Areas of evaluation And evaluative devices
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Areas of evaluation And evaluativAreas of evaluation And evaluative devices e devices Areas of evaluation And evaluative devices In evaluating achievement a variety of non testing procedures are useful. Various types of test such as mastery, survey , speed, and power test are useful for this purpose. The most widely use however is the teacher- made tests.
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Appropriateness of assessment tools
The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Remedial teaching strategies
This document discusses learning disabilities and provides definitions, classifications, causes and treatment strategies. It begins by defining learning disabilities according to the IDEA as disorders affecting psychological processes involved in language, speaking, reading, writing etc. It then classifies learning disabilities into academic types like dyslexia and developmental types and notes a high correlation between the two. Other sections discuss distinguishing learning disabilities from slow learning, recognizing criteria, language learning difficulties and their causes, treatment methods including remedial strategies like individual teaching, direct teaching and writing for reading.
Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Assessment in Special Education
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Principles of Assessment
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
3. instruments used in evaluation
The document discusses different types of instruments used to evaluate student learning, including objective and subjective instruments. It provides descriptions of 21 objective instruments, such as achievement tests, intelligence tests, and diagnostic tests. It also discusses 11 subjective instruments like observations, checklists, rating scales, conferences, and interest inventories. Finally, it presents 10 multiple choice questions to test the understanding of the different evaluation instruments.
Differences between measurement, evaluation and assessment
Measurement is the process of assigning numbers or symbols to objects to characterize and quantify them. It involves observing and collecting quantifiable data about characteristics. Assessment is a broader process of collecting data through tests and observations to understand a topic or individual's condition. The purpose is to evaluate achievement against objectives. Evaluation is the process of making judgements about the value or worth of performance by establishing objectives, selecting indicators, and comparing data to objectives. It determines the outcomes of learning. The key differences are that measurement quantifies observable phenomena, assessment collects evidence of achievement, and evaluation makes qualitative judgements on performance and outcomes.
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Appropriateness of assessment tools
The document discusses various assessment tools that educators can use to identify students' strengths and weaknesses in literacy and numeracy. It describes objective tests which require selecting a correct response, and subjective tests which allow for original answers. Performance assessments require students to complete real-world tasks demonstrating knowledge and skills. Portfolio assessments are based on collecting a student's work over time. Other tools mentioned include oral questioning, observation techniques like informal or formal observation, and self-reports to evaluate performance and attitude.
Remedial teaching strategies
This document discusses learning disabilities and provides definitions, classifications, causes and treatment strategies. It begins by defining learning disabilities according to the IDEA as disorders affecting psychological processes involved in language, speaking, reading, writing etc. It then classifies learning disabilities into academic types like dyslexia and developmental types and notes a high correlation between the two. Other sections discuss distinguishing learning disabilities from slow learning, recognizing criteria, language learning difficulties and their causes, treatment methods including remedial strategies like individual teaching, direct teaching and writing for reading.
Testing, assessment, measurement and evaluation definition
Testing determines a student's skills and knowledge through methods like multiple choice tests or spelling tests. Assessment gathers information through various methods including tests, observations, and interviews to monitor progress. Evaluation uses assessment results to determine if a student meets preset criteria, such as qualifying for special education services. Measurement refers to procedures and principles for educational tests and assessments, including raw scores, percentile ranks, and standard scores.
Assessment in Special Education
This document discusses assessment in special education. It defines assessment as collecting information about a student to make decisions, such as determining eligibility for special education services. Assessment methods can range from formal standardized tests to informal teacher observations and ratings scales. A multidisciplinary team works together using various assessment methods and considers federal disability categories under IDEA to determine a child's strengths and needs for an individualized education program.
Assessment of learning outcomes
1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
Principles of Assessment
Topic: Principles of Assessment
Student Name: Syed Faizan Ali
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
3. instruments used in evaluation
The document discusses different types of instruments used to evaluate student learning, including objective and subjective instruments. It provides descriptions of 21 objective instruments, such as achievement tests, intelligence tests, and diagnostic tests. It also discusses 11 subjective instruments like observations, checklists, rating scales, conferences, and interest inventories. Finally, it presents 10 multiple choice questions to test the understanding of the different evaluation instruments.
Differences between measurement, evaluation and assessment
Measurement is the process of assigning numbers or symbols to objects to characterize and quantify them. It involves observing and collecting quantifiable data about characteristics. Assessment is a broader process of collecting data through tests and observations to understand a topic or individual's condition. The purpose is to evaluate achievement against objectives. Evaluation is the process of making judgements about the value or worth of performance by establishing objectives, selecting indicators, and comparing data to objectives. It determines the outcomes of learning. The key differences are that measurement quantifies observable phenomena, assessment collects evidence of achievement, and evaluation makes qualitative judgements on performance and outcomes.
Assessment of student learning 1
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Function of Grading and Reporting System
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
Test, measurement, assessment & evaluation
This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.
Portfolio assessment
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
Portfolio Assessment Methods
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
Assessment for learning
The document discusses assessment for learning, which involves teachers initially assessing students' knowledge and progress, providing feedback, and adjusting their teaching accordingly. It involves students in assessing their own learning as well. The goals of assessment for learning are to help students become self-regulated learners and close any gaps or misconceptions through formative assessment during a learning unit. Teachers use a variety of assessment methods and provide descriptive feedback to guide students' next steps in learning.
Criterion-referenced assessment
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
Asl 2 lecture 3
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
What are the different assessment types?
The document discusses the three main types of assessments: diagnostic, formative, and summative. Diagnostic assessments identify students' prior knowledge to help plan future learning. Formative assessments identify strengths and weaknesses to improve learning without grades. Summative assessments measure student achievement and assign grades/marks. The assessments need to be appropriate for the course content, discipline, and position in a student's degree program.
Roles of assessment_in_making_instructional_decisions (1)
Formative, summative, and diagnostic assessments are used to evaluate students at different stages of learning. Diagnostic assessment evaluates students' skills and knowledge at the start of a course. Formative assessment monitors student learning through ongoing feedback. Summative assessment evaluates student achievement and progress at the end of a unit or course for grading purposes. Together these assessment types provide teachers with information to support and improve student learning.
Basic Concept in Assessment
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Module 6-L A & E, Weekend.pptx
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Phasesof evaluation
There are four phases of evaluation:
1) The preparation phase where teachers decide what will be evaluated and the criteria.
2) The assessment phase where teachers select tools to collect student progress information.
3) The evaluation phase where teachers interpret assessments and make judgments on student progress.
4) The reflection phase where teachers consider the success of the previous phases and evaluate the assessment techniques used.
Process oriented performance-based assessment
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Evaluation, different types of test items
This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.
Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Roleplaying and simulation
1. Role playing and simulation are educational techniques that ask students to take on roles and perspectives different from their own. Role playing involves acting out spontaneous scenarios, while simulation aims to recreate or mimic real-life situations.
2. Both role playing and simulation allow students to practice decision making, communication, and critical thinking from other points of view. They also promote skills like empathy, self-esteem, and active learning.
3. Teachers must prepare carefully for role playing and simulation activities by establishing clear goals and scenarios, providing necessary resources, and addressing potential downfalls like stereotyping or inaccuracies. Assessment focuses on students' engagement, research, and self-reflection rather than formal evaluation.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
5. types of test
Tests are used in education to evaluate student achievement and provide feedback to improve learning. There are several types of tests that serve different purposes. Achievement tests measure performance after instruction and include unit tests and exams. Diagnostic tests identify concepts students struggle with, while prognostic tests predict future success in a field like aptitude tests. Ability tests assess general qualifications. Oral tests involve questions with oral responses or performances. The various testing strategies are used to comprehensively evaluate students and enhance the learning process.
Assessment Terminology.pdf
We will explore how assessment goes beyond being a mere measuring process, influencing teaching, student motivation, and the overall quality of learning.
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Assessment of student learning 1
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Function of Grading and Reporting System
The document discusses the grading and reporting systems used in education. It defines grading as applying standardized measurements of achievement levels in a course, while reporting is presenting conclusions and recommendations on matters referred. Grading and reporting systems are used to enhance student learning, inform parents of student progress, and help administration with promotion decisions, reporting to other schools/employers, and counseling. The document cautions that while grades themselves are not bad, it is their misuse and misinterpretation that can be problematic.
Test, measurement, assessment & evaluation
This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.
Portfolio assessment
A portfolio is a collection of a student's work that is selected and organized to show student learning progress over time or showcase a student's best work. A portfolio can contain classwork, assessments, reflections, and other materials. It provides advantages as an assessment tool by allowing students to develop reflective skills and giving teachers documentation of student learning. However, portfolios also have disadvantages such as being time-consuming to create and store. There are different types of portfolios, including working, documentary, and showcase portfolios, that serve different purposes and contain various materials. Effective portfolio assessment involves collaboration between teachers, students, and parents using clear criteria.
Portfolio Assessment Methods
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
Assessment for learning
The document discusses assessment for learning, which involves teachers initially assessing students' knowledge and progress, providing feedback, and adjusting their teaching accordingly. It involves students in assessing their own learning as well. The goals of assessment for learning are to help students become self-regulated learners and close any gaps or misconceptions through formative assessment during a learning unit. Teachers use a variety of assessment methods and provide descriptive feedback to guide students' next steps in learning.
Criterion-referenced assessment
Criterion-referenced assessment measures student performance against a fixed set of learning standards to determine if students have mastered specific skills or knowledge. It has pros like testing students only on defined goals and allowing teachers to reteach unmastered standards, but can be difficult to set standards boundaries. Criterion-referenced assessment differs from norm-referenced assessment in that the former provides information on an individual's performance on objectives, while the latter compares performance to others in a known group.
Asl 2 lecture 3
Teachers must assess students in three domains: cognitive, psychomotor, and affective. Assessment involves gathering data using various instruments like tests, assignments, observations, and projects. The data is analyzed and interpreted to make educational decisions and evaluate student learning and progress. Common types of assessment include norm-referenced, criterion-referenced, formative, and summative. Proper planning is needed when designing assessment instruments to ensure they are relevant, balanced, efficient, objective, fair, and reliable.
What are the different assessment types?
The document discusses the three main types of assessments: diagnostic, formative, and summative. Diagnostic assessments identify students' prior knowledge to help plan future learning. Formative assessments identify strengths and weaknesses to improve learning without grades. Summative assessments measure student achievement and assign grades/marks. The assessments need to be appropriate for the course content, discipline, and position in a student's degree program.
Roles of assessment_in_making_instructional_decisions (1)
Formative, summative, and diagnostic assessments are used to evaluate students at different stages of learning. Diagnostic assessment evaluates students' skills and knowledge at the start of a course. Formative assessment monitors student learning through ongoing feedback. Summative assessment evaluates student achievement and progress at the end of a unit or course for grading purposes. Together these assessment types provide teachers with information to support and improve student learning.
Basic Concept in Assessment
This document discusses assessment in education. It defines assessment as obtaining information about student performance and achievement. It discusses different types of assessment including formative assessment, summative assessment, and diagnostic assessment. It also discusses key concepts in educational assessment including measurement, evaluation, variables, indicators, and factors. Principles of good assessment practice and the assessment cycle are also summarized.
Module 6-L A & E, Weekend.pptx
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Phasesof evaluation
There are four phases of evaluation:
1) The preparation phase where teachers decide what will be evaluated and the criteria.
2) The assessment phase where teachers select tools to collect student progress information.
3) The evaluation phase where teachers interpret assessments and make judgments on student progress.
4) The reflection phase where teachers consider the success of the previous phases and evaluate the assessment techniques used.
Process oriented performance-based assessment
Performance assessment involves observing and judging a student's demonstration of skills or competencies through tasks like creating a product, responding to a prompt, or giving a presentation. It emphasizes a student's ability to apply their knowledge and skills to produce their own work. Performance assessments typically require sustained effort over multiple days and involve explaining, justifying, and defending ideas. They rely on trained evaluators to score student work using pre-specified criteria and standards. While performance assessments integrate assessment with learning and provide formative feedback, they can be difficult to score reliably and require significant time from teachers and students.
Evaluation, different types of test items
This document discusses different types of evaluation and test items used in education. It describes formative evaluation as used to provide feedback during instruction, while summative evaluation determines if instructional objectives were achieved and is used for grading. Objective test items include supply, selection, and matching questions, while short answer questions assess a few key points and essays measure higher-order thinking. Standardized tests have established norms and procedures, whereas teacher-made tests focus on class-specific content and objectives.
Process oriented, performance-based assessment
Is it possible to explain why the student outputs is as they are through an assessment of the processes which they did in order to arrive at the final product?
YES, through Process oriented, performance-based assessment
Roleplaying and simulation
1. Role playing and simulation are educational techniques that ask students to take on roles and perspectives different from their own. Role playing involves acting out spontaneous scenarios, while simulation aims to recreate or mimic real-life situations.
2. Both role playing and simulation allow students to practice decision making, communication, and critical thinking from other points of view. They also promote skills like empathy, self-esteem, and active learning.
3. Teachers must prepare carefully for role playing and simulation activities by establishing clear goals and scenarios, providing necessary resources, and addressing potential downfalls like stereotyping or inaccuracies. Assessment focuses on students' engagement, research, and self-reflection rather than formal evaluation.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
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Similar to Areas of evaluation And evaluative devices
5. types of test
Tests are used in education to evaluate student achievement and provide feedback to improve learning. There are several types of tests that serve different purposes. Achievement tests measure performance after instruction and include unit tests and exams. Diagnostic tests identify concepts students struggle with, while prognostic tests predict future success in a field like aptitude tests. Ability tests assess general qualifications. Oral tests involve questions with oral responses or performances. The various testing strategies are used to comprehensively evaluate students and enhance the learning process.
Assessment Terminology.pdf
We will explore how assessment goes beyond being a mere measuring process, influencing teaching, student motivation, and the overall quality of learning.
Principles_of_language_assesment.pptx
Assessment: This term refers to the wide and diverse process to value students’ development.
The test is a method: It is a useful tool for teachers who have to consider that being the test a method, it includes a set of techniques, procedures or items managed by the teacher in an appropriate way.
The test must measure: Tests can provide results of students’ progress about a general ability or about specific skills or competences.
Principles_of_language_assesment.pptx
This document discusses key concepts and principles of language assessment. It defines different types of assessment such as formative and summative assessment, and different kinds of tests including diagnostic tests, placement tests, proficiency tests, and aptitude tests. The principles of language assessment discussed are practicality, reliability, validity, authenticity, and washback effect. Tests should be practical to administer, reliable in producing consistent results, valid in measuring what they are intended to measure, authentic in applying knowledge to real situations, and have washback effect in influencing teaching practices.
Online Assignment - Competitive and Placement Tests
The document discusses various types of tests used in education, including competitive tests, placement tests, and standardized tests used internationally. Competitive tests are used to select students for particular courses and programs based on merit. Placement tests are used by colleges and universities to assess students' readiness and place them in initial classes. Examples of standardized tests discussed include IELTS, TOEFL, TKT, TET, NET, and SET. These tests are accepted by educational institutions and employers around the world to prove English proficiency or determine eligibility for teaching positions. The conclusion emphasizes that in today's education system, tests help learners achieve their goals and deserve the next step in their education by demonstrating their talents and abilities.
educ-18-LESSON-3.pdf
Measurement, testing, and assessment are important for evaluating student learning and improving instruction. There are many types of assessments that serve different purposes. Formative assessments like quizzes and pre-tests are used during instruction to provide feedback and guide teaching (assessment for learning), while summative assessments like final exams are given after instruction to evaluate learning (assessment of learning). Authentic assessments that require real-world tasks are more effective than traditional assessments at demonstrating meaningful application of skills. Proper assessment benefits students, teachers, administrators, parents and policymakers by informing instruction, evaluating programs, and making placement decisions.
Basic Assessment Concepts
"This file provides a concise overview of fundamental assessment concepts. It covers key topics such as assessment types, validity, reliability, and the importance of clear assessment objectives. Whether you're new to assessment or seeking a quick refresher, this document offers valuable insights to enhance your understanding."
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This document discusses assessment and evaluation in education. It defines assessment as the process of evaluating something, often to measure quality, performance, or characteristics. Assessment can be formal or informal, formative or summative. Formal assessments use standardized tests and exams, while informal assessments include observations and projects. Formative assessment provides feedback during learning, and summative assessment evaluates learning at the end. Effective assessments are practical, reliable, valid, authentic, and have a positive impact on teaching and learning.
Testing and assessment.pdf
This document discusses testing and assessment in language education. It addresses whether testing is good or bad, different forms of assessment like formative and summative assessment, and considerations when constructing tests like validity and reliability. Key points made include that assessment is a broader term than testing and includes feedback; the most common types of assessment are continuous, formative and summative assessment; and tests must be both valid in what they measure and reliable in producing consistent results.
Selecting and using standardized achievement test
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
Assessment
The document discusses various types and purposes of assessment in education. It defines assessment as methods used by educators to evaluate student learning progress and needs. Assessments can be formative (ongoing), summative (final), diagnostic, standardized, informal/formal, and internal/external. The main purposes of assessment are to measure student knowledge and skills, identify strengths and weaknesses, and improve instruction, programs and student learning.
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Testing and Evaluation: Master 2 Didactics. University of Ali LOUNICI- Blida 2 . Department of English
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Standardized tests are widely used assessments that provide consistent evaluation of student performance compared to national norms. They are designed to be administered uniformly under controlled conditions to allow for comparable scoring. While criticized, standardized tests currently remain an important part of assessment in most school districts. They can measure basic knowledge and skills, but have limitations in evaluating higher-order thinking, creativity, or special needs. Both advantages like ease of administration and disadvantages like narrow focus are discussed.
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This document discusses test development and evaluation. It begins by outlining the objectives of the unit, which are to understand the purpose, need, scope and types of tests, as well as their role in educational measurement. It then discusses the purpose and need for tests, including for selection decisions, student classification, grading, monitoring performance, diagnosis and guidance. It describes the concept of testing and differentiates between formative and summative evaluation. It outlines the types of tests, including essay, objective, supply type and selection type questions. It discusses the significance of objective and subjective tests and provides examples of renowned tests like the SAT, GRE and Iowa Tests of Basic Skills.
Selecting and using standardized achievement test
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in being objective, standardized in format and timing, and covering entire curriculums. Standardized tests are used to compare student and school performance, identify students for special programs, and evaluate curriculum effectiveness. While they provide consistent measures, standardized tests also cause stress and may not reflect individual student growth throughout the year. Proper development of standardized achievement tests involves determining the test purpose, objectives, format, and procedures for administration, scoring, and evaluation.
Principles of language assessment.pptx
1. Assessment and testing are used to evaluate students' development and abilities, with tests being a type of assessment that provide information about students' knowledge and performance.
2. Measurement is used to quantify achievement and can be quantitative or qualitative, while evaluation involves making interpretations and decisions based on assessment results.
3. Informal assessment is spontaneous and without grades, while formal assessment is objective and based on standards. Formative assessment identifies strengths and weaknesses, and summative assessment evaluates learning at the end of a period.
4. Different types of language assessments serve different purposes, such as diagnostic tests identifying needs, placement tests determining levels, achievement tests measuring specific parts of a program, and proficiency tests evaluating overall competence.
Test, measurement, assessment & evaluation
The document discusses test measurement, assessment, and evaluation in education. It defines key terms like test, measurement, objective and subjective tests, formative and summative assessment. Formative assessment is used for feedback, while summative assessment evaluates learning at the end of a unit. Evaluation examines overall achievement and can be process-based or examine outcomes. Assessment informs teaching, while evaluation makes judgments about performance and effectiveness.
test construction in mathematics
This document provides information about unit tests, including their purpose, characteristics, types, and how to plan and construct them. It discusses how unit tests are used to assess student learning at the end of a teaching period, identify student strengths and weaknesses, and provide feedback to improve teaching. There are two main types of unit tests: teacher-made tests developed by the classroom instructor, and standardized tests developed by experts and administered uniformly. When planning a unit test, teachers should consider what knowledge or skills they want to assess, whether to focus on the problem-solving process or final product, and how students will communicate their answers.
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Unit tests are used to evaluate student learning and assess what students have learned after completing a unit of instruction. They help identify student strengths and weaknesses, provide feedback to students on their understanding, and allow teachers to evaluate their own effectiveness. At the school level, unit tests are a form of summative assessment administered at the end of a unit to measure student achievement and skill growth. They also provide data to schools and districts on student performance.
construction and administration of unit test in science subject
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
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Online Assignment - Competitive and Placement Tests
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Principles of Language Assessment - Quiros Jefrey.pdf
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Areas of evaluation And evaluative devices
- 2. ACHIEVEMENT APTITUDE PERSONALITY INTEREST Areas of evaluation
- 3. In evaluating achievement a variety of non testing procedures are useful.
- 4. Various types of test such as mastery, survey , speed, and power test are useful for this purpose. The most widely use however is the teacher- made tests.
- 6. The measurement of aptitude for those potentialities for success in an area of performance that exist prior to direct acquaintance with that area, has been tied up with intelligence testing, although intelligence tests are not highly predictive of certain type of performance.(Greene,1962)
- 7. A readiness test is one type of aptitude test which is used primarily in kindergarten and the first grade. It has been found to be a useful supplement to intelligence tests and informal procedures in determining pupil’s readiness for instruction.
- 8. Tests of aptitude for specific subjects or vocations have been devised to aid a student in making decisions regarding courses he would take or what type of vocation would be a reasonable goal for him.
- 9. This type of test is generally used as admission test for colleges and universities.
- 10. The best indicator of aptitude for a given subject which can be gauged through the students grades . Much can also be discovered by observing and listening to pupils as they perform in class activities.
- 11. Allowing students to proceed through a course before testing their aptitude could mean a waste of time for both student and the teacher. For these reasons, aptitude test can be very useful in planning more effective instruction.
- 13. Much insight into a pupil’s interest can be gained through informal assessment like observation and interviews. However, there are test and inventories that provide objective procedures for determining interest.
- 15. There are published instruments for assessing personality. They are described as inventories, records , profiles, checklist, surveys and tests. They measure various personality factors such as temperament, problems, preferences,values, and attitudes.