The document discusses techniques for assessing student performance. It defines assessment as a systematic process of gathering information about what students know and can do in order to improve learning. The document outlines different types of assessment including formative, diagnostic and summative assessment. It also describes various techniques that can be used to assess students, such as observation, assignments, projects, practical work, interviews and self-reporting. The goal of assessment is to provide feedback to students, evaluate their understanding and skills, and help teachers improve their instruction.

1. ONLINE ASSIGNMENT
TOPIC : ASSESSING STUDENTSPERFOMANCE
PURPOSE AND TECHNIQUE.
Submitted To
MURUKADAS. R
Asst. prof. in Geography
Emmanuel College of B.E.dTraining
Vazhichal
Submitted by
SELMANUL FARIS P
Third Semester
B.E.d Geography
Emmanuel college ofB.E.dTarining
Vazhichal

2. INTRODUCTION
The ultimate goal of teaching is understanding. The term Assessment
has been widely used by educators to evaluate, measure, and document the
academic readiness, learning progress, and skill acquisition of students
throughout their learning in life. Different terminologies are there for
assessment and evaluation such as Measurement, Tests, Examination,
Appraisal and Evaluation. There are certain Learning theories which are
having conceptual frameworks describing how information is absorbed,
processed and retained during learning. Behaviourism is a philosophy of
learning that only focuses onobjectively observable behaviours and discounts
mental activities. Assessments are classified based on the different purposes,
scopes, attribute measured, nature of information gathered, nature of
interpretation and context. In education, the term assessment refers to the
wide variety of methods that educators use to evaluate, measure, and
document the academic readiness, learning progress, and skill acquisition of
students from preschool through college and adulthood. It is the process of
systematically gathering information as part of an evaluation. Assessment
is carried out to seewhat children and young people know, understand and
are able to do. Assessment is very important for tracking progress, planning
next steps, reporting and involving parents, children and young people in
learning.
Assessment for Learning is all about informing learners of their progress
to empower them to take the necessary action to improve their performance.
Teachers need to create learning opportunities where learners can progress at
their own pace and undertake consolidation activities where necessary. In
recent years, it has been stated that teachers have become adeptat supporting
the less able learner, sometimes to the detriment of the more able learner.
Assessment for Learning strategies should be implemented in such a way that
quality feedback provided to learners based on, for example, an interim
assessment decision, will help to challenge the more able learner to reach new
levels of achievement and, in doing so, reach their full potential. The
individuality of feedback, by its very nature, has the facility to support weaker
learners and challenge more able learners.

3. WHAT IS ASSESSMENT ??
The word ‘assess’ comes from the Latin verb‘ assidere ’ meaning ‘to sit
with’. In assessment one is supposed to sit with the learner. This implies it is
something we do ‘with’ and ‘for’ students and not ‘to’ students. Assessment
can focus on the individual learner, the learning community (class, workshop,
orother organized group of learners), the institution, orthe educational system.
Definition
 “Assessment documenting, terms, is the usually knowledge, process in of
measurable skill, and beliefs. Assessment in education is the process of
gathering , using interpreting , recording , and information about pupils’
responses to an educational task”.
 “Assessmentis a systematic process of gathering, interpreting, and acting
upon data related to student learning and experience for the purpose of
developing a deep understanding of what students know, understand, and
can do with their knowledge as a result of their educational experience;
the process culminates when assessment results are used to improve
subsequent learning”. Huba and Freed, 2000.
Assessment is an ongoing process aimed at understanding and improving
students learning multiple methods criteria and standards evidence students
know, can do and understand it’s more than just collecting data.
Importance of Assessment
 To find out what the students know (knowledge)
 To find out what the students can do, and how well they can do it
(skill; performance)
 To find out how students go about the task of doing their work
 To find out how students feel about their work (motivation, effort)
What is Student Assessment for?
 To help us design and modify programs to better promote learning
and student success.
 To provide feedback, guidance, and mentoring to students so as to
help them better plan and execute their educational programs.
 To provide improved feedback about student learning to support
faculty in their work.

4. What can be assessed?
 Student learning characteristics -Ability differences-Learning styles
 Student motivational characteristics-Interest-Self-efficacy-goal
orientation.
 Learning–Content knowledge–Ability to apply content knowledge–
Skills–Dispositions and attitudes.
How should we assess?
 True –False Item.
 Multiple Choices.
 Completion.
 Short Answer.
 Essay.
 Practical Exam.
 Papers/Reports.
 Projects
 Observations
PURPOSES OF ASSESSMENT
In teaching and learning the primary purpose of assessment is to improve
students ‘ learning and teachers‘ teaching as both respond to the information
it provides. Assessment for learning is an ongoing process that arises out of
the interaction between teaching and learning. What makes assessment for
learning effective is how well the information is used.
PRINCIPLES OF ASSESSMENT
1) Reliability: A test can be reliable but not valid, whereas a test cannot
be valid yet unreliable.
2) Validity: The validity of a measurement tool (for example, a test in
education).
3) Relevance and transferability: In education, the term relevance
typically refers to learning experiences that are either directly
applicable to the personal aspirations
 Inventories.
 Questionnaires.
 Checklist.
 Peer Rating.
 Self Rating.
 Portfolio.
 Discussions.
 Interviews.

5. Characteristics of assessing student performance
The different characteristics of assessment of student’s performance are given
below.
 Learner-Cantered, The primary attention of teachers is focused on
observing and improving learning.
 Teacher-Directed Individual teachers decidewhat to assess, howto assess,
and how to respond to the information gained through the assessment.
Teachers do not need to share results with anyone outside of the class.
 Mutually Beneficial Students are active participants. Students are
motivated by the increased interest offaculty in their success as learners.
Teachers improve their teaching skills and gain new insights.
 Formative Assessments are almost never "graded". Assessments are
almost always anonymous in the classroom and often anonymous
Classification Of Assessment
There are three types of assessment: diagnostic, formative and summative.
Although are three are generally referred to simply as assessment, there are
distinct differences between the three
Formative Assessment : Formative assessment provides feedback and
information during the instructional process, while learning is taking place,
and while learning is occurring. Formative assessment measures student
progress but it can also assess your own progress as an instructor. A
primary focus of formative assessment is to identify areas that may need
improvement.
Diagnostic Assessment: Diagnostic assessment can help you identify
your students‘ current knowledge of a subject, their skill sets and
capabilities, and to clarify misconceptions before teaching takes place.
Knowing students‘ strengths and weaknesses can help you better plan what
to teach and how to teach it.
Summative Assessment: The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by comparing it against some
standard or benchmark.

6. Criteria Choosing an Assessing student performance
 It should be reliable.
 It should be valid.
 It should be simple to operate, and should not be too costly.
 It should be seen by students and society in general.
 It should benefit all students.
TECHNIQUES TO ASSESS STUDENTS PERFORMANCE
There are many techniques to assess studentperformance. Which helps to identify
the students performance of the students in class room. The major techniques for
assessing student performance are given below.
Observation
Observation literally means looking outside oneself it is one of the important
and basic methods for collecting data. Observation may be of different types.
They are direct and indirect, natural and artificial, scheduled and unscheduled,
participant and non- participant. The limitations of observation is useful only for
collecting data about overt behaviour, which is manifested in a number of
activities. This overt behaviour does not provide reliable information regarding
the internal mental process
Project
The use of project based assessment techniques has continued to grow within
education curriculums as resources and concepts beyond traditional testing
supplications have evolved. Project based assessment are an opportunity utilize
and measure the higher order thinking skills of students.
Assignment
Assignment are tasks requiring student engagement and a final tangible product
that enable us to assess what our students know and don’tknow. They represent
one of the most common ways to assess performance of the students.
Worksheet
In the class room setting worksheet usually refer to a loose sheet of paper with
questions or exercises for students to complete and record answers. They are used
to some degree, in most subjects and have wide spread use in mathematical
curriculum.

7. Practicalwork
Practical work in science has several purposes including practicing skill,
developing specific knowledge, and understanding ofscience , and developing an
understanding of the processes ofscientific enquiry.
Seminar and Reports
Seminars are defined as sessions that provide the opportunity for students to
engage in discussion of a particular topic. Reports are a classic assessment used
by faculty. Written reports may be as short as a one minute paper and as long as
a term paper.
Interview
The interview is an information collection tool which usually takes the shape of
a face to face discussionbetween the evaluator and the interviewee. Unstructured
interview, structured interview, semi structured interview are the major types of
interview.
Self reporting
A self report studyis a type ofsurvey, questionnaire, orpoll in which respondents
read the questions and select a response by themselves without researcher
interference.
Tools of Assessment
 Test
 Checklist
 Rating scale
 Cumulative records
 Questionnaire
 Inventory
 Schedule
 Anecdotal record

8. CONCLUSION
Assessment is a systematic process of gathering, interpreting, and acting upon
data related to student learning and experience for the purposeof developing a
deep understanding of what students know, understand, and can do with their
knowledge as a result of their educational experience; the process culminates
when assessment results are used to improve subsequent learning. Assessment
is a systematic process of gathering information about what a student knows, is
able to do, and is learning to do. Assessment information provides the foundation
for decision-making and planning for instruction and learning. Assessment is an
integral part of instruction that enhances, empowers, and celebrates student
learning. Using a variety of assessment techniques, teachers gather information
about what students know and are able to do, and provide positive, supportive
feedback to students. They also use this information to diagnose individual needs
and to improve their instructional programs, which in turn helps students learn
more effectively. Assessment must be considered during the planning stage of
instruction when learning outcomes and teaching methods are being targeted. It
is a continuous activity, not something to be dealt with only at the end of a unit
of study. Students should be made aware of the expected outcomes of the course
and the procedures to be used in assessing performance relative to the learning
outcomes. Students can gradually become more actively involved in the
assessment process in order to develop lifelong learning skills. Evaluation refers
to the decision making which follows assessment.
REFERENCE
 Technology and Communication in Education, PN publications sure
success series.
 Internet
 www2.ed.gov
 www.slideshare.com
 www.slideshare.net
 www.tandfonline
 www.teachthought.com

9.  www.nap.edu