This document discusses various types and purposes of assessment for children in pre-school and primary school. It defines assessment as an ongoing process to understand and improve student learning. The purposes of assessment include identifying what children know and can do, their individual needs, and appropriate curricula. Types of assessment discussed include norm-referenced versus criterion-referenced, formative versus summative, formal versus informal, and qualitative versus quantitative. The document provides examples and explanations of each type.

1. Assessment in Pre-school and
Primary School
Dr. T. Mukunthan
4/20/2016 1

2. • Assessment of Learning Outcomes of Children
in Mathematics
4/20/2016 2

3. Assessment
• Municipal Council / Urban
Council
• Bank / Insurance Company
• Referee /Umpire
• Teacher / Lecturer
4/20/2016 3

4. Assessment
• 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 (Green,
1999).
4/20/2016 4

5. Assessment
Meaningful
identification
of the nature
of learning
Process of
children
4/20/2016 5

6. Assessment
• Assessment is an on-going process aimed to
understanding and improving student learning.
• It involves making our expecting clear to
students and setting appropriate outcomes for
learning.
• It helps determine how well student
performance matches those outcomes.
• It uses the resulting information to improve
student learning.
4/20/2016 6

7. Assessment
• Assessment is the systematic
collection review and use of
information about Educational
programmes undertaken for the
purpose of improving learning
and development
4/20/2016 7

8. Why we assess the children
• Ongoing assessment can provide invaluable
information to parents and educators about
how children grow and develop.
• Developmentally appropriate assessment
systems can provide information to highlight
what children know and are able to do.
4/20/2016 8

9. Purpose of Assessment
Children
• Identify what children know
• Identify children's special needs
• Determine appropriate placement
• Select appropriate curricula to meet children's
individual needs
• Refer children and, as appropriate, their families
for additional services to programs and agencies
4/20/2016 9

10. Models of Assessment
Families
• Communicate with parents to provide
information about their children's
progress and learning
• Relate school activities to home
activities and experiences
4/20/2016 10

11. Types of Assessments
• Norm referenced and Criterion
referenced assessment
• Formative and Summative
assessment
• Formal and Informal assessment
• Qualitative and Quantitative
assessment
4/20/2016 11

12. Norm referenced and Criterion
referenced
Criterion Referenced
• Specific standards established
• Certain information/learning is necessary to
continue the next steps of learning.
• Students learning is compared to the criteria or
standards (NOT to each other)
• Assumption: If students do not reach standards,
find other means of teaching students
• Banks of testing items created to match different
types of curriculum (mostly multiple items)
4/20/2016 12

13. Norm Referenced
• Based on “the Bell Curve”
• Use standardized tests
• Comparing students to students
• Want to create a spread
–Item analysis
–Distinguish items: High achievers get
correct and low achievers get wrong
• Used for screening people in and out
4/20/2016 13

14. Formative and Summative assessment
Formative
• Anecdotal records
• Quizzes and
essays
• Diagnostic tests
• Lab reports
• MAP test
Summative
• Final exams
• Statewide tests
(OSAT)
• National tests
• Entrance exams
(SAT and ACT)
4/20/2016 14

15. Summative Assessment
• Summative Assessments are
given periodically to determine
at a particular point in time
what students know and do not
know.
4/20/2016 15

16. Examples of summative
assessments:
• State assessments (Grade 5 Scholarship
Examination, GCE(OL), GCE(AL)
• End-of-unit or chapter tests
• End-of-term or semester exams
• Scores that are used for accountability
for schools (AYP) and students
(report card grades).
4/20/2016 16

17. Key to Summative Assessment
• Think of summative assessment as a
means to measure, at a particular point in
time, student learning relative to content
standards.
• Although the information that is gathered
from this type of assessment is important,
it can only help in evaluating certain
aspects of the learning process.
4/20/2016 17

18. Disadvantages of Summative
Assessment
• Because they are spread out and occur
after instruction every few weeks,
months, or once a year, summative
assessments are tools to help evaluate the
effectiveness of programs, school
improvement goals, alignment of
curriculum, or student placement in
specific programs.
4/20/2016 18

19. Formative Assessment
• Formative Assessment is part of the
instructional process.
• When incorporated into classroom
practice, it provides the information
needed to adjust teaching and
learning while they are happening.
4/20/2016 19

20. • Formative assessment informs both
teachers and students about student
understanding at a point when timely
adjustments can be made.
• These adjustments help to ensure
students achieve targeted standards-
based learning goals within a set time
frame.
4/20/2016 20

21. Think of formative assessment as
"practice.”
• Students try out a new skill and receive
immediate feedback.
• Formative assessment helps teachers
determine next steps during the learning
process.
4/20/2016 21

22. Student Engagement
• Formative assessment is most powerful when
students are involved.
• Students should be thinking critically about
their own learning.
• Students should act as resources to other
students.
• Research shows that the involvement in and
ownership of their work increases students'
motivation to learn.
4/20/2016 22

23. Types of Formative Assessments
• Criteria and goal setting with students engages
them in instruction and the learning process by
creating clear expectations.
• Observations assist teachers in gathering
evidence of student learning to inform
instructional planning.
• Student record keeping helps students better
understand their own learning as evidenced by
their classroom work.
4/20/2016 23

24. • Questioning strategies should be embedded in
lesson/unit planning. Asking better questions
allows an opportunity for deeper thinking and
provides teachers with significant insight into
the degree and depth of understanding.
• Self and peer assessment helps to create a
learning community within a classroom.
Students who can reflect while engaged in
metacognitive thinking are involved in their
learning.
4/20/2016 24

25. • When assessment at the classroom level
balances formative and summative assessment,
a clear picture emerges of where a student is
relative to learning targets and standards.
• Students should be able to share information
about their own learning.
4/20/2016 25

26. Formal and Informal assessment
• Formal assessments have data which support the
conclusions made from the test.
• We usually refer to these types of tests as
standardized measures.
• These tests have been tried before on students
and have statistics which support the conclusion
such as the student is reading below average for
his age.
• The data is mathematically computed and
summarized. Scores such as percentiles, stanines,
or standard scores are mostly commonly given
from this type of assessment.
4/20/2016 26

27. • Informal assessments are not data driven but
rather content and performance driven. For
example, running records are informal
assessments because they indicate how well a
student is reading a specific book.
• Scores such as 10 correct out of 15, percent of
words read correctly, and most rubric scores; are
given from this type of assessment
4/20/2016 27

28. 4/20/2016 28

29. Qualitative and Quantitative
Assessments
Qualitative Quantitative
4/20/2016 29

30. quantitative
• Collects data that can be analyzed using quantitative
methods.
• Includes methods that rely on numerical scores or
ratings.
• A quantitative measurement uses values from an
instrument based on a standardized system that
intentionally limits data collection to a selected or
predetermined set of possible
responses. Quantitative assessment approaches
work by the numbers, collecting, analyzing,
interpreting, and charting results, trends, and norms.
4/20/2016 30

31. Qualitative
• Collects data that does not lend itself to
quantitative methods but rather to interpretive
criteria.
• Includes methods that rely on descriptions rather
than numbers.
• Qualitative measurement is more concerned with
detailed descriptions of situations or performance;
therefore it can be much more subjective but can
also be much more valuable in the hands of an
experienced teacher.
4/20/2016 31