PRELIM LESSON FOR ASSESSMENT AND EVALUATION

1. Assessment and Evaluation in the
Social Sciences

2. THE NATURE OF EDUCATIONAL ASSESSMENT
What are the definition of
Measurement, Assessment,
and Evaluation?
Measurement

3. Principles of Assessment
1. Assessment will be valid
• Assessment will be explicitly designed to measure student achievement of the intended learning outcomes, and
all intended learning outcomes will be summative assessed.
2. Assessment will be reliable
• To ensure the level of consistency that is necessary for assessment to be reliable, all awards at the same
academic level will be aligned with the University's generic qualification descriptor, level descriptor and
assessment criteria for that level of award.
3. Assessment will be equitable
• The University recognizes that different assessment methods may be appropriate for different learning styles,
and it therefore encourages all programs to employ (in a way that is consistent with the intended learning
outcomes being assessed) a diversity of assessment methods to allow all students to demonstrate their
knowledge, understanding and skills.

4. 4. Assessment will be explicit and transparent
• Prior to undertaking any assessment task, students will be clearly informed of the purpose and
requirements of the task and will be provided with the specific assessment criteria that will be used for
marking it. Feedback to students will be related to the stated learning outcomes and specific assessment
criteria.
5. Assessment will support the student learning process
• All assessment tasks influence the way in which students approach their learning,
and this will be taken into account in the design of all assessment tasks.
6. Assessment will be efficient
• Assessment will be efficient for both students and staff such that learning
outcomes are not overly assessed and that knowledge and skills can be
sampled.

5. 7. Assessment outcomes will be monitored, and this monitoring used to support the
enhancement of assessment policy and practice
• Student performance in assessment tasks will be monitored on an annual basis by
departments/schools, to ensure that assessment continues to be consistent with
the principles of assessment outlined above.
8. Staff involved in assessment will be competent to undertake their
responsibilities in this area
• The University will ensure that staff involved in the assessment process will
have appropriate experience and training.

6. Characteristics of Modern-day Assessment
The following eight characteristics of 21st
century assessment, are essential guide for
preparation of assessment activities by
educators.
It is necessary to refer to these
characteristics to ensure that the learners
are being assessed towards the skills and
demand of the 21st century.

7. RESPONSIVE
 Visible performance-based work (as a result of assessment) generates
data that inform curriculum and instruction.
In my Asian study class, I discussed about the river civilization in Asia. For me to know if the class
understood the lesson, I will conduct a formative assessment I will throw a question to my students
like how geography affects the way of living of the civilization in Asia?
FLEXIBLE
 Assessment need to be adaptable to students’ settings. Rather than the
identical approach that works in traditional assessment, 21st century
approaches are more versatile.
In my world history class, I let my students have a survey on their Multiple Intelligences. After that, I grouped my
students according to their intelligences and let them have a creative presentation.

8. INTEGRATED
 Assessments are to be incorporated into day-to- day practice rather than as
add-ons at the end of instructions or during a single specified week of the
school calendar.
I assess my students from time to time because assessments are not just given at the end. I give my
students formative assessments rather than just giving them summative assessments.
INFORMATIVE
The desired 21st century goals and objectives are clearly stated and explicitly
taught. Students display their range of emerging knowledge and skills.
Exemplars routinely guide students toward achievement of targets.
Before I start my class, I see to it that my students are aware of the goals and objectives. With that, my students will be
guided with their achievements.

9. MULTIPLE METHODS
 An assessment continuum that includes a spectrum of strategies is the
norm.
My students have different intelligences, so I see to it that I don’t focus on only one way of assessing their learning’s.
COMMUNICATED
 Communication of assessment data is clear and transparent for all
stakeholders. I let my students keep track of their progress by returning
their papers or evaluation sheet.
I also see to it that I submit my student’s grade on time for their parents to be aware of their child/children’s
achievements.

10. TECHNICALLY SOUND
 Adjustments and accommodations are made in the assessment process to
meet the students’ needs and fairness.
I make sure that my assessments are valid, reliable, and supports comparisons since my students have different
intelligences, beliefs, gender and socioeconomic groups.
SYSTEMIC
 21st century assessment is part of a comprehensive and well-aligned
assessment system that is balanced and inclusive of all students,
constituents, and stakeholders and designed to support improvement at all
levels.
Changes are inevitable so I make sure that I am able to identify the needs of my students and the community. With that I will
be able to develop my students into globally competitive individuals.

11. The Need and Importance of Evaluation
Evaluation is done to fulfill the following needs and Importance:
1. It helps a teacher to know his pupils in details. Today, education is child-
centered. So, child’s abilities, interest, aptitude, attitude etc., are to be
properly studied so as to arrange instruction accordingly.
• It helps the teacher to determine, evaluate and refine his instructional
techniques.
• It helps him in setting, refining and clarifying the objectives.
• It helps him to know the entry behavior of the students.

12. The Need and Importance of Evaluation
Evaluation is done to fulfill the following needs and Importance:
2. It helps an administrator.
(a) In educational planning and
(b) In educational decisions on selections, classification and placement.
3. Education is a complex process.
Thus, there is a great need of continuous evaluation of its processes and
products. It helps to design better educational programme.
4. The parents are eager to know about the educational progress of their
children and evaluation alone can assess the pupils’ progress from time to time.

13. The Need and Importance of Evaluation
Evaluation is done to fulfill the following needs and Importance:
5. A sound choice of objectives depends on an accurate information
regarding pupil’s abilities, interest, attitude and personality traits and
such information is obtained through evaluation.
6. Evaluation helps us to know whether the instructional objectives have
been achieved or not. As such evaluation helps planning of better
strategies for education.

14. The Need and Importance of Evaluation
Evaluation is done to fulfill the following needs and Importance:
7. A sound programed of evaluation clarifies the aims of education and it
helps us to know whether aims and objectives are attainable or not. As
such, it helps in reformulation of aims and objectives.
8. Evaluation studies the ‘total child’ and thus helps us to undertake special
instructional programs like enrichment programed, for the bright and
remedial programs for the backward.

15. The Need and Importance of Evaluation
Evaluation is done to fulfill the following needs and Importance:
9. It helps a student in encouraging good study habits, in increasing
motivation and in developing abilities and skills, in knowing the results of
progress and in getting appropriate feedback.
10. It helps us to undertake appropriate guidance services.

16. Role of Assessment in the Teaching of Social Sciences
 “The history of our country, the creativity, the victories, the
culture…..” this extract was taken from a speech given by Erica
Williams- Connell (2012). In her speech she emphasized on future
generation learning and adapting historical and cultural values
derived from Trinidad and Tobago. Today in many school systems
this is effectively done via the Social Studies curriculum.
 Social Studies is the study of the interaction of the
individual with his/her personal and social environment.
Such study should enable children to better understand
the physical surroundings as well as the people with
whom they come into contact. They should then be better
able to deal with the environment and impact on it, in
such a way, as to improve their standard.

17. Role of Assessment in the Teaching of Social Sciences
❖ Assessment determines the children’s understanding of
what is being taught and how well they can apply it to their
daily lives.
❖ Assessment is important in Social Studies because it
gives the teacher a sense as to what level their students are
at.
❖ It also acts as a prerequisite for teachers to reflect on
how effective their teaching strategies are, and for self-
review. The effective gathering and use of assessment
data has a strong influence on students’ achievement.

18. Role of Assessment in the Teaching of Social Sciences
❖ Once assessment is used appropriately be it
formative or summative it can also have a positive
impact on students’ motivation and self-esteem which
they are more likely to make accurate judgments about
student performance.
❖ Fairness to students is another important reason for
teachers to use a wide range of assessment processes
to measure student performance in social studies. This
contributes to an assessment process that allows all
students to demonstrate their achievements.

19. HOW
SHOULD
ASSESSMENT
BE
DONE?

20. 1. COLLECTING INFORMATION ABOUT CHILDREN
In the context of collection of information about children’s learning and progress, two things are important –
first, to collect information from a variety of sources, and secondly, to use different methods or tools and techniques.
2. RECORDING OF INFORMATION
The most common form of recording of information is through the use of report cards. Most report cards in schools
across the country carry information in the form of marks or grades obtained by children in tests / exams. Such report
cards fail to provide a complete picture of the child’s learning and progress. The scope needs to be widened. Recording
needs to include records of observations and comments on children’s performance on assignments, ratings of
what children do and how they behave and anecdotes or incidents of children’s behavior towards others.
3. INTERPRETATION OF GATHERED INFORMATION
Once the information has been recorded, the next step is interpretation of
gathered information. It helps to understand and draw conclusions about the child
where the child is and what needs to be done to help the child. This requires
daily analysis and review of records as well as provides reflection of collected
information

21. ASSESSMENT STRATEGIES IN SOCIAL SCIENCES
1. Continuous and Comprehensive Evaluation
Like other subjects, the contents of Social Science are organized by connecting what is already known by
learners with what is to be taught by teachers. Therefore, the use of continuous and comprehensive
evaluation is quite relevant in Social Sciences. Continuous means that evaluation strategies are integrated
with the teaching-learning process
2 . Term End Examination
Though the formative assessment strategies are getting more popular in the
constructivist approach to teaching, still there is the need of term end examination, not
only to grade learners but also to get the terminal feedback about the learners’
performance in different aspects.

22. 3. Self-Assessment
Assessing the self is an effective technique of
assessment for helping the learners to enhance their
learning. Self-assessment technique supports the
concept of ‘assessment for learning’. It helps learners to
get an idea about their strong and weak points and the
areas where there is the need for improvement.
4. Peer Assessment
Like self-assessment, peer assessment is also
another technique used in assessment of learner
performance in Social Sciences. Learners like to live and
interact with the peers.
5. Portfolio Assessments
Student portfolio is a collection of important
contributions of the learner recorded in a
very systematic manner. The portfolio may be
kept with the teacher or in the school for
taking periodical or terminal decision
about the learner. This is an important
technique for assessing student
performance in Social Sciences because
Social Sciences include varieties of activities
related to community and society, art and
culture, democracy and values, economics
and demography, etc.

23. Other Forms of Assessment and Evaluation Can Be Used in Social
Studies?
❖ Selected response tests
❖ Extended- or essay-response tests
❖ Document-based questions
❖ Performance task
❖ Research
❖ Interview
❖ Simulation
❖ Field trips

24. Assessment Standards for Teacher
1. Design, selection, organization and utilization of assessment strategies
Strand.
2. Monitoring and evaluation of learner progress and achievement Strand.
3. Feedback to improve learning Strand.
4. Communication of learner needs, progress and achievement to key
stakeholders Strand.
5. Use of assessment data to enhance teaching and learning practices and
programs

25. Properties
of
Assessment
Methods

26. Assessment methods should possess qualities in order to be
efficient in reflecting students’ performance.
It is very important for assessment methods to have
these qualities since these are means for the teacher
to obtain data and information about each student’s
extent of learning. If these are not present, then the
evaluation and assessment would be questionable.
It will also not give clear answers as to whether
or not instructional objectives and goals were
met

27. Generally, assessment methods should possess the
following:
a. Validity
b. Reliability
c. Fairness
d. Practicality and Efficiency

28. Validity is perhaps the most important thing to be taken into account in
preparing or selecting an instrument to be used in assessment. Of course, as
teachers, we would first and foremost want that the data or information we
get in using an instrument should serve its purpose.
Ways in Establishing Validity
❖ Face Validity is done by examining the physical appearance of the instrument.
❖ Content Validity is done through a careful and critical examination of the objectives of
assessment so that it reflects the curricular objectives.
❖ Criterion Validity is established statistically such that a set of scores revealed by
measuring instrument is correlated with the scores obtained in another external predictor or
measure.

29. Reliability
This means that there should be consistency on the scores retrieved from
the students using the same instrument or test. This refers to how dependable
or stable the instrument is for each individual from one administration of an
instrument to another and from one set of items to another. The relationship
between reliability and validity is as follows:
a. Reliability and validity always depend on the context in which an instrument is used.
Depending on the context, an instrument may or may not yield reliable or consistent
scores.
b. If the data are unreliable, they cannot lead to valid and legitimate inferences
c. As reliability improves, validity may improve, or it may not.
d. An instrument may have good reliability but low validity,
e. What is desired, of course, is that test should both have high reliability and high
validity.

30. Fairness
Fairness in the context of assessment could be described in various ways.
For assessment to be fair, teachers should inform students about the goals and
objectives of the assessment and what methods of assessment will be used.
They also should tell the students how their progress will be evaluated in
order for them to organize and manage their resources like time and
effort. This is the reason why most of the teachers, at the beginning of the
school year, discuss the grading system and how will they assess and evaluate
the students in their subject

31. Practicality and Efficiency
Assessment is practical and efficient if first, the teacher has the
competence to administer it. It also should be implementable and does
not require too much time or resources. It shouldn’t be too complicated
which may cause difficulty in scoring and misinterpretation of the results.

32. Assessment and Evaluation of Social Science Learning
Informative Evaluation of Learning in Social Science
Assessment and Evaluation of
Social Science Learning
Informative Evaluation of
Learning in Social Science
Assessment in the Cognitive
Domain
Remember - Retrieving relevant knowledge from long-term memory.
Recognizing
Recalling
Understand - Determining the meaning of instructional messages, including oral, written, and graphic communication.
Interpreting
Exemplifying
Classifying

33. Summarizing
Inferring
Comparing
Explaining
Apply - Carrying out or using a procedure in a given situation.
Executing
Implementing
Analyze - Breaking material into its constituent parts and detecting how the parts relate to one another and to an overall
structure or purpose.
Differentiating
Organizing
Attributing
Evaluate - Making judgments based on criteria and standards.
Checking ,Critiquing
Create - Putting elements together to form a novel, coherent whole or make an original product.
Generating
Planning
Producing
❖ The five top categories (Understand, Apply, Analyze, Evaluate, and Create) might also be considered "deep learning"
while Remember might be considered more congruent with "surface learning"