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 Educational assessment is the process of
documenting, usually in measurable terms,
knowledge, skills, attitudes and beliefs.
Assessment is a mechanism for providing
instructors with data for improving their
teaching methods and for guiding and
motivating students to be actively involved in
their own learning.
 Assessment gives us essential information
about what our students are learning and
about the extent to which we are meeting our
teaching goals. But the true power of
assessment comes in using it to give
feedback to students.
 Assessment is in many respects the glue
that links the components of a course - its
content, instructional methods, and skills
development.
 Selection: Assessment helps in selection, for example
when choosing students for a further course or for
employment. Assessment in this context is used for
prediction, for instance which students will be able to
benefit from further study.
 Certification: Certification indicates conforming that a
student has reached a particular standard. Assessment
in these and similar circumstances certifies that a
particular level of performance has been achieved.
 Describing: what a student has learned or can do in
greater detail. This can be done in the form of a profile.
 Aiding Learning: Assessment can stimulate learning
by motivating students, Giving students practice and
providing feedback.
 Improving teaching: Assessment information can help
a teacher to review the effectiveness of all instructional
arrangements.
 There are three modes of assessment:
 Diagnostic
 Formative
 Summative
 Intended to improve the learner’s experience
and their level of achievement.
 Diagnostic assessments are used to determine
students’ level of knowledge, skills, and
understandings at the beginning of a course,
grade level, unit and/or lesson.
 It is often used before teaching or when a
problem arises.
 Pre-tests on content and abilities in order to get an
understanding about the students’ knowledge level.
 Self-assessments which is conducted to identifying
skills and competencies of the students.
 Brief interviews which are conducted in order to get
an idea about the problems of the students which they
faced in the classroom)
 Formative assessment provides feedback and
information during the instructional process, while
learning is taking place, and while learning is occurring.
 Measures student progress but it can also assess
instructor’s progress.
 A primary focus of formative assessment is to identify
areas that may need improvement.
 These assessments typically are not graded and act as
a gauge to students’ learning progress and to determine
teaching effectiveness
 Observations
 Homework exercises
 Question and answer sessions
 Conferences between the instructor and
student sessions
 In-class activities
 Summative assessment takes place after the learning
has been completed and provides information and
feedback that sums up the teaching and learning
process.
 Rubrics, often developed around a set of standards or
expectations, can be used for summative assessment.
 Assess what has been learned and how well it was
learned.
 More product-oriented
 Examinations
 Final examination
 Term papers
 Projects
 Portfolios
 Performances
 Student evaluation of the course
 Instructor self-evaluation
 The assessment of student learning begins with
educational values.
 Assessment is most effective when it reflects an
understanding of learning as multidimensional,
integrated, and revealed in performance over time.
 Assessment works best when the programs it seeks to
improve have clear, explicitly stated purposes.
 Assessment works best when it is ongoing not episodic.
 Assessment fosters wider improvement
 Examination is both a subject of research and the basic
data for research.
 It is a vital part of the teaching, learning process, and
educational development.
 Efficacy of an education system, basically, depends
upon the usefulness and effectiveness of its
examination system.
 Assess the competency of students’ learning for
admission but also for employment.
 Started in 1857 in sub-continent.
 Their validity, reliability, and practicability
have been called in question.
 From 1857 to 1990, so many commissions
and committees were constituted to
formulate the reforms in examinations
system.
 Despite all these efforts, the credibility of
examinations is still dubious.
 Provide a systematic evaluation system to judge to what
extent the educational aims, goals and objectives have
been achieved.
 Evaluate the students’ academic achievement in the
prescribed contents in a particular period of time.
 Assess the students' educational development in
respect of personality and character building.
 Develop the students’ study habits, planned research
work and competition.
 Provide feedback to the institutions and to make
decisions about reward and scholarships.
 In December 1982, the Commission formulated the
program of Examination Reforms and suggested:
 The demarcation of the syllabi into well-defined
units/areas of content with a topic-wise break down
 Replace of overall choice of internal options
 The holding of examinations only after the requirements
of minimum number of lectures/tutorials/laboratory work.
 Advised to take effective security measures to conduct
the examinations in order to establish the credibility of
the examination system.
 Students should be assessed continuously rather than
being assessed at the end of the year
 Implementation of Semester System of Examination
 Minimize Mal-practices
 Frequent Evaluation
 Discussions on Common Mistakes of Students in
Examination
 Comprehensive and Balanced Evaluation
 Minimize delay in the conduct of examination
 Meaningful and Gainful Curriculum
 Avoid Selective-Study and Guess-Work
 Teacher as:
 Performer
 Composer
 Conductor
 Critic
 Learner as:
 Receiver
 Detective
 Generator
 Facilitator
 Entrance test is a test that many educational institutions
use to select students for admission.
 Entrance tests access your logical reasoning and
thinking ability. The tests are strictly timed.
 Different types of questions include Verbal Ability,
Numeric Ability, Abstract Reasoning, Spatial Reasoning,
Mechanical Reasoning, Fault Diagnosis, Data Checking
and Work Sample.
 Entrance test are important with respect to placement
purpose and choosing a career.
 UET ECAT
 MCAT
 SAT
 NTS
 GRE
 LCAT
 NUST
 COMSATS-NTS TEST
 University Own Based Entry Tests
 Learn the basics
 Everything is important
 Practice
 Know your weak points
 Do not waste time
 Be careful while attempting
 Avoid gaps
 Take care of yourself
ASSESSMENT IN HIGHER EDUCATION-8625

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ASSESSMENT IN HIGHER EDUCATION-8625

  • 1.
  • 2.  Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment is a mechanism for providing instructors with data for improving their teaching methods and for guiding and motivating students to be actively involved in their own learning.
  • 3.  Assessment gives us essential information about what our students are learning and about the extent to which we are meeting our teaching goals. But the true power of assessment comes in using it to give feedback to students.  Assessment is in many respects the glue that links the components of a course - its content, instructional methods, and skills development.
  • 4.  Selection: Assessment helps in selection, for example when choosing students for a further course or for employment. Assessment in this context is used for prediction, for instance which students will be able to benefit from further study.  Certification: Certification indicates conforming that a student has reached a particular standard. Assessment in these and similar circumstances certifies that a particular level of performance has been achieved.
  • 5.  Describing: what a student has learned or can do in greater detail. This can be done in the form of a profile.  Aiding Learning: Assessment can stimulate learning by motivating students, Giving students practice and providing feedback.  Improving teaching: Assessment information can help a teacher to review the effectiveness of all instructional arrangements.
  • 6.  There are three modes of assessment:  Diagnostic  Formative  Summative
  • 7.  Intended to improve the learner’s experience and their level of achievement.  Diagnostic assessments are used to determine students’ level of knowledge, skills, and understandings at the beginning of a course, grade level, unit and/or lesson.  It is often used before teaching or when a problem arises.
  • 8.  Pre-tests on content and abilities in order to get an understanding about the students’ knowledge level.  Self-assessments which is conducted to identifying skills and competencies of the students.  Brief interviews which are conducted in order to get an idea about the problems of the students which they faced in the classroom)
  • 9.  Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring.  Measures student progress but it can also assess instructor’s progress.  A primary focus of formative assessment is to identify areas that may need improvement.  These assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness
  • 10.  Observations  Homework exercises  Question and answer sessions  Conferences between the instructor and student sessions  In-class activities
  • 11.  Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.  Rubrics, often developed around a set of standards or expectations, can be used for summative assessment.  Assess what has been learned and how well it was learned.  More product-oriented
  • 12.  Examinations  Final examination  Term papers  Projects  Portfolios  Performances  Student evaluation of the course  Instructor self-evaluation
  • 13.  The assessment of student learning begins with educational values.  Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time.  Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes.  Assessment works best when it is ongoing not episodic.  Assessment fosters wider improvement
  • 14.  Examination is both a subject of research and the basic data for research.  It is a vital part of the teaching, learning process, and educational development.  Efficacy of an education system, basically, depends upon the usefulness and effectiveness of its examination system.  Assess the competency of students’ learning for admission but also for employment.
  • 15.  Started in 1857 in sub-continent.  Their validity, reliability, and practicability have been called in question.  From 1857 to 1990, so many commissions and committees were constituted to formulate the reforms in examinations system.  Despite all these efforts, the credibility of examinations is still dubious.
  • 16.  Provide a systematic evaluation system to judge to what extent the educational aims, goals and objectives have been achieved.  Evaluate the students’ academic achievement in the prescribed contents in a particular period of time.  Assess the students' educational development in respect of personality and character building.  Develop the students’ study habits, planned research work and competition.  Provide feedback to the institutions and to make decisions about reward and scholarships.
  • 17.  In December 1982, the Commission formulated the program of Examination Reforms and suggested:  The demarcation of the syllabi into well-defined units/areas of content with a topic-wise break down  Replace of overall choice of internal options  The holding of examinations only after the requirements of minimum number of lectures/tutorials/laboratory work.  Advised to take effective security measures to conduct the examinations in order to establish the credibility of the examination system.  Students should be assessed continuously rather than being assessed at the end of the year
  • 18.  Implementation of Semester System of Examination  Minimize Mal-practices  Frequent Evaluation  Discussions on Common Mistakes of Students in Examination  Comprehensive and Balanced Evaluation  Minimize delay in the conduct of examination  Meaningful and Gainful Curriculum  Avoid Selective-Study and Guess-Work
  • 19.  Teacher as:  Performer  Composer  Conductor  Critic  Learner as:  Receiver  Detective  Generator  Facilitator
  • 20.  Entrance test is a test that many educational institutions use to select students for admission.  Entrance tests access your logical reasoning and thinking ability. The tests are strictly timed.  Different types of questions include Verbal Ability, Numeric Ability, Abstract Reasoning, Spatial Reasoning, Mechanical Reasoning, Fault Diagnosis, Data Checking and Work Sample.  Entrance test are important with respect to placement purpose and choosing a career.
  • 21.  UET ECAT  MCAT  SAT  NTS  GRE  LCAT  NUST  COMSATS-NTS TEST  University Own Based Entry Tests
  • 22.  Learn the basics  Everything is important  Practice  Know your weak points  Do not waste time  Be careful while attempting  Avoid gaps  Take care of yourself