Assessment For Learning

1. Name :- Vasant Purohit
Class :- B.ed II year
Subject :- Assessment For Learning
College:- Rajasthan college

2. ASSESSMENT
FOR
LEARNING

3. INDIVIDUAL
ASSESSMENT

4. CONTENT:-
• Introduction
• What is assessment
• Importance of assessment
• Purpose of assessment
• Types of assessment
• Scope of assessment

5. INTRODUCTION
Assessment is the online way by which a
teacher can know how successful his
teaching was and what areas in teaching
need improvement
Similarly a student can know his leaning
difficulties and also at what position he
stands in the crowd of student

6. WHAT IS ASSESSMENT?
In Assessment teacher gather, summarize, and interpret data to
determine which strategies to implement to further enhance the
learning experience.
• Assessment are an integral part of teaching and learning.
• It requires specific ways to use Assignments and discussions to
discover what students do and do not understand.
• The insights we gain by making assessment a regular part of
instruction enable us to meet the needs of the students who are
eager for more challenges and to provide intervention for those
who are struggling

7. IMPORTANCE OF
ASSESSMENT
Assessments are extremely important while
teaching a concept in a class. Not only does it
serve the students, but it also serves the teachers.
Assessments work as an excellent feedback
mechanism to let the student know about their
progress.

8. PURPOSE OF ASSESSMENT IN LEANING

9. TYPES OF ASSESSMENT
• Diagnostic Assessment
• Formative Assessment
• Summative Assessment
• Individual Assessment
• Ipsative Assessment

10. DIAGNOSTIC ASSESSMENT
• A diagnostic assessment is a form of pre-assessment or a pre-test where
teachers can evaluate students’ strengths, weaknesses, knowledge and skills
before their instruction. These assessments are typically low-stakes and usually
don’t count for grades.
• An identical assessment may be given post-instruction to identify if students
have met a course’s required learning objectives. With this form of assessment,
teachers can plan meaningful and efficient instruction and can provide students
with an individualized learning experience.
• The diagnostic assessment is a tool for teachers to better understand what
students already know about a topic when submitted before the start of a
course. Diagnostic assessments are used to gauge where students currently
stand, that is intellectually, emotionally and ideologically.

11. • A diagnostic assessment refers
to an assignment written at the
beginning and end of a course.
Post-course assessments can be
compared with pre-course
assessments and can show
students’ potential
improvement in certain areas.
These assessments allow the
instructor to adjust the
curriculum to meet the needs
of current—and future—
students.

12. 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. For example, when implementing a new
activity in class, you can, through observation
and/or surveying the students, determine whether
or not the activity should be used again (or
modified).
• A primary focus of formative assessment is to
identify areas that may need improvement. These
assessments typically are not graded and act as a
gauge to students’ learning progress and to
determine teaching effectiveness (implementing
appropriate methods and activities).

13. Types or formative assessment :-
• Observations during in-class activities; of students
non-verbal feedback during lecture
• Homework exercises as review for exams and class
discussions)
• Reflections journals that are reviewed periodically
during the semester
• Question and answer sessions, both formal—
planned and informal—spontaneous
• Conferences between the instructor and student at
various points in the semester
• In-class activities where students informally present
their results
• Student feedback collected by periodically
answering specific question about the instruction
and their self-evaluation of performance and
progress

14. SUMMATIVE
ASSESSMENT
• Summative assessment is an assessment administered at the
end of an instructional unit in a course. These assessments
are intended to evaluate student learning by comparing
performance to a standard or benchmark. They are often
high-stakes, meaning they have a high point value. Examples
of summative assessments include midterm exam, a final
exam or a final project.
• Summative assessments are given to students at the end of
an instructional period. They are evaluative rather than
diagnostic and are used to measure whether a course’s
learning objectives were met. Unlike formative assessments,
summative assessments are formal and involve clear
instructions, expectations and grading rubrics to measure
student comprehension.

15. Types of summative assessments:-
• Examinations (major, high-stakes exams)
• Final examination (a truly summative assessment)
• Term papers (drafts submitted throughout the
semester would be a formative assessment)
• Projects (project phases submitted at various
completion points could be formatively assessed)
• Portfolios (could also be assessed during it’s
development as a formative assessment)
• Performances
• Student evaluation of the course (teaching
effectiveness)
• Instructor self-evaluation

16. INDIVIDUAL ASSESSMENT
• An individual assessment is defined as the gathering of information or data
about an individual. Their knowledge, skills, talent and everything about
them. Assessments like these are often administered in schools.
• This type of assessment includes a series of questions that range from
general to specific. All used to gather information about a person as well as
their performances.
• The sole purpose of doing an assessment is to simply gather information. To
gather information about the individual and to check their progress. The
progress of their performance either through school or work. In addition to
that, it is also to understand their strengths and to improve on their
weaknesses.
• The assessment can also make the individual understand the areas they need
to work on. Making them see the milestones they have achieved as well as
teaching them that there is always room for improvement.

17. • Individual assessment: is a one-to-one
process and is tailored to each student’s
differing abilities across their learning
profile. This format allows the tester to
monitor the student and decide when it is
appropriate to conclude the assessment.
• The report to parents which accompanies
the assessment is more in comprehensive.
In all the individual assessment provides
more detailed information about the
student.
• For example a Year 3 student may achieve
a result indicating Year 7 ability in literacy
and Year 6 ability in mathematical
thinking.

18. IPSATIVE ASSESSMENT
• Ipsative assessments evaluate an individual’s performance or traits in relation to
their own previous performance. These assessments focus on personal progress and
growth, as they compare an individual’s current abilities to their past performance.
• The primary focus of ipsative assessments is self-awareness and personal
development. They highlight an individual’s strengths and weaknesses over time,
encouraging a growth-oriented mindset.
• Interpreting ipsative assessments can be relatively straightforward, as they reveal an
individual’s progression over time. The emphasis is on the changes in performance
or preferences, making it easier to identify areas of improvement and track personal
growth.
• There are no absolute scores, as the focus is on the internal ranking of responses.
The measurement instead occurs based on the performance of the student on the
current assessment as compared to the previous assessment(s).

19. • Ipsative assessments are ideal for
personal development, self-
awareness, and tracking growth
over time. On the other hand,
normative assessments are
essential when comparing
individuals to specific groups or
when standardized evaluation is
necessary. Understanding the
differences between these
assessment types can help
educators choose the appropriate
assessment approach depending
on their objectives and the
insights they seek to gain from
the assessment results.

20. SCOPE OF ASSESSMENT
• It helps the students
to demonstrate
their learning,
provide feedback
on the errors
they’ve been
making, and help
provide
opportunities to
better their
performance with
each assessment.