Almost Perfect Educational Assessments...Then What?

After learning and constructing alternative and traditional educational assessments to measure students' learning outcomes in line with strategic instructional methods and students' self regulation, I find it doubtful that learning shall be enhanced. To give some insights on the significant of good assessment practice on scarce learning materials and infrastructure in Philippine setting, I posted the following in the Open Forum of our Module 8-9 discussion board:

DOES a well-designed traditional assessment method that measures students' learning fairly and consistently MATTER if the school, students and teachers lack the necessary learning and teaching materials and conducive learning environment like most of the Philippines schools are experiencing now? In other words, can good assessment practice enhance learning if we do not have the resources to acquire good learning?

The question elicited some interest from some of my classmates and here below are their responses:

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by Maggi Mae "Magz" Santos - Monday, 18 November 2013, 08:25 AM

 Hey there Pons!

It is indeed and is going to be a challenge. Despite good intentions of well-crafted assessment and good assessment practices, these intentions may not be met due to lack of resources.

But then, this is where resourcefulness and industriousness come in. Like what we say in Filipino, "kung gusto, maraming paraan." If we really want our students to learn, we will try our best to give them the what they deserve. Hmm... MacGyver moves I guess... Hehehe. 

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by Reynaldo Jr. (Rhed) Flores - Monday, 18 November 2013, 09:00 AM

Hi Pons!

I believe the quality of assessment tools MATTER at ALL TIMES regardless of how equipped or not the classrooms are. Admittedly, most schools here in the Philippines do experience lack of learning materials- books, supplemental workbooks and manuals, computer and speech laboratory, etc.

However, would it be prudent if we capitalize on what we currently have to maximize learning processes? Most especially that assessment methods largely depend on the skills of the educators in preparing and carefully implementing them and not necessarily on the type of materials to be used, effectiveness can still be ensured.

Considering that many private schools out there can afford advanced learning materials, does it mean that they would always be better than public schools? Hmmm… Not really, as assessment skill isn’t commercially sold: it is something to be gained and mastered. Me  think. :D

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by Rommel Daz - Monday, 18 November 2013, 12:32 PM

 Hi PONS,

If you would look closely, resources has very little impact on crafting assessment, this is because we assess our student base on what we have supposedly "taught', am I right? However, resources have big impact in DELIVERY and CRAFTING of curriculum.

It is really a challenge teaching Computer Science without actual computers or teaching Chemistry without laboratory equipment. As we know, each learner is unique. We all have learning styles, some are visual learners, other maybe actual and few might be bookish or something else. I suppose covering range of learners, good resources are needed required - In short students with resources experience better learning. 

 

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With the above comments, future teachers and instructors are still optimistic and hopeful that in spite of limited resources plaguing the Philippines educational arena, they could teach curriculum contents to affected students in the best of their abilities. Good assessment methods can be means to improve students' understanding and skills and future educators are ready to revise and devise instructional methods and strategies to face the challenge.

With the enthusiasm of my classmates, I think I am also ready to fill the gap of scarce learning materials with innovative learning tools and styles to ensure that what we ought to teach are learned and measured fairly and appropriately using either traditional or alternative method and/or combination of both. However, the challenge is exacerbated with the destruction of schools, learning materials and equipment in Leyte, Samar, Cebu, Panay and other Western and Central Visayan provinces. With this scenario, future teachers need to be more patient, inventive and novel to address this reality in line with their mission to educate, diagnose, correct, enhance and assess students' learning. At this point in time, it is appropriate to acknowledge and congratulate every teacher for his/her importance and sacrifices by saying ---

for a job well done and will be done!

To read the original comments, please click:

http://myportal.upou.edu.ph/mod/forum/discuss.php?d=75463

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Images from:

1) http://www.asiaamerica.org/wp-content/uploads/2013/04/j3.jpg

2) http://mype.co.za/new/wp-content/uploads/2012/07/destroyed_textbooks.jpg

3) http://www.newfilipinoprivateschool.com/photos/facilities/SCIENCELAB/P4271275.JPG

4) http://www.science.ph/images/data/nh7i.jpg

5)http://imageshack.us/a/img546/8099/o1h0.jpg

6) http://static.rappler.com/images/thankyouteachers-rappler-20130831.png

 

Assessment FOR, AS and OF LEARNING

Dr. Lorna Earl and Dr. Steven Katz in their book "Rethinking Classroom Assessment with Purpose in Mind" stress the different approach in planning Assessment for, as, and of Learning as the 3 main purposes of assessment. These differences are outlined in the table below:

Process	Assessment FOR Learning	Assessment AS Learning	Assessment OF Learning
Why Assess?	to enable teachers to determine next steps in advancing student learning	to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and identify next steps	to certify or inform parents or others of student’s proficiency in relation to curriculum learning outcomes
Assess What?	each student’s progress and learning needs in relation to the curricular outcomes	each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning	the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes
What Methods?	a range of methods in different modes that make students’ skills and understanding visible	a range of methods in different modes that elicit students’ learning and metacognitive processes	a range of methods in different modes that assess both product and process
Ensuring Quality	• accuracy and consistency of observations and interpretations of student learning • clear, detailed learning expectations • accurate, detailed notes for descriptive feedback to each student	• accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment • engagement of the student in considering and challenging his or her thinking • students record their own learning	• accuracy, consistency, and fairness of judgments based on high-quality information • clear, detailed learning expectations • fair and accurate summative reporting
Using the Information	• provide each student with accurate descriptive feedback to further his or her learning • differentiate instruction by continually checking where each student is in relation to the curricular outcomes • provide parents or guardians with descriptive feedback about student learning and ideas for support	• provide each student with accurate descriptive feedback that will help him or her develop independent learning habits • have each student focus on the task and his or her learning (not on getting the right answer) • provide each student with ideas for adjusting, rethinking, and articulating his or her learning • provide the conditions for the teacher and student to discuss alternatives • students report about their learning	• indicate each student’s level of learning • provide the foundation for discussions on placement or promotion • report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learn

For the complete material, please click http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf

Forgetting and Retrieval

Kendra Cherry suggests that forgetting is a normal process happening to everyone. At such, she stresses that we rely on some methods so that we can still remember important future events. We jot down notes in our daily planner and diary, stick a note in the fridge or in our phone’s calendar. However, Cherry added that forgetting is specifically not about actually "losing or erasing information from our long-term memory” but “a failure in memory retrieval.”



According to Cherry, Psychologist Herman Ebbinghaus scientifically study forgetting. Ebbinghaus tested his memory and published his findings in 1885, The result was plotted in what now referred to as the Ebbinghaus Forgetting Curve. The curve showed a relationship between forgetting and time. In the beginning, knowledge is lost very quickly after it is learned. It also revealed that forgetting does not continuously decline until all knowledge is lost because at certain level, the amount of forgetting stabilizes. This means that the stored knowledge in the long-term memory is also stable.

Cherry states memory retrieval as a process of accessing stored knowledge in the long-term memory. She proposes 4 basic ways to access stored memories. These are:

1. RECALL – accessing stored knowledge in the absence of cues or prompts. One good example of recall is answering a fill-in-the-blank test.

2. RECOLLECTION – involves reconstruction involving logical structures, partial memories, stories or clues. An essay exam exemplifies recollection as the individual remembers bits of information and reconstructing the remaining information based on his/her partial recollections.

3. RECOGNITION – identifies information after experiencing it. Answering a multiple choice quiz involves recognizing the correct choice out of a group of available answers.

4. RELEARNING – study again the learned information. It will become effortless to remember if the knowledge is learned again.

Image from http://helpingpsychology.com/wp-content/uploads/2010/04/iStock_000011818352XSmall.jpg

References

Cherry, K. (n.d.). Forgetting: When Memory Fails. In About. com. Retrieved from http://psychology.about.com/od/cognitivepsychology/p/forgetting.htm

Cherry, K.(n.d.). Memory Retrieval. In About.com. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/memory_retrival.htm

Self-Regulation Strategies and Instructional Practices

Common Self-Regulation Strategies

http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52260

The following common self-regulation strategies were sourced by my classmate -Maria Aster Joy "Aster" Garcia - from http://www.gifted.uconn.edu/siegle/selfregulation/section7.html and posted them on our discussion board on Sunday, 23 June 2013, at 10:15 AM. I reproduced these strategies in my blog because they are very informative and I can use them in the future.



"Common Self-Regulation Strategies

The individual set of self-regulation strategies that are usually used by successful students fall into three categories: personal, behavioral, and environmental.

1. Personal. These strategies usually involve how a student organizes and interprets information and can include:
   
   
   
   1. Organizing and transforming information
      
      
      
      • outlining
      
      
      • summarizing
      
      
      • rearrangement of materials
      
      
      • highlighting
      
      
      • flashcards/ index cards
      
      
      • draw pictures, diagrams, charts
      
      
      • webs/mapping
   
   
   2. Goal setting and planning/standard setting
      
      
      
      • sequencing, timing, completing
      
      
      • time management and pacing
   
   
   3. Keeping records and monitoring
      
      
      
      • note-taking
      
      
      • lists of errors made
      
      
      • record of marks
      
      
      • portfolio, keeping all drafts of assignments
   
   
   4. Rehearsing and memorizing (written or verbal; overt or covert)
      
      
      
      • mnemonic devices
      
      
      • teaching someone else the material
      
      
      • making sample questions
      
      
      • using mental imagery
      
      
      • using repetition


2. Behavioral: These strategies involve actions that the student takes.
   
   
   
   1. Self-evaluating (checking quality or progress)
      
      
      
      • task analysis (What does the teacher want me to do? What do I want out of it?)
      
      
      • self-instructions; enactive feedback
      
      
      • attentiveness
   
   
   2. Self-consequating
      
      
      
      • treats to motivate; self-reinforcement
      
      
      • arrangement or imagination of punishments; delay of gratification


3. Environmental: These strategies involve seeking assistance and structuring of the physical study environment.
   
   
   
   1. Seeking information (library, Internet)
      
      
      
      • library resources
      
      
      • Internet resources
      
      
      • reviewing cards
      
      
      • rereading records, tests, textbooks
   
   
   2. Environmental structuring
      
      
      
      • selecting or arranging the physical setting
      
      
      • isolating/ eliminating or minimizing distractions
      
      
      • break up study periods and spread them over time
   
   
   3. Seeking social assistance
      
      
      
      • from peers
      
      
      • from teachers or other adults"

You will notice from the above strategies the 3 elements  - personal, behavior, and environment - that Albert Bandura proposes that comprise his Social Cognitive Theory of Learning.

 From the same source, I copied these instructional practices to attain self-regulation.



"Your role in helping students to gain self-regulation will be challenging and it is clear that your first attempt to teach a student a self-regulation strategy may not be successful. Why? It takes time and practice to gain effective habits. Initial efforts must be refined based on student's feedback, performance, and personal reflection.

Five common instructional practices that have been cited as effective in helping students learn self-regulation are:

1. Guide learners' self-beliefs, goal setting, and expectations

• help students frame new information or feedback in a positive rather than a negative manner (e.g., "keeping track of your homework assignments will help you manage this course successfully," rather than "if you don't keep track you will fail")


• provide specific cues for using self-regulatory strategies

2. Promote reflective dialogue

• teacher modeling of reflective practices (think aloud)


• student practice with reflective dialogue


• group discussions to think through problems/cases (collaborative learning)

3. Provide corrective feedback

• performance standards must be clear and perceived as attainable


• phrase feedback (positive or negative) as a statement about the task of learning, not about the learner

4. Help learners make connections between abstract concepts

• use case-based instructions or examples that students come up with themselves


• use hands-on learning activities


• help students learn to separate relevant from irrelevant information (i.e., help them know where and how to focus their attention; guide their reference standards)

5. Help learners link new experiences to prior learning

• use experiential learning activities


• focus on application of knowledge in broader contexts


• integrate real-life examples with classroom information"

Images from

http://www.gifted.uconn.edu/siegle/selfregulation/SEC-IMG/third.gif

http://181fitness.com/wp-content/uploads/2013/04/selfregulation-481x230.jpg

 References

Garcia, M. A. J. (2013, June 23). Self-Regulation. Message posted on http://myportal.upou.edu.ph/mod/forum/discuss.php?d=52260

Common Self-Regulation Strategies. Retrieved from http://www.gifted.uconn.edu/siegle/selfregulation/section7.html

How-to Instruction for Self-Regulated Learning Strategies. Retrieved from http://www.gifted.uconn.edu/siegle/selfregulation/section8.html

Schedule of Reinforcement in Operant Conditioning

Continuous versus Intermittent (Partial) Reinforcement

Aside from giving either reinforcement or punishment, the schedule of reinforcements should also be taken into consideration to modify behaviors. Reinforcement schedules can be continuous or intermittent. In continuous reinforcement, the reinforcer is given every time a particular response occurs. For example, a cookie is given whenever a child greets the visitor. Intermittent or partial reinforcement is given only on some occasions to enhance favorable behavior. For example, a cookie is given when a child greets the visitor during the day and not during the night.

 Four Types of Intermittent Reinforcement Schedules

The four types of intermittent or partial reinforcement schedules are:

1. Fixed-ratio schedule – reinforcement is given after a set number of responses. For example, a real estate agent earns an additional 1% commission after every two houses he sells.

 

2. Variable-ratio schedule – reinforcement is given only after an unpredictable average number of responses. This kind of reinforcement is popular in gambling or lottery where the chances of winning cannot be determined. This schedule creates a high steady rate of responding and a brief pause after receiving the reinforcer but immediately resumes the response. For example, a call center agent keeps on calling households because he/she never knows when he/she gets the bonus the management are given randomly.



3. Fixed-interval schedule – reinforcement in given only after a set amount of time. This kind of reinforcement schedule causes a high amount of responding near the end of the interval and decreases gradually after receiving the enforcer. For example, employees tend to work with vigor when payroll day is near but they gradually lose enthusiasm the day after.

 

4. Variable-interval schedule – reinforcement happens after a particular average amount of time. This schedule causes a slow but steady rate of response. For example, not knowing when and how many times the boss might appear during the week for inspection, the production workers are always on their toes.



My thought: 

At first, it is really very hard to distinguish between the 4 intermittent reinforcement schedules because the term only differs in the middle term - ratio versus interval. How to differentiate between fixed-ratio and fixed-interval and between variable-ratio and variable-interval schedule? Since you already knew what fixed and variable is, the focus is on the middle term - ratio and interval. Just remember, for ratio - it  refers to the number of responses while interval pertains to the timing of the reinforcers. I hope this clarification helps on your understanding of the concepts.

Images from

http://www.successfulthings.com/products/realestate/RealEstate/Marketingletters/agent1.gif

http://images.flatworldknowledge.com/stangor/stangor-fig07_009.jpg

http://www.happypayday.com/payday/paydaybig.jpg

http://www.trikeen.net/bigpic/workers_at_dvd_case_production.jpg

References

Cherry, K. Variable-Interval Schedule. In About.com. Retrieved from http://psychology.about.com/od/vindex/g/def_variableint.htm

Cherry, K. What Is a Fixed-Interval Schedule?. In About.com. Retrieved from http://psychology.about.com/od/findex/g/def_fixedinterv.htm

Cherry, K. What Is a Fixed-Ratio Schedule?. In About.com. Retrieved from http://psychology.about.com/od/findex/g/def_fixedratio.htm

SparkNotes Editors. (2005). SparkNote on Learning and Conditioning. Retrieved June 12, 2013, from http://www.sparknotes.com/psychology/psych101/learning/section2.rhtml

Three Dimensions of Human Intellectual Competence

On his article The Role of Intelligence in Modern Society published in the July-August 1995 edition of American Scientist, Earl Hunt described Raymond Cattell and John Horn’s Three Dimensions of Human Intellectual Competence. These are:

1. Fluid intelligence (Gf) -  the ability of the individual to devise new strategies to direct problems that is new and extraordinary  from his own viewpoint.

2. Crystallized intelligence  (Gc) – recognized and relevant prior ability gained from experience is brought and applied by the individual  to the current problem/situation.

3. Visual-spatial reasoning  (Gv) – the utilization of imagery and visual relationships to solve problems.

Hunt noted that fluid intelligence tends to decrease after reaching adolescence stage while crystallized intelligence continues to increase as the individual ages. He added that alcoholism also contributes different effects on  fluid and crystallized intelligence. He did not discuss further visual-spatial reasoning dimension.

To read more about Earl Hunt’s views on the impact of intelligence in modern society, please visit http://www.americanscientist.org/issues/issue.aspx?id=878&y=0&no=&content=true&page=8&css=..

Introversion is not Shyness

Susan Cain describes shyness as “the fear of social disapproval or humiliation, while introversion is a preference for environments that are not overstimulating. Shyness is inherently painful; introversion is not “(as cited in Baldasaro, 2012).

(Image from http://watfordhypno.co.uk/wp/shyness/)

Introverts also are not anti-social because they also interact with others but lesser in frequency than extroverts. The collaboration is more on quality than quantity.

Reference

Baldasaro, T. (2012, September 10). Embracing Introversion: Ways to Stimulate Reserved Students in the Classroom.  [Web log comment]. Retrieved from http://www.edutopia.org/blog/introverted-students-in-classroom-tony-baldasaro