Unlocking Assessment: A Guide to Understanding the Purpose and Types

Welcome in
“Unlocking Assessment”
by
Shagufta Shazadi
Sargodhians’ Institute for Professional Development
(SIPD)
Rashidabad

Approach Us
Web: www.sipd.org.pk
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Starting from you  (Mind Mapping)
1. What do you Understand by the term ASSESSMENT?
2. List as many words as you can associate with assessment.
7/24/2020Shazadi. SIPD
Assessment

What is Assessment?
 The word ‘assess’ comes from the Latin verb ‘assidere’
meaning ‘to sit beside’. Assess means to “sit beside the
learner”
 In assessment one is supposed to sit with the learner.
This implies it is something we do ‘with’ and ‘for’
students (Green, 1999)

 Ahmed and Malik (2011) describe assessment as a
technique to get awareness of teachers’ pedagogy and
students’ learning.
 The systematic process of collecting, analyzing and
synthesizing the information about educational
programs/ students learning undertaken for the purpose
of improving learning and development.

Why Assessment?

Why to Assess
 To find out what the students know. What they
can do? How well they can do? (skills;
performance). Students may need assistance.
 To make adjustments in lesson planning and
delivery.

Assessment is to inform and improve teaching and learning

What to Assess:
Assessment based on learning outcomes
A teacher selects a precise area, skill or content for
students’ assessment.

When to Assess
Teachers make instructional changes or improvements
while assessing students throughout the learning process.
Teachers can use any of the following assessment types:
 Pre- Instruction
 During Instruction
 Post-Instruction

How to Assess
Teachers use variety of formal and informal techniques that depends
on the purpose of the assessment.
Any one assessment may serve more than one purpose
 Paper-pencil test/Papers
 Observations
 Classroom Presentations
 Quizzes
 Peer Assessment
 Self Assessment
 Interviews

Peer assessment or self assessment
 Peer assessment, or self-assessment, is a
process whereby students or their peers grade
assignments or tests based on a teacher's
benchmarks.
 The practice is employed to save teachers time
and improve students' understanding of course
materials as well as improve their metacognitive
skills.

Self Assessment Plants Analogy
Self assessment by the plants enables them to
monitor their growth and decides what
adjustments, adaptations and even major changes
they need to achieve better results.

How much to Assess
Teachers by using their better judgment can decide
how much students need to be assessed for any
particular knowledge or skill.
Consider students’ learning level, age, grade and
content taught.

Basic concepts in Assessment
Test Measurement
An instrument to collect data.
A test is a “product” that measures a
particular behavior or set of
objectives.
Tests are done after the instruction
has taken place, it’s a way to
complete the instruction and get the
results.
A process of finding a number that
shows the amount of something.
Quantifying how much learner has
learned

 How old are you?
 How much do you weigh?
 How tall are you?
 How much water can be filled in your water bottle?
 How hot is it today?
 To answer the above questions; what we need is to measure.
 To find how old you are, you need to measure time.
 To know how much you weigh, you must weigh yourself.
 To know how tall you are, you need to measure your height (length)
 To know how much water you can fill in your water bottle, you need to
measure the capacity of your bottle.
 To find out how hot it is today, you need to measure the temperature.
So, what exactly is “measurement”?

Cont…
Assessment Evaluation
Improves quality of learning Judges learning level
Is ongoing Provides closure
Graded and ungraded Graded
Provides feedback Shows shortfalls
Process-oriented Product-oriented

Example:
You’re gifted a flower.
 Evaluation: “The flower is purple and is too short with
not enough leaves.”
Evaluation is judgmental
 Assessment: “I’ll give the flower some water to improve
its growth.”
Assessment increases the quality

Types of Assessment

Diagnostic assessment (pre-instruction)
 Diagnostic assessment informs teacher about each individual
students’ ability, skill, knowledge, strengths and need
improvement areas before initiating a new lesson.
Examples
Admission tests
Pre-lesson assessment
 How to conduct diagnostic assessment?
Paper-pencil test
Observation
Checklist

Formative assessment (during instruction)
 An ongoing process of identifying students’ needs and
providing them feedback to improve their learning.
 Identify areas of growth
 How to conduct formative assessment?
 Paper-pencil tests
 Observation
 Peer assessment
 Self assessment
 Checklist
 Projects
 Portfolio

Summative assessment (post-instruction)
 The purpose of summative assessment is to test students’ performance, score
and grade to provide students with certificates.
 Its only to judge students overall academic performance in the school, college
or University.

• Prior
knowledge
• Before the
start of lesson
Diagnostic
• On going
• During the
lesson
Formative
• End of lesson
• Decision
making
Summative

The “soup Analogy” of Formative &
Summative Assessment

Summative or Formative?
 It depends on how the test is used.
 A same type of test/technique can be used formatively or
summative.

Cumulative assessment
 The amalgamation of all forms of demonstration
of student performance over a period of time. It
would include grades given to students for
quizzes, projects, assignments, presentations and
home work.
 A certain percentage is allocated to each of these
elements and together they form cumulative
grade.

Assessment as per National Education Policy
 NEP (2009), “113. Assessment systems are quality measures that cater to a
number of requirements of the education system. These can be used to measure
overall system efficiency as well as individual student performance for
movement in the education system. A comprehensive assessment design would
provide feedback for improvements at all tiers starting from changes in
the classroom to improvements in the national systems.
114. Assessment system currently suffers from several deficiencies in
promoting quality education. The one with more sinister outcomes is the
practice of rote learning which stops the mental growth of the child and
blocks innovative learning. Efforts have to be made to address this issue and
need for inculcating critical and analytical thinking skills for producing life-
long independent learners has to be emphasized. Assessment mechanism
should be such that analytical thinking and critical reflections are tapped and
encouraged.”

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