Assessment Presentation
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This document discusses different types of assessments: formative assessments which are used during instruction to adjust teaching, summative assessments which are given at the end of a period of learning to evaluate proficiency, diagnostic assessments which identify specific areas of difficulty, progress monitoring assessments which are given periodically to check on the effectiveness of interventions, and outcome measurements which are administered at the end of the year to evaluate progress on a larger scale. Examples are provided for each type of assessment.
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Assessment Presentation
Formative assessments are used during instruction to adjust teaching to meet student needs, examples include observations and anecdotal records. Summative assessments are given at the end of a year to determine proficiency in tested areas, such as the Discovery Education Test. Diagnostic assessments identify specific difficulties, and should only be used if more contextual measures can't provide the needed information. Progress monitoring assessments periodically show if interventions are successful by demonstrating appropriate growth. Outcome measurements are administered in groups at the end of the year to determine adequate yearly progress of districts, schools, or subgroups.
Assessment presentation
This document discusses different types of assessments used to evaluate student learning and drive instruction. It describes formative assessments, which are used during learning to inform teaching, and summative assessments, which are administered after learning to measure student achievement. The document then outlines four categories of assessments: screening assessments identify students who may need support; diagnostic assessments pinpoint specific skill deficits; progress monitoring assessments evaluate the effectiveness of interventions; and outcome assessments indicate if program goals were met by comparing performance to standards or peers. Examples are provided for each category.
Types of assessments ppt
There are four main types of assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are given to all students to identify those at risk for literacy difficulties. Diagnostic assessments identify specific issues in struggling students. Progress monitoring assessments track the effectiveness of interventions. Outcome measurements determine the overall effectiveness of the literacy program and if students made adequate progress.
Assessment in Education
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Summative and formative evaluation
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.
Types of evaluation
This document discusses different types of evaluation approaches and methods. It describes the differences between evaluation of learning versus program evaluation, formative versus summative evaluation, and cost-effectiveness/cost-benefit analysis. Evaluation of learning focuses on determining if learning is taking place, while program evaluation analyzes if a program's components are producing desired results. Formative evaluation identifies deficiencies during implementation to allow for adjustments, while summative evaluation makes judgments after full implementation on if objectives were met. Cost-effectiveness analysis aims to achieve curriculum goals with least cost.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Erni types of evaluation
Formative evaluation is conducted during the planning and design of a program to provide immediate feedback for modifications and improvements. It is ongoing and helps determine a program's strengths and weaknesses. Summative evaluation is conducted after a program is completed to determine if it achieved its goals and summarize its strengths and weaknesses. Both formative and summative evaluations are important, as early feedback helps improve a program while final evaluation determines its overall effectiveness.
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Assessment Presentation
Formative assessments are used during instruction to adjust teaching to meet student needs, examples include observations and anecdotal records. Summative assessments are given at the end of a year to determine proficiency in tested areas, such as the Discovery Education Test. Diagnostic assessments identify specific difficulties, and should only be used if more contextual measures can't provide the needed information. Progress monitoring assessments periodically show if interventions are successful by demonstrating appropriate growth. Outcome measurements are administered in groups at the end of the year to determine adequate yearly progress of districts, schools, or subgroups.
Assessment presentation
This document discusses different types of assessments used to evaluate student learning and drive instruction. It describes formative assessments, which are used during learning to inform teaching, and summative assessments, which are administered after learning to measure student achievement. The document then outlines four categories of assessments: screening assessments identify students who may need support; diagnostic assessments pinpoint specific skill deficits; progress monitoring assessments evaluate the effectiveness of interventions; and outcome assessments indicate if program goals were met by comparing performance to standards or peers. Examples are provided for each category.
Types of assessments ppt
There are four main types of assessments: screening, diagnostic, progress monitoring, and outcome measurements. Screening assessments are given to all students to identify those at risk for literacy difficulties. Diagnostic assessments identify specific issues in struggling students. Progress monitoring assessments track the effectiveness of interventions. Outcome measurements determine the overall effectiveness of the literacy program and if students made adequate progress.
Assessment in Education
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Summative and formative evaluation
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.
Types of evaluation
This document discusses different types of evaluation approaches and methods. It describes the differences between evaluation of learning versus program evaluation, formative versus summative evaluation, and cost-effectiveness/cost-benefit analysis. Evaluation of learning focuses on determining if learning is taking place, while program evaluation analyzes if a program's components are producing desired results. Formative evaluation identifies deficiencies during implementation to allow for adjustments, while summative evaluation makes judgments after full implementation on if objectives were met. Cost-effectiveness analysis aims to achieve curriculum goals with least cost.
Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Erni types of evaluation
Formative evaluation is conducted during the planning and design of a program to provide immediate feedback for modifications and improvements. It is ongoing and helps determine a program's strengths and weaknesses. Summative evaluation is conducted after a program is completed to determine if it achieved its goals and summarize its strengths and weaknesses. Both formative and summative evaluations are important, as early feedback helps improve a program while final evaluation determines its overall effectiveness.
Concept of Evaluation
Evaluation serves to monitor educational progress and provide feedback on instructional programs. It is defined as assigning values or judgments to phenomena based on cultural or scientific standards. Principles of effective evaluation include clearly defining the topic, using varied techniques, understanding limitations, and ensuring the method is appropriate. Evaluation in education helps with objectives, student needs assessment, feedback, assignments, curriculum development, reporting to parents, counseling, administration, and career guidance. It benefits teachers, administrators, parents and students.
Phasesof evaluation
There are four phases of evaluation:
1) The preparation phase where teachers decide what will be evaluated and the criteria.
2) The assessment phase where teachers select tools to collect student progress information.
3) The evaluation phase where teachers interpret assessments and make judgments on student progress.
4) The reflection phase where teachers consider the success of the previous phases and evaluate the assessment techniques used.
Evaluation : Concept, Purpose, and Need
This presentation covers all important aspects of Evaluation. This presentation is specially prepared during Covid- 19 pandemic to facilitate the online classes of B.Ed. Semester III, University of LUCKNOW.
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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V. SURESH KUMAR provides a detailed overview of testing and evaluation in education. He discusses the purposes of tests, including measuring skills, knowledge, and predicting future success. He also outlines the characteristics of good tests, including being valid, reliable, practical, and comprehensive. Kumar then explains different types of scales used in measurement, including nominal, ordinal, interval, and ratio scales. Finally, he summarizes the key differences between formative and summative evaluation.
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The document discusses measurement and evaluation in education. It defines measurement as quantifying attributes like achievement and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key aspects of evaluation discussed are that it is a continuous, systematic process using various techniques, and assumes objectives have been identified beforehand. Tests, quizzes and other instruments are used to obtain information for evaluation. Evaluation assesses objectives, programs, teachers and learners, and can be diagnostic, formative, summative or for placement. Good measuring instruments are valid, reliable and usable. Tables of specification are used in test construction to plan content and cognitive levels. The stages of test
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This document discusses several key concepts for evaluating tests: validity, reliability, objectivity, adequacy, discrimination power, and usability. It defines each concept and provides factors that can affect each quality. Validity refers to a test accurately measuring what it is intended to measure. Reliability means a test produces consistent results over time and conditions. An objective test provides evaluations that are not affected by the evaluator. Adequacy means a test sufficiently covers all objectives. Discrimination power refers to how well a test distinguishes students with high versus low ability. Usability means a test is easy to construct, administer, and interpret.
Intro To Educational Assessment
Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
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This document discusses various types of assessments used in education including formative, summative, screening, diagnostic, progress monitoring, and outcome measures assessments. Formative assessments are ongoing and used to improve instruction, while summative assessments evaluate programs at the end of a term. Screening assessments determine if further testing is needed, and diagnostic assessments identify student strengths and weaknesses. Progress monitoring tracks student learning over time. Outcome measures assess program effectiveness. The document also describes individual student analytics and large group statistics provided by assessment results.
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This document discusses tests and their uses in educational assessment. It defines a test as a systematic way to measure individual behavior. Tests are used by school administrators, supervisors, teachers, and parents. Administrators use tests to make promotion/retention decisions and improve curriculum. Supervisors use tests to identify weaknesses. Teachers use tests to evaluate instruction, provide feedback, and assign grades. Parents use tests to evaluate their child's progress. The document also describes different types of tests based on response, administration, construction, interpretation, and the nature of the answer.
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In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
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This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.
Evaluation definitions
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
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The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
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The document discusses key concepts in language testing and evaluation, including validity, reliability, practicality, types of tests, purposes of evaluation, key terms, and types of testing items. It defines important terms like validity, reliability, assessment, evaluation, discrete point testing, and direct/indirect testing items. The document emphasizes that evaluation measures student learning and teaching effectiveness to improve instruction.
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Evaluation is the process of making judgements about the value or worth of an individual, program, or policy by collecting evidence and assessing progress towards goals. There are several tools used for evaluation, including observation, rating scales, interviews, and tests. Observation can provide direct information about an ongoing process. Rating scales allow for qualitative attributes to be judged quantitatively by describing varying degrees of performance. Interviews are used to understand perspectives and can be structured, semi-structured, or unstructured. The purpose of evaluation is to improve instruction, assess teachers and programs, and help students reach their potential.
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Evaluation serves to monitor educational progress and provide feedback on instructional programs. It is defined as assigning values or judgments to phenomena based on cultural or scientific standards. Principles of effective evaluation include clearly defining the topic, using varied techniques, understanding limitations, and ensuring the method is appropriate. Evaluation in education helps with objectives, student needs assessment, feedback, assignments, curriculum development, reporting to parents, counseling, administration, and career guidance. It benefits teachers, administrators, parents and students.
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There are four phases of evaluation:
1) The preparation phase where teachers decide what will be evaluated and the criteria.
2) The assessment phase where teachers select tools to collect student progress information.
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4) The reflection phase where teachers consider the success of the previous phases and evaluate the assessment techniques used.
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This presentation covers all important aspects of Evaluation. This presentation is specially prepared during Covid- 19 pandemic to facilitate the online classes of B.Ed. Semester III, University of LUCKNOW.
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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.
BASIC OF MEASUREMENT & EVALUATION
V. SURESH KUMAR provides a detailed overview of testing and evaluation in education. He discusses the purposes of tests, including measuring skills, knowledge, and predicting future success. He also outlines the characteristics of good tests, including being valid, reliable, practical, and comprehensive. Kumar then explains different types of scales used in measurement, including nominal, ordinal, interval, and ratio scales. Finally, he summarizes the key differences between formative and summative evaluation.
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The document discusses measurement and evaluation in education. It defines measurement as quantifying attributes like achievement and skills, and evaluation as making judgements about something using criteria and standards. Evaluation involves systematically determining how well educational objectives are achieved by learners. Key aspects of evaluation discussed are that it is a continuous, systematic process using various techniques, and assumes objectives have been identified beforehand. Tests, quizzes and other instruments are used to obtain information for evaluation. Evaluation assesses objectives, programs, teachers and learners, and can be diagnostic, formative, summative or for placement. Good measuring instruments are valid, reliable and usable. Tables of specification are used in test construction to plan content and cognitive levels. The stages of test
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This document discusses several key concepts for evaluating tests: validity, reliability, objectivity, adequacy, discrimination power, and usability. It defines each concept and provides factors that can affect each quality. Validity refers to a test accurately measuring what it is intended to measure. Reliability means a test produces consistent results over time and conditions. An objective test provides evaluations that are not affected by the evaluator. Adequacy means a test sufficiently covers all objectives. Discrimination power refers to how well a test distinguishes students with high versus low ability. Usability means a test is easy to construct, administer, and interpret.
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Tests and assessments are used to measure constructs like abilities, traits, and behaviors. They can be classified in different ways, such as being maximum performance tests that assess upper limits, or typical response tests that measure average behaviors. Tests are also categorized as norm-referenced, comparing performance to others, or criterion-referenced, comparing performance to a specific level. While assessments are not perfect measures, they provide useful information to educators for decisions around students, instruction, placement, policy, and counseling.
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This document discusses various types of assessments used in education including formative, summative, screening, diagnostic, progress monitoring, and outcome measures assessments. Formative assessments are ongoing and used to improve instruction, while summative assessments evaluate programs at the end of a term. Screening assessments determine if further testing is needed, and diagnostic assessments identify student strengths and weaknesses. Progress monitoring tracks student learning over time. Outcome measures assess program effectiveness. The document also describes individual student analytics and large group statistics provided by assessment results.
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This document discusses tests and their uses in educational assessment. It defines a test as a systematic way to measure individual behavior. Tests are used by school administrators, supervisors, teachers, and parents. Administrators use tests to make promotion/retention decisions and improve curriculum. Supervisors use tests to identify weaknesses. Teachers use tests to evaluate instruction, provide feedback, and assign grades. Parents use tests to evaluate their child's progress. The document also describes different types of tests based on response, administration, construction, interpretation, and the nature of the answer.
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In this reflection, the author comprehends several key principles of evaluation, assessment, and testing. They understand that evaluation considers broader factors that influence learning, while assessment involves collecting information on a learner's abilities through various techniques including tests. The author also comprehends principles of effective tests, including authenticity in reflecting real-world language use, practicality, reliability in producing consistent results, validity in measuring the intended skills, interactiveness in motivating students, and transparency in clearly communicating standards to learners. Security and the ability to recycle well-designed test materials is also discussed as important.
Characteristics of a good measuring tool
The document outlines the key characteristics of a good measuring tool, including validity, reliability, practicability, measurability, and objectivity. Validity refers to a test measuring what it claims to measure. Reliability is the consistency of a measurement under the same conditions. Practicability considers ease of use, administration, and cost. Measurability is measuring intended objectives. Objectivity means results are obtained the same by different scorers.
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This document defines key terms related to testing, measurement, assessment and evaluation. It discusses different types of tests including objective vs subjective, individual vs group, standardized vs unstandardized. It also covers the purposes of testing and measurement. Assessment is defined as gathering information about a student's knowledge, skills and abilities. The main types of assessment discussed are formal vs informal and formative vs summative assessment. Evaluation is defined as making overall judgements, and the types are process vs product evaluation. The purposes of evaluation are also outlined.
Evaluation definitions
This document provides several definitions and descriptions of evaluation. Evaluation is defined as the systematic acquisition and assessment of information to provide useful feedback, the examination of the worth or significance of an object, and the structured interpretation and giving of meaning to actual or predicted impacts. Evaluation can be formative, taking place during development to improve effectiveness, or summative, drawing lessons after completion. Evaluation involves applying scientific methods to assess design, implementation, outcomes, and value of programs in a rigorous and resource-intensive process. The key difference between evaluation and assessment is that evaluation uses assessment data to support decisions around maintaining, changing, or discarding practices.
Formative evaluation
The document discusses different types of evaluation in education including formative, summative, diagnostic, criterion-referenced, and norm-referenced evaluation. Formative evaluation occurs during instruction to provide feedback and improve teaching and learning. Summative evaluation happens at the end of a course to assess learning and assign grades. Diagnostic evaluation identifies specific learning difficulties. Criterion-referenced evaluation measures students' mastery of learning objectives, while norm-referenced evaluation compares students to their peers. The document provides details on the characteristics, purposes, and examples of each type of evaluation.
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The document discusses key concepts in language testing and evaluation, including validity, reliability, practicality, types of tests, purposes of evaluation, key terms, and types of testing items. It defines important terms like validity, reliability, assessment, evaluation, discrete point testing, and direct/indirect testing items. The document emphasizes that evaluation measures student learning and teaching effectiveness to improve instruction.
Tools of evaluation ppt
Evaluation is the process of making judgements about the value or worth of an individual, program, or policy by collecting evidence and assessing progress towards goals. There are several tools used for evaluation, including observation, rating scales, interviews, and tests. Observation can provide direct information about an ongoing process. Rating scales allow for qualitative attributes to be judged quantitatively by describing varying degrees of performance. Interviews are used to understand perspectives and can be structured, semi-structured, or unstructured. The purpose of evaluation is to improve instruction, assess teachers and programs, and help students reach their potential.
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The document discusses different types of assessments: formative assessments which are used during instruction to adjust teaching, summative assessments which are given at the end of a period of learning to evaluate proficiency, diagnostic assessments which identify specific areas of difficulty, progress monitoring assessments which are given periodically to check on the effectiveness of interventions, and outcome measurements which are administered at the end of the year to evaluate progress on a larger scale. Examples are provided for each type of assessment.
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Standardized testing has both benefits and drawbacks for measuring student progress. While it allows for easy tracking of progress over time, it also places undue pressure on teachers and students that can lead to "teaching to the test" at the expense of higher-order thinking skills. To strengthen the process of measuring student development, assessments should include more than just standardized tests, such as portfolio assessments that consider a student's entire bodywork over time. Technology can also help with assessment by allowing educators to efficiently analyze large amounts of student data to identify areas that need more instructional focus.
The Assessment Of Formative Assessment
Formative assessment is an ongoing process that provides feedback during instruction to improve teaching and learning. It identifies what students have learned well and areas they need to work on. Examples of formatative assessment include asking questions in class, discussions, and assignments without grades. Summative assessment evaluates learning at the end of a period through tests and exams, which usually have grades. Both formative and summative assessments are important in the classroom, as one without the other is ineffective. Formative assessment in particular helps teachers adjust their instruction to meet student needs.
Testing and assessment.pdf
This document discusses testing and assessment in language education. It addresses whether testing is good or bad, different forms of assessment like formative and summative assessment, and considerations when constructing tests like validity and reliability. Key points made include that assessment is a broader term than testing and includes feedback; the most common types of assessment are continuous, formative and summative assessment; and tests must be both valid in what they measure and reliable in producing consistent results.
PHYSICS ASSESSMENT General Types of Assessment and The Types of Scales
The document discusses different types of assessments used in education. Summative assessments measure student learning at the end of a course and are used to assign grades. They include tests, projects, and final exams. Formative assessments are used during instruction to inform teaching and identify areas where students need more support. Examples include observations, questioning, self-assessment, and student record keeping. Both summative and formative assessments are contrasted with diagnostic assessments, which evaluate students' prerequisites and readiness for instruction.
Asha technology ppt
Formative evaluation occurs during instruction to provide feedback on student learning and areas for improvement. It identifies errors, misconceptions, and weaknesses through teacher-made tests and observations. Summative evaluation takes place at the end of a course to determine if instructional goals were achieved and assign grades based on achievement tests, performances, and final projects. While formative evaluation is ongoing and flexible, summative evaluation makes final judgments on student mastery and the success of the overall program.
DISCUSSION ISSUES ON ASSESSMENT
This document discusses assessment in education. It defines assessment and explains that assessment is an essential part of the curriculum process. Assessment is used at the classroom, program, and institutional levels to evaluate student learning and make decisions. There are two main types of assessment: formative assessment, which is used during instruction to inform teaching and learning, and summative assessment, which evaluates learning at the end of a unit or course. The document also outlines benefits of assessment, particularly school-based assessment, which allows teachers to evaluate students based on their own standards and provides feedback to improve teaching and learning.
Program evaluation
The document discusses various methods of educational evaluation, including formative and summative assessment, internal and external evaluation, and qualitative and quantitative measures. It describes different types of evaluation tools like essays, short answers, objective tests, observations, anecdotal records, checklists, rating scales, and oral exams. The purpose of evaluation is to measure student achievement and program effectiveness in order to improve the educational process.
Web 2 assessment pres2
This presentation discusses four types of reading assessments: screening, diagnostic, progress monitoring, and outcome measures. Screening assessments identify students who may need extra help, such as the FAIR assessment. Diagnostic assessments pinpoint specific areas of difficulty, like tests of listening vocabulary. Progress monitoring assessments periodically track student growth with tools like CBMs and DIBELS. Outcome measures evaluate the overall effectiveness of literacy programs, such as using FCAT scores at the end of the year. The results of each assessment type help teachers provide targeted instruction to improve student reading abilities.
Summary of testing language skills from theory to practice part one (hossein ...
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Testing Language Skills from Theory to Practice part one (Hossein Farhady)
l
این کتاب برای دانشجویان رشته مترجمی و دبیری زبان انگلیسی در مقطع کارشناسی به عنوان منبع اصلی درس آزمون سازی زبان به ارزش 2 واحد تدوین شده است.Assessments for online courses
The presentation discusses setting learning objectives and assessing student performance in Kaplan's legal studies program. It emphasizes the importance of setting clear learning objectives in declarative knowledge, procedural knowledge, and problem solving based on course curriculum. The presentation also provides examples of formative and summative assessments that can be used to evaluate student understanding and application of legal concepts. These include assignments, mock trials, reflective journals, and peer reviews. Rubrics and clear grading criteria are important to guide students and evaluate performance on more complex assessments.
Chapter 1 testing assessing and teaching
1. Assessment is the process of gathering information from various sources to determine how well a student is achieving curriculum expectations, while tests are a particular type of assessment that focuses on eliciting a specific performance sample.
2. There are informal assessments like unplanned feedback and formal assessments like planned sampling to appraise student achievement; formative assessments evaluate students as skills are forming and summative assessments measure skill mastery at the end.
3. Criterion-referenced assessments compare performance to objectives while norm-referenced assessments compare performance to peers; examples include standardized tests like the ACT and SAT.
Examining attitude towards continuous assessment practices among nigerian pre...
1. The document examines the attitudes of 339 preservice Science, Technology, and Mathematics teachers in Nigeria towards continuous assessment practices.
2. It found that most teachers had positive attitudes towards many continuous assessment practices, though some attitudes were neutral or negative.
3. The only factor that predicted teachers' attitudes was their discipline of study. Gender and age were not predictive factors.
Reflection On Summative Assessment
Reflection On Summative AssessmentCollege Paper Writers The University of Oklahoma Health Sciences Center
The document discusses preparing for end-of-year summative assessments. It notes that while it is difficult to believe, it is time to wrap up the school year, which means preparing students for summative assessments. Summative assessments are used to evaluate student learning and achievement at the end of a unit or school year. Effective preparation is important to help students feel ready to demonstrate what they have learned.Similar to Assessment Presentation (20)
Testing and Evaluation System in Higher Education.pptx
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PHYSICS ASSESSMENT General Types of Assessment and The Types of Scales
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Assessment Presentation
- 1. Types of Assessments By Lauren Carpenter
- 2. Formative and Summative Assessments Formative Assessments are “those we use to inform instructional decisions and to adjust specific aspects of instruction in order to meet our end goals” (Vogt & Shearer, 2011, p. 103). They used before or during instruction. The purpose of a formative assessment is to better meet the needs of students. Examples: Anecdotal records, classroom observations Summative Assessments are used at the end of the year and determine if students are proficient in the areas of which they are being tested in. Examples: Discovery Education Test, FAIR
- 3. Diagnostic Diagnostic Assessments are ones that can be norm referenced or informal. These assessments are used to identify exactly where students are having difficulty. “Diagnostic assessments should be administered only if we can reasonably expect they will yield information that cannot be obtained through other more contextually situated measures” (Vogt & Shearer, 2011, p. 105). Examples: Benchmark and Unit Tests (This would come from the reading program currently be used in schools).
- 4. Progress Monitoring These types of assessments are given periodically to show whether the interventions that have been put in place or others programs are working and successful for students. They should show students making appropriate growth and if not, than the intervention or program would need to be adjusted. “If the instruments used are closely tied to what is taught, they can help determine the kind of instruction needed as well” (Vogt & Shearer, 2011, p. 105). Examples: Fluency Quick Reads, Fresh Reads (Both can be used for on-level, advanced, or strategic intervention students which checks fluency and practices and applies the weekly comprehension skills.
- 5. Outcome Measurements These assessments are administered in a group, usually at the end of the year. “They are summative, used to determine whether a district or school, or a subgroup within a school, is making adequate yearly progress” (Vogt & Shearer, 2011, p. 105). They are used to compare different state and district scores. Example: FCAT (Florida Comprehension Assessment Test), SAT
- 6. References Vogt, M., & Shearer, B. (2011). Reading specialists and literacy coaches in the real world. Boston: Allyn & Bacon.