of emotion,
ability or proficiency. For example, proficiency in any language is a construct.
Teach Elem 313C Lecture#2

Lecture #1 Five General Types of Children’s Literature

What is Literature? “Children’s literature”

Literature is simply perceived as an imaginative work of art expressed in “Children’s literature” is a term that is very loosely and imprecisely defined.
letters. The major consensus on what constitutes literature for children is
traditionally defined as any book that is read by children, educates children
Though that may be true, there is more to literature than imagination. or is about children for children.
Literature in the light of literacy is an enabling discipline that allows
acquisition and mastery of language skills and language literacy. Some of the most common genres of literature for kids include picture books,
traditional literature, poetry and verse, biography, fiction and nonfiction.
It is also a textual representation of reality – life and experiences are From these basic literary genres spring a multitude of sub-genres such as
encapsulated in artistically written words – hence, learners do not only learn science fiction, fantasy, legends and others.
language literacy but they also acquire values that promote emotional
intelligence, which has never been more relevant than now. “Little Red Riding Hood” is an example of a fairy tale.

As teachers, it is also important to understand that literature has levels of

appropriateness.

Some texts are too simplistic while others are too advanced. Some themes
are child-friendly, while others are too mature. Point in case, the right kind of
literature that has the right amount of words and appropriateness of theme
may just be the perfect avenue for young learners to improve their language
literacy and emotional intelligence.

In teaching literacy through literature, it is also a must to consider all five

macro skills in language literacy – LISTENING, READING, SPEAKING, WRITING,
and VIEWING. These are all dependent on the beginning level of learners. Traditional literature
Lesson planning, designing, execution, and assessment must all be Traditional literature is a genre of stories passed down through many
dependent on the literacy level of the learners. generations by word of mouth. At some point, these stories take a fixed form
in one or more kinds of storytelling, such as with fairy tales, whose details
“Children’s Literature” is defined as material written and produced for the have been altered to make them more appropriate for children.
information or entertainment of children and young adults. Books that fall into this category might include folktales, fables and fairytales
such as Aesop’s Fables, the Grimm Brothers’ fairy tales, Paul Bunyan and
This includes material in all non-fiction, literary and artistic genres in
various other stories of legendary characters.
Physical and digital formats.
Poetry is a type of literature that conveys a thought, describes a scene or
Children’s literature is a label for collections of texts that are specifically tells a story in a concentrated, lyrical arrangement of words. Poems can be
written and/or illustrated for and/or about youth as well as texts that are not structured, with rhyming lines and meter, the rhythm and emphasis of a line
specifically written and/or illustrated for and/or about youth but which youth based on syllabic beats. Poems can also be freeform, which follows no formal
choose to read, view, and/or write. Adults are welcome to read children’s structure.
literature too—many do.
Meter in poetry
Children’s literature provides encounters with the world that shape the Meter is the basic rhythmic structure of a line within a work of poetry. Meter
meaning children make of the world (Kiefer, Hepler, Hickman, Huck, 2007). consists of two components:
Having a vicarious or “lived through” experience with literature, builds 1. The number of syllables
readers’ aesthetic responses and perceptions (Rosenblatt, 1978). 2. A pattern of emphasis on those syllables
Stanza
Reading literature increases one’s sensitivity to the power of the written
A stanza is a series of lines grouped together in order to divide a poem; the
word (Sipe, 2008) and contributes to visual expression (Brenner, 2011; Sipe,
structure of a stanza is often (though not always) repeated throughout the
2011). For these reasons, adults study children’s literature as scholars, critics,
poem. Stanzas are separated from other stanzas by line breaks. Each stanza
educators, librarians, entrepreneurs, and social commentators.
is a standalone unit that can either make up an entire poem or can build a
Significance of Literature in Teaching Children bigger poem with other stanzas.
- Luis Delisle,2019 Rhyme
A rhyme scheme is the pattern of sounds that repeats at the end of a line or
Every educational process begins with literature, because it assumes stanza. Rhyme schemes can change line by line, stanza by stanza, or can
an informative role and opens the doors to knowledge, provides access to continue throughout a poem. Poems with rhyme schemes are generally
knowledge, brings information to practical life. There are many ways and written in formal verse, which has a strict meter: a repeating pattern of
several resources to work with literature such as (tales, poems, legends, stressed and unstressed syllables.
stories, characters, fables, theaters, illustrative images, picture books, etc.).
Informational books
Children’s literature allows children to write better, developing their Informational books are sometimes called “nonfiction” books. Their main
creativity, because the act of reading and the act of writing are closely linked. purpose is to provide a source of knowledge on a variety of topics.
In this sense, “children’s literature is, first of all, literature, or rather, it is art: Informational texts are written at a variety of reading levels to accommodate
a phenomenon of creativity that represents the world, man, life, through the diverse learners. Informational texts range from simple word and picture
word”. It merges dreams and practical life, the imaginary and the real, ideals books to those that explain more complex science concepts with
and their possible/impossible realization. photographs and diagrams. There are informational books written for
children on a variety of topics such as animals, plants, vehicles, families, jobs, Reading fluency is the ability to read accurately, smoothly and with
interesting places, and the arts. expression. Fluent readers recognize words automatically, without struggling
over decoding issues.
Biography
A biography is a detailed third person account of another person’s life story. When reading silently, in addition to recognizing words automatically, fluent
It contains basic information about the subject’s life—like their place of birth, readers group words rapidly to help gain meaning from their reading, which
education, and interests. A biography may also chronicle relationships with then translates into their understanding of the text.
family members, as well as major events in the subject’s childhood and how
those influenced their upbringing. A biography details the various When reading aloud, fluent readers sound natural, as if they’re speaking.
accomplishments and life events of a real person, but it’s more than facts Non-fluent readers read slowly and sound choppy.
and figures—it comes to life with great stories told from beginning to middle
to end. Fluency is important because it builds a bridge between word recognition
and comprehension. It allows students time to focus on what the text is
Autobiography saying. They are able to make connections between what they are reading
Autobiography, the biography of oneself narrated by oneself. and their own background knowledge. Therefore, they are able to
Autobiographical works can take many forms, from the intimate writings concentrate on comprehension.
made during life that were not necessarily intended for publication (including
letters, diaries, journals, memoirs, and reminiscences) to a formal book- On the other hand, non-fluent readers have to spend more time decoding,
length autobiography. leaving less time for comprehending the text. Due to mistakes made when
reading, they will often have to read the same passage over several times to
Special Types of Books attain comprehension. In addition, non-fluent readers often do no read with
- Picture Books expression
- Board Books
- Pop-up Books Here are several ways children can practice fluent reading;
Child/adult reading – The adult models, then the student practices.
Lecture #3 Choral reading – reading in unison.
Literacy development begins early in life. Assisted reading – reading along with a recorded text.
Literacy is the foundation for reading, writing, communicating and Partner reading – reading along with another child
socializing. Reader’s Theatre – playing characters, as in a play.
Characteristics of an Emergent Reader, Stages of Reading Process,
Early literacy is learning about sounds, words and language. Characteristics of an Emergent Writer, and Vehicles to early literacy
You can support early literacy development by talking, reading books, singing Characteristics of an Emergent Reader
songs, playing with rhyme, and drawing. Emergent reading pertains to the first stage in a child’s growth toward
Children learn best through everyday activities like singing, talking and literacy
playing games. Harris and Hodges (1981) refer to this period of acquiring the specific skills
abilities that allow reading to take as place as preparedness or reading
Literacy: what is it and why is it important? readiness.
Literacy is being able to read, write, listen, speak and create texts in ways Reading readiness is viewed as set of social, emotional, physical and cognitive
that allow us to communicate well with others. competencies.

Literacy is the foundation for doing well at school, socializing with others, Stages of Reading Process
problem-solving, making decisions, developing independence, managing
money and working. Stage 1- Emergent Readers 2-7 years old
Familiarize themselves with the concepts of print
Literacy development is vital to overall development for children. Value of picture clues to the meaning of the story
Literacy development in childhood Make text to words connections

Before children can learn to read and write, they need to develop Stage 2- Early Readers 5-7 years old
the building blocks for literacy – the ability to speak, listen, understand, Picking up from the concepts attained as an emergent reader, early readers
watch and draw. now begin to rely more heavily on the printed text than on the pictures in a
book.
And as children get older, they need to learn about the connection between Begin to develop word recognition strategies such as monitoring, searching,
letters on a page and spoken sounds. cross checking, and self-correction.

For this to happen, children need plenty of experience with: Stage 3- Transitional Readers
Pictures and objects – how you can use words to talk about them Transitional readers make the leap into fluent reading as they are generally
Letters and words – how they look and sound, and what they’re called able to read in meaningful phrases with comfortable pace and appropriate
Sounds – how words can rhyme, begin and end with the same letters, be voice intonation.
broken up into parts like syllables, be formed by blending different sounds Read lengthy texts with little reliance on the pictures for text meaning
and so on. The readers tend to range from 5-7 years old.
You can help with all these areas of your child’s early literacy Stage 4- Self- Extending Readers
development by: Reading progress into reading independence in the fourth development
Talking and communicating with your child stage.
Reading books together They often read a variety of textual genres and use reading as a tool for
Playing with rhyme and other sounds with your child. gaining new knowledge or building upon existing knowledge.
And the great news is that you can do this in ways that are fun for both of Read more complex texts and begin to read for a variety of purposes.
you. These readers range in age from 6-9 years of age.
DEVELOPING READING FLUENCY
Stage 5- Advanced Readers Appropriate and readily accessible literacy materials like picture- concept
Readers have attained a level of mastery books, picture- story books, TV program- related books, newspaper,
They are generally over the age of 9 and have proficient in reading and in magazines.
comprehending various text sources Parent can also help their child to acquire familiarity with environmental
Enjoy reading and use reading as a gain of knowledge logos(institutions and stores) and labels(food).
Read fluently both and interpret concrete and inferential level Hansen (1969) reported that a literacy- rich environment correlates most
Internalize series of reading strategies highly with children’s early reading.
Durken(1966), Holdaway (1979), Taylor (1983) and Teale (1984) described
home environments in which the ability and the desire to read develop quite
naturally especially in their homes which serve as rich reading environment.
Goodman(1984) asserted that literacy- rich environments can make learning
to read as natural as language acquisition.

C. Emotional and Motivational Climate

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

Characteristics of an Emergent Writer

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

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

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

writing.

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

Vehicles to early literacy

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

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

B. Physical Environment
Involves the literacy materials available in the home.
EDUC 313B across the lifr span, students must generate and
pursue personally relevant goals.

LEARNER- CENTERED PSYCHOLOGICAL

PRINCIPLES 3. Construction of knowledge
The successful learner an think new
American Psychological Association information with existing knowledge in meaningful
The largest scientific and professional organization ways.
of psychologist in the United States, over 118,000 4. Strategic thinking
members including scientists, educators, clinicians, The succesful learner can create and use
consultants and students. repertoire of thinking and reasoning strategies
The 14 principles have the following aspects: to achieve complex learning goals.

 Focus on psychological factors that are Successful learners use it in…

primarily internal to and under the control of  Learning
the learner rather than conditioned habits or  Reasoning
psychological factors;  Problem-Solving
 Intended to deal holistically with learners in  Concept Learning
the context of real-world.
 Divided into these referring to
a. Cognitive and Metacognitive 5. Thinking about thinking
b. Motivational and affective Higher order strategies for selecting and
c. Developmental and social monitoring mental operations facilitate create and
d. Individual difference factors critical thinking.
Infuencing learners and learning
6. Context of learning
 Intended to apply to all learners Learning is influence by environmental
factors, including culture, technology and
COGNITIVE AND METACOGNITIVE instructional practices.

1. Nature of the learning process MOTIVATIONAL AND AFFECTIVE FACTORS

The learning of complex subject matter is 7. Motivational and emotional influences in
most effective when it is an intentional process learning
Of constructing meaning from information and  What and how much is learned is influence by
the learner’s motivation
experience
 Motivation to learn, in turn, is influence by the
Succesful Learners are… individual’s emotional states, beliefs, interest
and goals and habits of thinking
 Active 8. Intrinsic motivation to learn
 Goal-directed  The learner’s creativity, higher order thinking,
 Self- regulating and natural curiosity all contribute to motivation
 Assume personal responsibiliity for contributing to learn.
their own learning  Intrinsic motivation is stimulated by task of
optimal novelty and difficulty, relevant to
2. Goals of the learning process personal interests, and providing for personal
The successful learner, over time and choice and control.
support and instructional guidance, can create 9. Effects of Motivation on effort
meaningful, coherent representations of  Acquisition of complex knowledge and skills
knowledge. requires extended learner effort and guided
practice.
To construct useful representations of  Without learner's motivation to learn, the
knowledge and to acquire the thinking and learning willingness to exert this effort is unlikely without
strategies necessary for continues learning succes coertion.
 combination of genetic and environmental factors
that influence him.
5. Situation or context
DEVELOPMENTAL AND SOCIIAL FACTORS Learning happens in the context of a society as well
10. Developmental influences on learning as within an individual.
 As individuals develop, there are different
opportunities and constraints for learning.
 Learning is most effective when differential
development within and across physical,
intellectual, emotional and social domains is
taken into account.

11. Social influences on learning

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

INDIVIDUAL DIFFERENCES FACTORS

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

Alexander and Murphy gave a summary of the 14

principles and distilled them into five areas:
1. The knowledge base
- One’s knowledge serves as the foundation of all
future learning.
2. Strategic processing and control
-Learners can develop skills to reflect and regulate
their thoughts and behaviors in order to learn more
effectively.
3. Motivation and affect
-Factors such as intrinsic motivation, reasons for
wanting to learn, personal goals and enjoyment of
learning tasks all have a crucial role in the learning
process.
4. Development and Individual Differences
Learning is a unique journey for each person
because each learner has his own unique
Teach Elem 313B and theories and using them in curriculum design
and assessment.
Lesson 1 ICT Competency Standards for Philippine
Pre-service Teacher Education Example: A pre-service teacher may incorporate
digital learning resources into lesson plans, create
Introduction to ICT Competency Standards: The
online quizzes for assessments, and adapt the
module begins by highlighting the significance of
curriculum to align with digital learning needs.
technology in modern education. It acknowledges
the transition from non-digital to digital technology 3. Pedagogy:
and its profound impact on teaching and learning.
Explanation: Pedagogy refers to the science and
The module sets three key learning outcomes for
art of teaching. In this domain, pre-service teachers
the students:
learn to apply relevant technology tools effectively
1. Identify the competency standards of ICT for classroom activities.
for teaching and learning in pre-service
Example: A pre-service teacher might use
teacher education.
interactive whiteboards or educational software to
2. Unpack the basic concepts of ICT to provide
engage students during lessons, encourage
a common understanding for teachers and
collaborative learning through online forums, or use
learners.
video conferencing for virtual field trips.
3. Value the use of ICT in the teaching and
learning process. 4. Technology Tools:
ICT Competency Standards (CHED-UNESCO): Explanation: This domain focuses on developing
The module introduces the concept of ICT proficiency in the technical operations of technology
(Information and Communication Technology) and tools and systems for teaching and learning.
emphasizes that pre-service teachers are expected
to demonstrate proficiency in utilizing ICT Example: A pre-service teacher may become adept
resources for quality teaching and learning. It at using tools like learning management systems
mentions the ICT Competency Standards (e.g., Moodle), interactive educational apps, or
developed by CHED (Commission on Higher digital content creation tools (e.g., multimedia
Education) and UNESCO (United Nations software) to enhance teaching and support diverse
Educational, Scientific and Cultural Organization) in learning styles.
2009. These standards are organized into seven 5. Organization and Administration:
domains with corresponding competencies. These
domains are essential for teachers to effectively Explanation: Pre-service teachers in this domain
integrate technology into their teaching methods: learn how to manage technology-assisted
instruction in inclusive classroom environments and
1. Understanding ICT in Education: demonstrate leadership in shared decision-making
Explanation: This domain focuses on developing using technology.
awareness and comprehension of the policies, Example: A pre-service teacher might use
principles, and concepts related to ICT in technology to organize class schedules, maintain
education. digital records of student performance, and
Example: A pre-service teacher in this domain communicate effectively with students, parents, and
might study educational technology policies, such colleagues.
as the integration of digital tools into the classroom, 6. Teacher Professional Learning:
and understand how these policies influence
teaching and learning. They could also explore how Explanation: This domain encourages pre-service
ICT can enhance instructional methods. teachers to explore existing and emerging
technology for continuous professional
2. Curriculum and Assessment: development and collaboration with peers.
Explanation: This domain emphasizes Example: A pre-service teacher might participate in
understanding ICT systems’ concepts, principles, online courses or webinars to stay updated on
educational technology trends, collaborate with
colleagues on lesson planning via online platforms, Example: A teacher might use digital learning
or engage in virtual communities of practice. platforms to create interactive lessons that cater to
diverse learning styles, ensuring that students can
7. Teacher Disposition:
access resources online and engage in
Explanation: This domain focuses on cultivating a collaborative learning experiences through virtual
positive attitude, ethical responsibility, and legal platforms.
awareness in the use of technology.
3. Teaching, Learning, and Curriculum:
Example: A pre-service teacher should
Explanation: Teachers should integrate technology
demonstrate responsible use of technology,
into their teaching methods, facilitating the use of
respecting copyright and privacy laws, promoting
digital tools to maximize student learning.
digital citizenship, and maintaining a positive
attitude toward integrating technology into teaching Example: An educator incorporates multimedia
practices. presentations, online discussions, and virtual
simulations into their curriculum to enhance student
DepEd’s Involvement: The module also references
engagement and understanding of complex topics.
the Department of Education (DepEd) and its
mandate in 2017 (Department of Education Order 4. Assessment and Evaluation:
42, s. 2017) requiring the use of the Philippine
Explanation: This standard emphasizes using
Professional Standard for Teachers (PPST). This
technology to enhance assessment and evaluation
standard emphasizes the positive use of ICT for
methods, collect and analyze data, and
teaching and learning and the selection of
communicate findings to improve instruction.
appropriate teaching resources, including ICT, to
meet learning goals. Example: A teacher utilizes online assessment
tools to create quizzes and surveys, tracks student
ISTE National Educational Technology Standards
progress through data analytics, and uses this data
for Teachers (NETS*T): The module further
to tailor instruction to individual student needs.
introduces the International Society for Technology
in Education (ISTE) and its standards for both 5. Productivity and Professional Practice:
teachers and students. These standards guide
teachers in integrating technology effectively into Explanation: Teachers should leverage technology
their teaching practices. The six ISTE standards for to enhance their own productivity and engage in
teachers are: ongoing professional development.

1. Technology Operations and Concepts Example: A teacher manages administrative tasks

more efficiently by using productivity tools (e.g.,
Explanation: Teachers should have a strong digital gradebooks, scheduling apps) and
understanding of technology operations and participates in webinars, online courses, and social
concepts, including the foundational knowledge of media networks to stay updated on educational
various technologies and their applications. trends and best practices.
Example: A teacher demonstrates technology 6. Social, Ethical, Legal, and Human Issues:
operations and concepts by troubleshooting
technical issues with classroom equipment (e.g., Explanation: Teachers need to understand the
projectors, computers) and using various software social, ethical, legal, and human aspects of
programs and tools to create instructional technology use, promoting responsible and
materials. equitable technology integration.

2. Planning and Designing Learning Example: A teacher educates students about digital
Environment and Experiences: citizenship, addressing topics such as online
etiquette, privacy, and cyberbullying. They also
Explanation: This standard emphasizes the ensure compliance with copyright laws when using
effective use of technology to plan and design digital resources in the classroom.
engaging learning environments and experiences
for students. Student Standards: The module briefly mentions
that ISTE also developed standards for students,
which serve as a guide for teachers to plan to access, analyze, and produce digital content
technology-based activities that promote student effectively.
success in various areas including creativity, digital
Digital Learning:
citizenship, and critical thinking.
Conceptual Definition: Any type of learning
accompanied by technology or instructional
Lesson 2. Understanding the Basic Concepts in practices that effectively incorporate technology.
ICT This encompasses various approaches, including
online and blended learning.
Technology:
Operational Definition: The use of technology to
Conceptual Definition: A mix of processes and tools
support and enhance the learning process, whether
used in the application of knowledge,
through fully online courses, blended learning
encompassing everything from traditional tools like
models, or digital resources integrated into
pencils and paper to the latest electronic gadgets
traditional classrooms.
and software.
On-line Digital Tools & Apps:
Operational Definition: The practical tools and
methods used to complete tasks, ranging from Conceptual Definition: Digital tools and applications
basic writing instruments to cutting-edge digital that require an internet connection for access and
devices and applications. functionality.
ICT Literacy: Operational Definition: Software and applications,
such as Skype, that enable communication,
Conceptual Definition: The ability to access,
collaboration, and information retrieval over the
manage, integrate, evaluate, create, and
internet.
communicate information using digital technology
and communication tools in a knowledge-based Off-line Digital Tools & Apps:
society.
Conceptual Definition: Digital tools and applications
Operational Definition: The skills required to that can be used without requiring an internet
effectively utilize digital technology, including connection.
internet navigation, information management, and
Operational Definition: Software and applications
digital communication.
like Canary Learning, Pocket, and iBooks that
Educational Technology: function independently of internet access.
Conceptual Definition: The integration of Instructional Technology:
technology into teaching and learning,
Conceptual Definition: The theory and practice of
encompassing both non-digital and digital
designing, developing, managing, and evaluating
resources for educational purposes.
processes and resources for learning.
Operational Definition: The use of technology tools
Operational Definition: The use of technology to
and resources to enhance the teaching and
enhance instructional methods, including the
learning process, including both traditional
design and management of learning materials and
classroom tools and digital resources.
resources.
Digital Literacy:
Multimedia:
Conceptual Definition: The ability to find, evaluate,
Conceptual Definition: The sequential or
utilize, share, and create content using information
simultaneous use of various media formats (text,
technologies and the internet, involving cognitive
data, sound, video) in a presentation or self-study
and technical skills.
program.
Operational Definition: Proficiency in using digital
Operational Definition: The incorporation of diverse
devices, software applications, and online platforms
media elements, such as text, images, audio, and
video, into educational content to engage learners.
Internet: Conceptual Definition: Instruments used to
accomplish goals with the assistance of technology.
Conceptual Definition: A global network connecting
millions of computers, enabling communication Operational Definition: Devices and software
between any connected devices. applications that assist individuals in achieving
specific tasks, categorized into areas such as
data/calculations, design, discussion, email,
Operational Definition: A vast interconnected handheld devices, and more.
network of computers that allows information
exchange and communication across the world. Blog:
World Wide Web: Conceptual Definition: An online journal where
Conceptual Definition: A graphical environment on individuals post information, which can serve
computer networks that allows access, viewing, various purposes, including communication,
and maintenance of documents containing text, instruction, or both.
data, sound, and videos. Operational Definition: An online platform where
individuals share written content, typically
Operational Definition: A system for accessing and organized in a chronological order, and can be
sharing information over the internet, built on top of used for communication, instructional purposes, or
the internet infrastructure. a combination of both.
Wiki:
Web Access:
Conceptual Definition: An editable website where
Conceptual Definition: The ability of learners to users collaboratively create and post written works
access the internet during a lesson to utilize or digital files, often allowing multiple contributors.
available educational resources. Operational Definition: A platform that enables
collaborative content creation, such as Wikipedia,
Operational Definition: Learners’ capability to where multiple users can contribute and edit
connect to the internet at any point during a lesson content.
to access educational materials and online Flipped Classroom:
resources. Conceptual Definition: An instructional approach
Webquest: where initial instruction, typically delivered through
web resources, serves as homework or out-of-class
Conceptual Definition: An inquiry-oriented lesson activity, with in-class time devoted to discussions
format where most or all information for learners and activities.
comes from the web. Operational Definition: A teaching method where
students engage with instructional materials online
Operational Definition: A structured web-based
before attending class, allowing for interactive
learning activity that guides students through
discussions and activities during face-to-face
internet resources to explore and learn about a
sessions.
specific topic.
Podcast:
Productivity Tools: Conceptual Definition: A multimedia clip, often in
audio or video format, focusing on a single topic,
Conceptual Definition: Software associated with used for both information retrieval and
computers and technology used for personal, dissemination.
professional, or classroom productivity. Operational Definition: An audio or video recording,
Operational Definition: Software applications, such usually available for download or streaming,
as Microsoft Office, used to create, edit, and addressing specific topics and accessible to users
manage documents, spreadsheets, presentations, interested in the subject matter.
and other productivity-related tasks. Google Apps:
Conceptual Definition: Cloud-based teaching tools
Technology Tools: hosted on Google’s servers, accessible to students
both in and outside of school.
Operational Definition: Software and applications evaluation, making it easier to interpret assessment
provided by Google, such as Google Docs and results.
Google Drive, offering cloud-based productivity and Teacher Competence: It adds to teachers’ competence
collaboration tools for educational purposes. by enabling them to source information quickly and
Vlog: accurately, promoting scientific outlook and skill
Conceptual Definition: A video blog where each development.
entry is posted in video format, providing a visual Professional Development: Technology supports
narrative or commentary. teacher professional development by offering online
Operational Definition: A blog consisting of video options for continuous learning.
entries that share information or personal
experiences, often used for storytelling, tutorials, or 2.Technology as a Teaching Tool:
vlogging. Content Creation: Teachers can use technology to
Facebook: create and develop classroom tools tailored to their
Conceptual Definition: A widely used social specific teaching needs.
networking platform for individuals of all ages to Efficiency: Technology improves the teaching-learning
create personal profiles and share information. process, making teaching more efficient and effective.
Operational Definition: A popular online social Adaptive Learning: Teachers can employ technology to
networking site allowing users to connect, share adapt their teaching methods to students’ learning
updates, and communicate with friends, styles.
colleagues, and the broader online community. Accessibility: Technology provides access to vast
VOIP (Voice over Internet Protocol): educational resources, making it easier for teachers to
Conceptual Definition: A category of hardware and find and use appropriate materials.
software enabling telephone calls to be transmitted
over the internet using voice data packets and IP 3.Technology as a Learning Tool:
technology. Independent Learning: Technology supports learners in
Operational Definition: A technology that allows becoming independent and self-directed by helping
voice communication over the internet, enabling them acquire skills to learn on their own.
phone calls through internet connections rather Communication Skills: It enhances learners’
than traditional phone lines. communication skills through various forms of social
interaction, including one-to-one, one-to-many, and
Lesson 3. Roles of ICT in Teaching for Learning
many-to-many communication.
The roles of Information and Communication
Collaborative Learning: Technology facilitates
Technology (ICT) in teaching and learning can be
collaborative learning, allowing learners to construct
categorized into three domains of educational
meaning jointly and solve problems from multiple
technology: Technology as a Tutor, Technology as a
sources.
Teaching Tool, and Technology as a Learning Tool.
Critical Thinking: Technology upgrades learners’ higher-
Here’s a breakdown of these roles and their impact on
order thinking skills, including critical thinking, problem-
both teachers and learners:
solving, and creativity.
Creativity: Technology fosters creativity by encouraging
1.Technology as a Tutor:
flexible thinking, generating new ideas, and adding
Support for Teachers: Technology can assist teachers in
details to concepts.
delivering content effectively, making classrooms more
interactive through audio-visual aids, charts, models,
In summary, ICT plays a multifaceted role in education,
smart classrooms, and e-learning resources.
benefiting both teachers and learners across various
domains. It transforms teaching into an interactive and
Modernization of Teaching: It provides structured
engaging experience, modernizes the learning
instructional materials, aiding teachers in their daily
environment, and equips learners with essential skills
activities and offering technology-driven resources for
for the 21st century. Additionally, it supports research
remedial lessons.
and professional development for educators while
Enhanced Teaching Methods: Technology enhances
enhancing communication, collaboration, critical
teaching methods and strategies, making teaching more
thinking, and creativity among students.
efficient and compatible with various learning styles.
Educational Research: Technology opens new avenues
for educational research, especially in testing and