This document discusses assessment of student performance. It defines assessment as a systematic process of gathering data about student learning to make inferences and provide feedback. Assessment for learning promotes achievement by informing students of their progress. Effective assessment involves developing learning objectives, aligning the curriculum, collecting and using data to improve programs. The purpose of assessment is to help students track progress, receive feedback, and achieve learning goals. Teachers can assess through assignments, exams, classroom techniques, and self-assessment. Formative assessment occurs during instruction while summative assessment occurs at the end. Good assessment is valid, reliable, practical, fair, and useful for students. Feedback is also important to help students improve.

1. Unit 7: Designing Instruction
e) Assessing Student
Performance
Presenter: Angela Uma Biswas

3. What is Assessment?
1. A systematic process
2. The process of gathering data or
information about students’ learning
3. It makes interferences about students’
learning and development
4. Most importantly give feedback for
improving their learning

4. Assessment for learning
Assessment as part of classroom activities is a
fundamental process required to promote
learning and ultimately achievement.
Assessment for Learning is all about informing
learners of their progress to empower them
to take the necessary action to improve
their performance.

5. Assessment Primer
Steps which underlie the assessment of student
learning:
• Develop learning objectives/outcomes
• Check for alignment between the curriculum
and the objectives/outcomes
• Develop an assessment plan
• Collect assessment data
• Use results to improve the program
• Routinely examine the assessment process
and correct, as needed

6. Purpose of Assessment
The aim, reason, and purpose of assessment is
to help the learner track their progress,
provide feedback, and inspire them to
achieve.
Assessment serves important purposes in
instructional design

7. 1. To assess individual student’s performance
2. To determine level of competence
3. To compare or rank learner’s abilities
4. To provide information about what kinds
of revisions are needed in the instructional
materials
5. To improve learners quality

9. How Teachers can Assess??
• Creating Assignments

10. • Creating exams

11. • Using classroom assessment techniques

12. • Self assessment
for learners

13. Assessment strategies include:
• anecdotal records
• authentic tasks
• checklists, scales or charts
• Games
• peer evaluation
• Portfolios
• Simulations
• Observations

14. The different modes of assessment
• Formative assessment: This is assessment
that is carried out during a program of
instruction
• Summative assessment: This is assessment
that is normally carried out at the end of a
program of instruction

16. • Norm-referenced assessment.: This is
assessment that is based on comparing the
relative performances of students, it includes
ranking or scaling.
• Criterion-referenced assessment: Here, the
performance of students or trainees is
assessed against pre-determined criteria. Such
assessment generally involves determining
whether the student can carry out specific
tasks or activities

17. • Ipsative Assessment: In this mode of
assessment, a person's performance is
compared with their own earlier
performance.
• Peer assessment: This is an assessment of
learners by other learners, and is a mode of
assessment that is becoming increasingly
widely used in the world

18. • Self assessment: This is assessment of
learners by themselves students are given
more and more responsibility for their own
learning.
• Written assessment: As its name suggests,
this type of assessment involves producing
written material of some sort - eg a written
examination paper, an essay or other
written assignments

19. • Oral assessment: this involves a learner
being questioned or being assessed on an
oral presentation by the teacher
• Situational assessment: This involves
assessing the ability of a learner to cope
with a real-life or simulated situation

20. • Manual assessment: This is assessment
that does not make use of the computer for
its administration or marking
• Computer assessment: This is assessment
that is administered by and marked by
computers, and is a mode of assessment
whose use is certain to increase
considerably as we move into the 21st
century.

21. Sequencing of Assessment Design Stage:
When designing assessment items for a lesson
one must do the following:
Stage 1 : Identifying the mode of assessment to
be employed
• norm-referenced, criterion-referenced or
ipsative;
• closed-book or open-book;
• written, oral or situational;
• manual or computer-administered.

22. Stage 2 : Determining what type of
skills/competences are to be assessed
• Assessing lower-cognitive
skills/competences
• Assessing higher-cognitive
skills/competences
• Assessing psychomotor skills/competences

23. Stage 3 : selection of assessment method(s)
• Assessing lower-cognitive skills/competences
objective or short-answer type
• Assessing higher-cognitive
skills/competences
assignments and projects.
Situational assessment

24. Stage 4 : Applying the criteria for 'good' student
assessment.
• Will my chosen method(s) have sufficiently
high validity?
• Will the method(s) be sufficiently reliable?
• Will the method(s) be sufficiently practicable?
• Will the method(s) be fair to the students?
• Will the method(s) be useful to the students?
Stage 5 : Carrying out the assessment with your
students

25. Characteristics of Good Assessment
Instrument
Validity: A valid assessment procedure is one
which actually tests what it sets out to test.
The item must be relevant
Reliability: The reliability of an assessment
procedure is a measure of the consistency
with which the question, test or examination
produces the same results under different but
comparable conditions.

26. Practicability: For most purposes, assessment
procedures should be realistically practical in
terms of their cost, time taken, and ease of
application.
Fairness: To be fair to all students, an
assessment must accurately reflect the range
of expected behaviours as described by the
published course outcomes. It is also highly
desirable that students should know exactly
how they are to be assessed

27. Usefulness to students: Students should also
find assessment useful, in that it contributes
to the effectiveness of their learning. And in
providing them with feedback on how they
are progressing, thus helping them to identify
their strengths and weaknesses.

28. Principles underpinning effective
assessment practice
In 2002 the Assessment Reform Group
(Cambridge University, School of Education)
produced ten principles that are foundational to
assessment for learning.
Assessment should:
• be regarded as a key professional skill for
teachers
• be part of effective planning of teaching and
learning

29. • promote commitment to learning goals and
a shared understanding of the criteria by
which they are assessed
• be recognized as central to classroom
practice
• focus on how students learn
• provide constructive guidance about how to
improve

30. • develop learners’ capacity for self-assessment
so that they can become reflective
• and self-managing
• take account of the importance of learner
motivation
• be sensitive and constructive because any
assessment has an emotional impact
• recognize the full range of achievement of all
learners

31. Constructing Assessment Items
• Make all language as simple as possible.
• Make clear instructions, it would be better if
you give example how to answer
• Confusions within an item should not arise
• Make sure that the items are not boring, the
students must enjoy to be assessed.
• All the objectives of a particular lesson should
be coverd

32. Feedback

33. Feedback on Assessment
The Assessment for Learning model is only as
good as the quality of feedback provided to
learners. Successful Assessment strategies
hinge on the nature of feedback. Ultimately,
feedback should help learners improve in a
specific activity, when feedback provides
correction or improvement in a piece of work,
it is valued by learners and acts as an
incredible motivator.

34. What is Feedback?
Feedback is providing information to an
individual which focuses on their performance
or behavior.
The feedback provided should be delivered in a
positive manner and lead to action to affirm or
develop an individual’s performance or
behavior.
Feedback provided should not be of a personal
nature and should focus on hard data, facts or
observed examples of evidence.

35. Effective Feedback
• Detailed
• Specific and clear
• Positive
• Identifies both strengths and weakness
• provides effective guidance on how a
learner can improve

36. • begins by saying what the learner has done
well
• Ends on a positive note

37. Benefits to learners of effective
feedback
• They know how well they are progressing.
• They are informed of their strengths and of
areas they need to improve.
• They know what they need to do to improve.
• It gives motivation for further learning

38. • It improves teacher-learner relationship
• Student’s participation in class
• Increase confidence level of the students