Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.

1. STUDENT ASSESSMENT AND EVALUATION
Supervisor
Dr. Anjali Sharma
Associate Professor
Presented by
Education Management Student
Kaveri Sarkar
Montu Borah
Smitasri J. Sarma
Sushmita Deka
Department of Education, Tezpur University Assam , India
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2. Assessment is the process of gathering and discussing information
from multiple and diverse sources in order to develop a deep
understanding of what students know, understand, and can do with
their knowledge as a result of their educational experiences; the
process culminates when assessment results are used to improve
subsequent learning.
(Huba and Freed, 2000)
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3. …all those activities
undertaken by teachers, and by
their students in assessing
themselves, which provide
information to be used as
feedback to modify the
teaching and learning activities
in which they are engaged.
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4. 4

5. Principles of Assessment
1. ASSESSMENT SHOULD BE AIMED AT IMPROVING
STUDENT PERFORMANCE
2. ASSESSMENT SHOULD BE BASED ON AN
UNDERSTANDING OF HOW STUDENTS LEARN
3. ASSESSMENT SHOULD BE AN INTEGRAL
COMPONENT OF COURSE DESIGN AND NOT
SOMETHING TO ADD AFTERWARDS
4. GOOD ASSESSMENT PROVIDES USEFUL
INFORMATION TO REPORT CREDIBLY TO PARENTS
ON STUDENT ACHIEVEMENT

6. 5. Good assessment requires clarity of purpose, goals, standards
and criteria
6. Good assessment requires a variety of measures.
7. Assessment methods used should be valid, reliable and
consistent .
8. Assessment requires attention to outcomes and processes.
9. Assessment works best when it is ongoing rather than episodic
10. Assessment for improved performance involves eedback and
reflection .
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7. THE ROLE OF
ASSESSMENT

8. The Role of Assessment in Learning
Assessment plays a major role in how students learn, their motivation to
learn, and how teachers teach.
Assessment is used for various purposes.
 Assessment for learning: where assessment helps teachers gain insight.
 Assessment as learning: where students develop an awareness .
 Assessment of learning: where assessment informs students, teachers and
parents, as well as the broader educational community, of achievement at a
certain point in time.
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9. Research and experience show that student
learning is best supported when
• Instruction and assessment are based on clear learning goals
• Instruction and assessment are differentiated according to student learning
needs
• Assessment information is used to make decisions that support further learning
• Parents are well informed about their child’s learning, and work with the school
to help plan and provide support
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10. FUNCTIONS OF ASSESSMENT
1. Capturing student time and attention.
2. Generating appropriate student learning activity .
3. Providing timely feedback which students pay attention to .
4. Helping students to internalize the discipline’s standards and
notions of equality .
5. Generating marks or grades which distinguish between students
or enable pass/fail decisions to be made .
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11. TYPES OF ASSESSMENT
1.Formative Assessment
2. Summative Assessment
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12. Formative Assessment
 1. This occurs in the short term.
 2.Feedback to the learner is immediate .
 3. Enables the teacher to "turn on a dime" .
 4. Can be both formal and informal
Examples: a very interactive class discussion; a warm-up, closure, or exit slip; a
on-the-spot performance; a quiz, class test.
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13. Summative Assessment
1.This takes place at the end of a large chunk of learning.
2. Results may take time to be returned to the student/parent.
3. Feedback to the student is usually very limited.
4. Teachers/schools can use these assessments to identify strengths and
weaknesses of curriculum and instruction, with improvements affecting the
next year's/term's students.
Example: End term exam or annual examinations.
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14. Advantages of Assessment
 Helps in knowing the position of a student when they enter a course.
 It provides data on student learning.
 It provides a large view of students’ need and assessment.
 In accordance to the students’ achievement, the curriculum and teaching
methods can be adjusted.
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15. Disadvantages of Assessment
 It limits the potential of a student to a mere ‘test’.
 Under supervision and pressure and supervision, creativity and performance
is affected.
 Though assessment aims at bringing out the latent knowledge, it often
conceals it by the pressure it creates.
 The parameter to judging knowledge is just a test score.
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16. Advantages of Formative Assessment
• Develops knowledge
• Plans for future
• Achieves successful outcomes
• Continuous improvement
• Provides quick feedback
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17. Disadvantages of Formative Assessment
 Time consuming and requires resources
 Tiring process
 Trained and qualified professionals
 Develops challenges
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18. Advantages of Summative Assessment
 To know if students have understood
 They determine achievement
 They make academic records
 Boosts individuals
 Weak areas can be identified
 Training success can be measured
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19. Disadvantages of Summative Evaluation
 Demotivates individuals
 Rectification is late
 It is disruptive
 No remedy to identify challenges in advance
 Not accurate reflection of learning
 Negative effect for students
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20. Three Paradigms of Assessment
 The three paradigms of assessment are:
1. Assessment as Measurement
2. Assessment as Procedure
3. Assessment as Inquiry
-Frank Serafini
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21. Assessment as Measurement
 The primary instrument of this paradigm is the large-scale, norm-
referenced standardized test.
 Objectivity, standardization and reliability are the main concerns.
 Knowledge is considered to be existing separately from the learners;
and the learners work to acquire it and not construct it.
 Decisions about the information to be collected and the means of
evaluation are made by authorities outside the classroom.
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22. Assessment as Procedure
 This paradigm has elements of both measurement paradigm and
inquiry paradigm.
 The primary focus is on assessment procedures and not on the
underlying purposes of the assessment program.
 Knowledge is believed to be existing separately from the learners,
and it can be transmitted to the students and eventually objectively
measured.
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23. Assessment as Inquiry
 Under this paradigm, assessment is based on constructive theories
of knowledge, student-centered learning and the inquiry process.
 The teachers use various qualitative and quantitative techniques to
inquire about particular learners.
 It is a process of inquiry, and a process of interpretation, used to
promote reflection concerning students' understandings, attitudes,
and literate abilities.
 Assessment, in this paradigm, is viewed as a social, contextually
specific, interpretive activity.
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24. CASE STUDY

25. CONDUCTED ON THE PROFESSORS AND
STUDENTS OF TEZPUR UNIVERSITY WITH
REGARD TO THE TYPE OF EVALUATION
SYSTEM THEY PREFER BETWEEN FORMATIVE
EVALUATION AND SUMMATIVE
EVALUATION.
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26. STUDENTS 26

27. Out of 15 students only 3 of them preferred the summative evaluation.
Reasons for favoring the summative evaluation system are:
 The constant pressure of examination is absent.
 They understand the concepts better as they get the time to do an in
depth study.
 The anxiety of the final exam makes them work hard for it as exam
still retains its seriousness in such a system.
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28. Rest of them preferred the formative evaluation method.
Reasons for the preference of the formative evaluation in general are:
 It gives them the opportunity to keep track of their progress.
 They do not lose touch with their study materials.
 Constant evaluation keeps their competitive mode on .
 It gives them the opportunity to know their weakness area and improve
accordingly.
 It gives a chance to the students to score well in the overall evaluation
because of multiple exams.
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29. It also gives them the scope to appear for exams in
case they were unable to attend any because of
certain problems.
It also reduces the load in the final exams as the
portions which are included in the previous tests are
left out.
Since they appear for exams constantly the anxiety
associated with exams are reduced.
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30. IN THE CONTEXT
OF
TEZPUR UNIVERSITY
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31. Load was too heavy and they had no space for thinking.
Six exams in one semester curbs their creativity and hinders their progress.
The heavy exam pressure also takes away the time to study anything in
depth.
So students gain only surface level knowledge without bothering to analyze
and understand their topics at a deeper level.
They feel that their concepts are not clear and they learn for the sake of
passing the exams.
Some students also mentioned to be on the edge of mental breakdown
because of too much stress throughout the semester.
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32. TEACHERS
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33. All of them were inclined towards the formative
evaluation albeit with a little modification.
 Reasons for their preference:
They felt that formative evaluation definitely helped
them to keep track on the student’s progress.
Knowing where the student is lagging behind gives
them the scope to work on the student’s weaknesses.
Also, it gives them the scope to know where a student
stands in a class and pay added attention to the ones
who need more help.
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34. IN THE CONTEXT
OF
TEZPUR UNIVERSITY
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35. They feel that the formative evaluation system in Tezpur University
is detrimental to their progress as well as to that of the students.
Reasons:
Too many exams and assignments leaves them no time to enhance
their knowledge by reading more on their specific subjects.
They, as individuals, do not get time for themselves and without the
space for personal growth, their teaching also gets affected.
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36. In case of students:
The professors are also of the view that too many
examinations in each semester have hindered the
understanding and analyzing abilities of the students.
They feel that students are more concerned about
passing their examinations rather than learning. This
preoccupation with examination has led to rot learning
in the students.
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37. SUGGESTIONS
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38. Number of examinations should be reduced. Than it will be beneficial for
everyone for it will give them the space to think and improve, which
formative evaluation actually aims at.
The course instructors should be given the freedom for deciding the
number of tests to be conducted because the need of each stream and each
paper is different.
Freedom should be there to choose the type of assessment because the
needs of each course vary from each other.
The mode of evaluation and assessment should also be flexible to
accommodate differences.
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39. THE SOLUTION
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40. The real solution would be to try and accommodate the
needs of the students as well as the faculty because
education is after all meant for the holistic development of
a student.
The system should be flexible and the number of
examinations should be reduced so as to give the students
the chance to gain true knowledge.
 A change in the system will also give the scope to the
teaching faculty to enhance themselves and in turn
enhance the students.
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42. Therefore, it may be concluded that though the leanings are
towards the formative evaluation system, it is not without the want for
modification.
A balance is required not only in the formative but also in any form
of evaluation system.
In the summative system too much leniency risks the attention of
the students. While, in formative evaluation too much stress can
endanger the clarity of concepts in the students.
A midway has to be found between the two extremes, and a
modified, flexible and accommodating system of evaluation, in the
lines of the formative system, should be adopted, so that the faculty
and the students can keep track of the latter’s progress while at the
same time also have the chance to improve, develop and grow.
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