Assessment and Evaluation
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This document discusses assessment and evaluation as tools for teaching and learning. It defines assessment as evaluating how well students are learning and how effectively teachers are teaching. The purpose of assessment should be to promote meaningful learning by providing feedback and guiding instruction. A variety of assessment methods are listed, from daily assignments to projects and portfolios. The document stresses that assessment requires subjective teacher judgments and should focus on important learning objectives rather than just easy-to-measure content. Effective assessment involves students in self-evaluation to take responsibility for their own learning.
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Types of Assessment in Classroom
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Self assessment and feedback
This document discusses self-assessment and feedback. It defines self-assessment as students evaluating their own performance using agreed-upon criteria. Self-assessment promotes responsibility, independence, and lifelong learning. It has advantages like helping students identify strengths and weaknesses, but also disadvantages like students not being fully trained or experienced in self-assessment. Feedback is information provided about one's work or progress that identifies what is good and needs improvement. Effective feedback should be timely, specific, and focus on behaviors that can be changed. Both self-assessment and feedback can improve student learning when implemented properly.
Unit 1 a) meaning nature and functions of assessment
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Differences between assessment and evaluation
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Tools of assessment
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Recommended
Types of Assessment in Classroom
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
Self assessment and feedback
This document discusses self-assessment and feedback. It defines self-assessment as students evaluating their own performance using agreed-upon criteria. Self-assessment promotes responsibility, independence, and lifelong learning. It has advantages like helping students identify strengths and weaknesses, but also disadvantages like students not being fully trained or experienced in self-assessment. Feedback is information provided about one's work or progress that identifies what is good and needs improvement. Effective feedback should be timely, specific, and focus on behaviors that can be changed. Both self-assessment and feedback can improve student learning when implemented properly.
Unit 1 a) meaning nature and functions of assessment
This document discusses the concept of assessment for learning. It defines assessment as a process of obtaining information about students' knowledge and skills relative to learning objectives. Assessment involves gathering empirical data on student learning through various methods in order to improve instruction and student outcomes. The nature of assessment is that it is embedded in the learning process and closely interconnected with curriculum and instruction to continuously monitor student progress, provide feedback, and guide next steps. Assessment serves functions like monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Differences between assessment and evaluation
Assessment is a process of Evaluation is described Collecting, reviewing and using data for the purpose of improvement Evaluation describes as an act of passing judgment basis of evidence
Assessment pays attention‘ to teaching and learning
Evaluation focuses final outcome
Assessment is done at the beginning of the inquiry
Evaluation is usually done at the end
it is diagnostic It is judgmental
It is Formative it is Summative
It is process oriented It is product oriented
Provides feedback on
performance and are as of improvement
Determines to which objectives are achieved.
Based on observation and positive and negative Points Based on the level of quality as per set standard
set by both the parties
jointly (Assessor and Assesseee)
Set by the evaluator
It is absolute. It is comparative
Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Purpose of assessment
This document discusses the purpose and importance of assessment in education. It states that assessment is an integral part of the educational process that is used by teachers to collect information on student learning. When done systematically and effectively, assessment can help students grow as learners. The document outlines that assessment provides useful information for improving teaching and learning, evaluating if students can apply knowledge, and facilitating instructional, administrative, and parental functions. It concludes that assessment serves to establish students' knowledge and skills, identify instructional needs, maintain quality education, and foster parent-teacher relationships.
Tools of assessment
The document discusses three tools of assessment: the cumulative record, questionnaire, and inventory. The cumulative record contains a student's academic results and progress over time. A questionnaire is a form for collecting answers to questions from many respondents efficiently. An inventory is a self-reported survey or questionnaire, often about personal characteristics, that collects subjective information without right or wrong answers.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Basics of Assessment
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Educational assessment
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Types of Evaluation
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Student Name: Aneeqa Hashmi
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"Project Founder: Prof. Dr. Amjad Ali Arain
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The document discusses the purposes of classroom assessment according to Dr. Shazia Zamir. It outlines that assessment is meant to modify future instruction based on current student abilities and knowledge. It then discusses the key questions of why, what, how, when, who, and how much to assess. Specifically, it notes assessment is used to ensure learning goals and objectives are being met, to evaluate current student skills and knowledge, to account for individual differences, and to provide feedback throughout the learning process. Overall, the document conveys that assessment should be an integral part of the teaching and learning cycle aimed at improving instruction.
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Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Objective Based and Competency Based Evaluation
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
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Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
Difference between assessment, measurement and evaluation
The document compares and contrasts assessment, measurement, and evaluation. It discusses their meanings, definitions, domains tested, nature, orientation, aims, results, focus, tools used, ability for modification, timing, and provides a thank you concluding statement. Assessment involves improving student performance, measurement assigns numbers to traits, and evaluation passes judgement based on standards. Key differences include assessment tests cognitive and affective domains, is diagnostic and process oriented, can modify teaching and learning, and provides ongoing results, while measurement is quantitative, number oriented, and provides only numerical results. Evaluation tests all three domains, is judgemental and product oriented, and provides both numerical and descriptive final results.
Assessment.....ppt
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
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The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
measurement assessment and evaluation
The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
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Assessment and Evaluation
The document discusses assessment and evaluation in education. It defines assessment as gathering information about students' responses to educational tasks, usually in measurable terms, to assist with decision making, screening, monitoring progress, and assigning grades. Evaluation is defined as making systematic judgments about the value or effectiveness of measures based on criteria. The purposes of assessment include decision making, screening, monitoring progress, and determining instructional effectiveness, while the purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and judging effectiveness. The document also discusses formative versus summative assessment and evaluation, as well as different types of evaluation based on time, manner, and focus.
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Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
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This is a presentation my friend Katie Bain prepared for our teachers at the Extra-Mural English Courses from Universidad del Atlantico. She also authorized me to share it.
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Basics of Assessment
Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
Educational assessment
The document discusses educational assessments in nursing education. It defines formative and summative assessments and describes their purposes, characteristics, uses, advantages, and disadvantages. Formative assessments are ongoing evaluations used to provide feedback and guide student learning, while summative assessments evaluate learning at the end of a period. The document also covers internal assessments conducted by teachers and external assessments from outside examiners. Overall, it provides a comprehensive overview of different assessment types and principles for nursing education.
Types of Evaluation
Topic: Types of Evaluation
Student Name: Aneeqa Hashmi
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Purposes of classroom assessment by Dr. Shazia Zamir
The document discusses the purposes of classroom assessment according to Dr. Shazia Zamir. It outlines that assessment is meant to modify future instruction based on current student abilities and knowledge. It then discusses the key questions of why, what, how, when, who, and how much to assess. Specifically, it notes assessment is used to ensure learning goals and objectives are being met, to evaluate current student skills and knowledge, to account for individual differences, and to provide feedback throughout the learning process. Overall, the document conveys that assessment should be an integral part of the teaching and learning cycle aimed at improving instruction.
Educational Assessment and Evaluation
Educational assessment is important part of educational life of teachers and students. they are continuously engaged inthta . understanding about this indulge them with joy.. There is need to understand this concept with evaluation.
Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Meaning, nature and functions of assessment
This document discusses the concept of assessment for learning. It provides definitions of assessment from various scholars that describe assessment as a process for gathering information about student learning to improve instruction and student outcomes. The nature of assessment is described as being embedded in the learning process and closely interconnected with curriculum and instruction. Assessment plays a role in informing teaching, guiding student progress, and checking achievement. It has multiple functions including monitoring progress, decision making, screening, diagnosis, and evaluating instructional programs.
Objective Based and Competency Based Evaluation
The document discusses objective-based evaluation and competency-based evaluation.
Objective-based evaluation measures students based on predetermined objectives. There is a relationship between objectives, learning experiences, and evaluation. Evaluation is based on the objectives, which are selected to be measurable.
Competency-based evaluation assesses students based on competencies or skills. It is criterion-based and evidence-based rather than competitive. Competencies guide curriculum development. Common assessment types include skills checklists, tests, interviews, and gap analyses.
The key difference is that objective-based evaluation focuses on objectives, while competency-based evaluation emphasizes workplace skills and is often module-based and time-based. Compet
New trends in evaluation v kamat
This slideshow is exploring the new things happening in the field of evaluation. This was the first session for a 3-day workshop on "Question Bank" for the faculty members of SNDT Women's University.
Assessment Approaches: Quantitative and Qualitative Assessment
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Basic concepts in evaluation procedures in education
Assessment, evaluation, measurement, and tests are key concepts in evaluating student learning and academic readiness. Assessment focuses on gathering information about student performance to improve learning and teaching, while evaluation uses information from various sources to make value judgments about student skills and knowledge. Measurement obtains data on student learning through tools like tests and performances, and tests represent an attempt to provide objective achievement data to make reliable decisions about students.
Difference between assessment, measurement and evaluation
The document compares and contrasts assessment, measurement, and evaluation. It discusses their meanings, definitions, domains tested, nature, orientation, aims, results, focus, tools used, ability for modification, timing, and provides a thank you concluding statement. Assessment involves improving student performance, measurement assigns numbers to traits, and evaluation passes judgement based on standards. Key differences include assessment tests cognitive and affective domains, is diagnostic and process oriented, can modify teaching and learning, and provides ongoing results, while measurement is quantitative, number oriented, and provides only numerical results. Evaluation tests all three domains, is judgemental and product oriented, and provides both numerical and descriptive final results.
Assessment.....ppt
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
standard test vs teacher-made test
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Assessment techniques
The document discusses various innovative assessment techniques that can be used in education. It begins by defining assessment and explaining its purposes, including diagnostic, formative, and summative assessment. It then describes different types of classroom assessment techniques such as exit cards, peer assessment, journal reflections, concept maps, and Socratic seminars. The document also covers personality, aptitude, and achievement tests as well as interpreting test results using norms, criteria, and performance standards. Overall, the document provides an overview of the meaning and goals of assessment along with specific innovative techniques that can be implemented in the classroom.
Feedback assessment
Feedback is meant to guide student performance by identifying strengths and areas for improvement without judgment. Effective feedback provides an objective description of performance, focuses on the work rather than the student, and gives direction on closing the gap between goals and current performance. It should be timely, specific, and allow opportunities for students to apply the feedback in improving.
measurement assessment and evaluation
The document discusses key concepts related to educational assessment including tests, measurement, evaluation, and different types of assessment. It defines tests as instruments used to measure student performance or traits, and measurement as collecting test score data. Evaluation is interpreting and analyzing measurement data to make judgments. Assessment can be formative (assessment for learning) or summative (assessment of learning) and teachers have different roles in each. Standardized tests differ from teacher-made tests, and assessment serves various instructional purposes like identifying student needs and progress.
Choice Based Credit System CBCS
This document provides details about a report submitted as a partial fulfillment for a Master's degree in Business Administration at Medi-Caps University in Indore, India. The report is a comparative study of the credit-based choice system conducted by 6 students between 2018-2020 under the guidance of Dr. Mukesh Porwal. It includes certificates of completion, declarations by the students, an acknowledgment of those who provided guidance, and an index of topics to be covered in the report such as the University Grants Commission, percentile and grade systems, features and advantages/disadvantages of the choice-based credit system.
Assessment and Evaluation
The document discusses assessment and evaluation in education. It defines assessment as gathering information about students' responses to educational tasks, usually in measurable terms, to assist with decision making, screening, monitoring progress, and assigning grades. Evaluation is defined as making systematic judgments about the value or effectiveness of measures based on criteria. The purposes of assessment include decision making, screening, monitoring progress, and determining instructional effectiveness, while the purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and judging effectiveness. The document also discusses formative versus summative assessment and evaluation, as well as different types of evaluation based on time, manner, and focus.
Diagnostic assessment
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Purposes of classroom assessment by Dr. Shazia Zamir
Purposes of classroom assessment by Dr. Shazia Zamir
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Basic concepts in evaluation procedures in education
Difference between assessment, measurement and evaluation
Difference between assessment, measurement and evaluation
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Assessment vs evaluation
Assessment and evaluation are related but distinct processes for measuring student learning. Assessment is an ongoing process aimed at improving student learning by collecting information over time through various methods, such as samples of student work, observations, self-assessments, and tests. The results are used to provide feedback to students and improve teaching. Evaluation makes overall judgments about broader programs and courses by analyzing multiple sources of information, such as test scores, assessment reports, and interviews. While assessment and evaluation are sometimes used interchangeably, evaluation has a broader scope focused on summative experiences, not just individual student performance.
ASSESSMENT AND EVALUATION
This is a presentation my friend Katie Bain prepared for our teachers at the Extra-Mural English Courses from Universidad del Atlantico. She also authorized me to share it.
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Tests, assessments, and evaluations are different terms referring to the process of determining how much students have learned from assigned materials. A test uses tools like quizzes to examine a student's knowledge, an assessment documents learning in measurable terms, and an evaluation makes judgements based on criteria and evidence. Together, they measure how well students are mastering materials and meeting learning goals and objectives.
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This document discusses key concepts in language assessment including testing, assessment, evaluation, and measurement. It outlines principles of assessment such as using a variety of techniques, communicating strategies to students, and using assessment to help students learn. The purposes of assessment are described as assessment for learning, assessment as learning, and assessment of learning. Functions of language tests include measuring learning, diagnosing strengths and weaknesses, motivating students, ensuring effective teaching, and supporting research.
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This document discusses concepts and principles of evaluation in education. It defines evaluation as a process of making judgements to establish goals, collect evidence of progress, make assessments, and revise procedures and goals based on those assessments. Evaluation is used to improve outcomes, processes, and goals. Formative evaluation refers to assessment during a program to identify progress and make improvements, while summative evaluation examines final effects and outcomes. The document outlines various evaluation types, purposes, characteristics, and models to systematically collect and analyze information to determine how well students are achieving educational objectives.
Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
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.
Types of evaluation
This document discusses different types of evaluation:
1) Placement, formative, summative, and diagnostic evaluations are distinguished based on when they are used in the learning process. Placement evaluates entry-level knowledge, formative provides ongoing feedback, summative assesses mastery at the end, and diagnostic identifies specific learning difficulties.
2) Evaluations can also be norm-referenced, comparing performance to peers, or criterion-referenced, assessing whether criteria are met without comparisons. Criterion-referenced tests describe specific behaviors while norm-referenced rank performance within a group.
3) The key difference between criterion-referenced and norm-referenced tests is that criterion-refer
Measurement,evaluation,assessment(upload)
The document discusses key concepts related to measurement, evaluation, and assessment. It defines tests as instruments used to collect data on a person's abilities, and measurement as obtaining a score from a test. Evaluation is analyzing test data to determine if objectives were achieved, while assessment aims to improve learning. The document outlines various types of tests, measurements, evaluations and assessments, as well as factors like reliability, validity, norms, and formative vs. summative evaluations.
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1) The document discusses the differences between formative and summative assessments and how they are used. Formative assessments are used during instruction to adjust teaching and gauge student learning, while summative assessments are used after instruction to make curriculum decisions.
2) It advocates moving from solely using summative assessments to also using formative assessments to motivate students and increase their achievement. A three-step process is described to evaluate assessment practices at the student, instructional, and policy levels.
3) Concluding that both formative and summative assessments are needed to inform different users and ensure instructional decisions are well-informed.
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The document discusses various methods of evaluating nursing services including self-evaluation, peer evaluation, patient satisfaction, utilization review, and their application to nursing. It provides details on the purposes, benefits, tools and processes for self-evaluation and peer evaluation. It also outlines components and methods for evaluating patient satisfaction and the aims of utilization review. Evaluation is described as important for improving nursing services and ensuring appropriate and efficient care.
Types of evaluation
There are several types of evaluation:
1. Diagnostic evaluation assesses students' prior knowledge before instruction.
2. Formative evaluation provides feedback to students and teachers during instruction.
3. Summative evaluation determines student achievement for grading purposes.
There are also two approaches to evaluation: norm-referenced compares students' performance to others, while criterion-referenced compares performance to a predetermined standard. Basic guidelines for educational assessment include using evaluation as ongoing feedback to check programs and modify strategies.
What is assessment
Assessment is the systematic gathering and analysis of information about student learning or program effectiveness. It is used to improve student learning outcomes and inform instruction. Assessment includes tests, but also broader methods of evaluating student progress, skills, knowledge and motivation. The key purposes of assessment are to improve student learning, inform teaching, and evaluate program results against objectives. Assessment can be formative, summative, or for diagnostic purposes. Authentic assessment evaluates students' ability to apply skills in real-world contexts through tasks and projects.
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Assessment.....ppt
The document discusses assessment, evaluation, and measurement in education. It defines assessment as gathering information about students' knowledge, skills, attitudes, and beliefs through measurable means. Formative assessment provides ongoing feedback to improve teaching and learning, while summative assessment evaluates learning at the end of a period. Evaluation makes judgments about student progress and achievement based on qualitative and subjective means. Measurement assigns numbers to student characteristics in a precise, scientific manner. The purposes of evaluation include facilitating learning, diagnosing problems, making decisions, and improving products and effectiveness.
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Assessment and Evaluation
- 1. Assessment and Evaluation A Tool for Teaching and Learning Dr. Melinda Butler Lewis Clark State College PACE Program
- 2. Assessment What Words come to mind when you hear this word?
- 3. Why Assess Students? The fundamental purpose of any assessment of students should be to promote meaningful learning. Bottom line Help Kids Learn Better
- 4. Don’t Loose Sight Of The Fact Feedback is only a PART of the reason for student assessment
- 5. It Also Relates To How well we have TAUGHT
- 6. How well the student the student has learned and can perform What STILL needs attention
- 7. Evaluation Guides and Improves Teaching and Learning
- 8. Evaluation Tools Daily Assignments Journals Quizzes Writing Objective Tests Stories, Reports, other Essay Tests Games Individual Projects Discussion Simulation Group/Collaborative Projects Problem-solving Teacher Observation Dramatic Activities Self-Assessment Service Projects Portfolio
- 9. Assessment is never easy Many decisions must be made Both Objective and Subjective Teachers have to make difficult arbitrary decisions which most likely will be – Questioned and Debated
- 10. Ways To Help Things To Consider Base Assessment on Teaching Objectives Assess what you teach, not what you should teach. Both teaching and assessment should reflect what we want learning as outcomes
- 11. Focus on what is important rather than on what is easy to measure Ongoing Assessment is preferable to endpoint – Incorporate evaluation into regular activities
- 12. Assessment of teaching should be based on what students learn rather than on what they already know and can do – We need to find out what they already know BEFORE we teach - Pre Assessment Give students a clear understanding of the reasons for assessment, they will perform better. Assessment procedures should be built around the notion of finding ways of improving instruction.
- 13. Effective assessment… Getsthe student involved in Self Evaluation, thinking about how he or she can do better, and taking responsibility for his/her own learning.
- 14. “A Teacher should always remember that assessment is at the very best, a subjective and risky affair!” Thomas Turner University of Tennessee
- 15. How DO We Measure Learning? Informal Assessment – Spontaneous evaluation to gauge student understanding. – Questioning,Discussions Formal Assessment – Planned evaluation based on learning objectives – Rubrics, Tests
- 16. Authentic Assessment Elicits Higher Order Thinking Provides Real World Connections Criterion Referenced Performance Based Now It’s YOUR TURN to explore. Download the Scavenger Hunt Guidesheet and follow the directions