Dr. Jamil Day 1 Assessment Evaluation AIOU

2. MEASUREMENT, ASSESSMENT AND EVALUATION
Course Code: 8602 (Educational Assessment and Evaluation)
Dr. Muhammad Jamil
PhD (Education)
Cell # 03004255912
Email id: jameelphd@gmail.com
Unit 1

3. Course Chapters

4. • Measurement, Assessment and Evaluation (Difference)
• Assessment for learning and Assessment of learning
• Types of formative and Summative Assessment
• Characteristics of Classroom Assessment
• Principles of Effective Assessment
• Test: Types and Purpose
• Taxonomy of Educational Objectives
Today’s session will cover the
following aspects

5. Why Assessment, Measurement and Evaluation is
necessary?
(Your previous knowledge)

7. Assessment
• Assessment is formally defined as a Measure of Performance
• Educational Assessment is the process of documenting,
usually in measurable terms, Knowledge, Skills,and Attitudes
• Assessment is a mechanism for providing
instructors with data to improve their
Teaching methods and Motivate the students

8. Evaluation
• Systematic Process of Collecting and Analyzing
data to know the degree of achieved objectives.
(Gay, 1985)
• Making Judgments about performance.
• Qualitative Aspect about Outcomes of Learning.

9. Classroom Assessment
• Why to Assess? Clears goals of instruction
• What to Assess? Current abilities in given task
• Who to Assess? Students ‘Real Learners’
• How to Assess? Type of Questions
• When to Assess? Time

10. Need of Assessment
•Selection
•Certification
•Describing
•Aiding learning
•Improving Teaching

11. Assessment for Learning or
Formative Assessment
•It provides feedback and information during the
instructional process.
•It measures Student Progress and can also assess progress
of an Instructor.
Instructional strategies of Formative Assessment
• Observation
• Questioning Strategies
• Self and Peer Assessment
• Student Record Keeping

12. Assessment of Learning or
Summative Assessment
• Summative Assessment takes place after the learning has been
completed
• It provides Information and Feedback
Types of Summative Assessment
• Examinations (major, high-stakes exams)
• Final Examination (a truly summative assessment)
• Term Papers (submitted at the end of session)
• Projects (submitted at the end of session)

13. Characteristics of Classroom Assessment
• Achievement of Educational Goals
• Multidimensional, and integrated learning
• Clear stated Purposes
• Ongoing Assessment
• Involvement of Educational Community
• Meeting Responsibilities of Students and Public

14. Principles of Assessment
• be Formative
• determine Planning
• Serve Teaching
• Serve Learning
• be Curriculum-driven
• be Student-centered
• be Diagnostic
• develop a Mutual Understanding
• involve Reflective Teaching
It Should

15. How Assessment should be used for
Quality Education?

16. OBJECTIVES AND ASSESSMENT
Unit 2

17. Test and its Types
• To assess Students’ Performance, Knowledge and Skills.
• Systematic Method of Collecting Information to make inferences about the
Characteristics of People or Objects
Types of test
• Subjective (Essay) type tests
• Restricted Response (Short)
• Extended Response (Long)
• Objective type tests
• Multiple Choice Questions (MCQs)
• True/False
• Completion (Fill in the Blanks)
• Matching items (Column)

18. Characteristics of a Good Test
Valid: Tests what is supposed to test
Reliable: Consistent (Each time)
Objective: Scores or raters agree
Easy to Administer: (Class time, Set up)
Low Cost: Equipment

19. Purpose of a Test
• Monitoring Students’ Progress
• Diagnosing Learning Problems
• Assigning Grades
• Classification and Selection of Students
• Improvement in Teaching

20. Objectives and Educational
Outcomes
• Learning objectives are statements that define the
expected goals of a lesson acquired by a student through
instruction
• Used for Selection of Instructional Content and procedures
• Facilitate the appropriate Evaluation of the instruction

21. How a test might be made effective?

22. Thank You for Listening!