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.
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
ASSESSMENT: The term assessment refers to the wide variety of methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.
TYPES OF ASSESSMENT:
There are four types of assessments
1) Prognostic assessment
2) Diagnostic assessment
3) Formative assessment
4) Summative assessment
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
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
Differences between assessment and evaluationS. Raj Kumar
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
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.
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
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
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
This presentation is about diagnostic assessment in Moroccan Public Secondary Schools. Assessment is one of the components of the curruculum along with goals, content, and methodology.
Measurement is all about the numbers and being able to quantify the performance or the abilities. Evaluation assists with using the data and information to judge success or failure. Evaluation can take place without numerical measurement as it measures performance.
Achievement test - Teacher Made Test and Standardized Test - Characteristics,...Suresh Babu
Achievement test - Teacher Made Test and Standardized Test - Characteristics, Steps in Construction (blueprint) and Standardization, Types of Test Items - objective, short answer and long answer- its merits and demerits.
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
Differences between assessment and evaluationS. Raj Kumar
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
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.
Topic: Measurment, Assessment and Evaluation
Student Name: Amna Samo
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Test, Testing and Evaluation
Student Name: Urooj Fatima
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
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Learning Assessment of the Students by Faculties in HEIs.Md. Nazrul Islam
After completion of the presentation, the participants will be able to know:
- What is Assessment?
- The Role of Assessment
- Types of Assessment
- Purpose of Assessment
- - Relationship between Assessment and Learning
- What to assess?
- How to assess Skills?
- Outcomes-Based Assessment
- Assessment Methods
- Quality attributes of assessments
- Analysis of questions with Bloom’s Taxonomy
- TOS & Rubric
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
Salam,
The 3rd 2 g curriculum & evaluation meeting was about :
1- teachers and 1 G syllabus evaluation
2- 2 G and evaluation
3- changes occured in the new 2 G
4- Evaluation according to the 2G curirculum
Thank you
By Mr Samir Bounab ( Teacher trainer at MONE)
-
Assessment is a fundamental part of education, it allows the teacher to know where the student is in the learning process, and thus make the right decisions.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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3. •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).
What is Assessment?
3R Dhaker, Lecturer, PCNMS
4. • Assessment can focus on the individual
learner, the learning community (class,
workshop, or other organized group of
learners), the institution, or the
educational system.
R Dhaker, Lecturer, PCNMS 4
5. Definition
• Assessment is the process of
documenting, usually in measurable
terms, knowledge, skill, attitudes,
and beliefs.
R Dhaker, Lecturer, PCNMS 5
6. R Dhaker, Lecturer, PCNMS 6
Assessment in education is the process of
gathering, interpreting, recording, and
using information about pupils’ responses to
an educational task.
(Harlen, Gipps, Broadfoot, Nuttal,1992)
7. Assessment should:
1. Relate to regular performance
2. Gather from interdisciplinary sources
3. Consider all aspects of the student's life
8. Purpose
• Gathers information to assist in decision
making
R Dhaker, Lecturer, PCNMS 8
•Screening
•Monitoring students' progress.
• Assigning grades or ranks
•Determining one's own instructional effectiveness.
11. Formative assessment
• The goal of formative assessment is to monitor
student learning to provide ongoing feedback
that can be used by instructors to improve their
teaching and by students to improve their
learning.
R Dhaker, Lecturer, PCNMS 11
12. • formative assessments:
–help students identify their strengths and
weaknesses and target areas that need work
–help faculty recognize where students are
struggling and address problems immediately
R Dhaker, Lecturer, PCNMS 12
13. Summative assessment
• The goal of summative assessment is to evaluate
student learning at the end of an instructional
unit by comparing it against some standard or
benchmark.
R Dhaker, Lecturer, PCNMS 13
14. • Examples of summative assessments
include:
–a midterm exam
–a final project
–a paper
–a senior recital
R Dhaker, Lecturer, PCNMS 14
16. Evaluation
• Evaluation is part of life, in our life we need to make
evaluation frequently
– like which dress you want to wear in marriage
– What you want to given in gift to your friend.
• In educational scenario evaluation have important
role in judging student progress to know up to what
extent student have achieved the desired set goal.
R Dhaker, Lecturer, PCNMS 16
17. Cont…
• Evaluation implies a systematic, continuous,
process based upon certain criteria process and
emp-hasises the broader personality change.
• Evaluation is an act or process that allows one to
make a judgment about the desirability or value of
a measure.
R Dhaker, Lecturer, PCNMS 17
18. Definition
• Evaluation is a systematic process of collecting
evidence about students’ progress and
achievement in both cognitive and non cognitive
areas of learning on the basis of which judgment
are formed and decisions are made.
R Dhaker, Lecturer, PCNMS 18
19. Scope of Evaluation
• Value judgment
• Effectiveness of appraisal
• Provide baseline for guidance and counseling
• Placement and promotions in jobs.
• Development of attitude, interest, capability,
creativity, originality, knowledge and skill etc.
• Development of tool and techniques.
R Dhaker, Lecturer, PCNMS 19
20. Cont…Scope of Evaluation
• Development of curriculum and for its revision
• Helpful for curriculum planning and administers
to improve the curriculum pattern.
R Dhaker, Lecturer, PCNMS 20
21. Measurement
It is a process involving the assigning of a number
to an individuals characteristics.
R Dhaker, Lecturer, PCNMS 21
22. Measurement Vs evaluation
• Quantitative
• Objective & impersonal
• Precise & scientific
• Not a continues
process, occasional
• Qualitative
• Personal & subjective
• Interpretative &
philosophical
• Continues process
R Dhaker, Lecturer, PCNMS 22
23. Purposes of evaluation
• Facilitate learning
• Diagnose problems
• Make decisions
• Improve products
• Judge effectiveness
R Dhaker, Lecturer, PCNMS 23
24. Cont…
• Administrative
– Grading student performance
– Selecting & Recruiting
– Promotional of personal
• Education
– Feedback to educational program
– Improve the instruction, measurement and measuring
device
– Curriculum revision
R Dhaker, Lecturer, PCNMS 24
25. • Monitoring and motivational
– Student progress
– Bring out the inherent capability of student
– Continuous & regular watch on pupil development
• Diagnosis and guidance
– Hard sports or gaps of learning
– Healthy competitive spirit among student
– Weakness of student
R Dhaker, Lecturer, PCNMS 25
26. Types of evaluation
• Based on time
• Based on manner in which one interpret the result
of the learner performance
R Dhaker, Lecturer, PCNMS 26
28. Based on manner in which one interpret
the result of the learner performance
–Criterion reference
–Norm reference
R Dhaker, Lecturer, PCNMS 28
Cont…Types of evaluation
29. Summative Evaluation
• M sriven in 1967 coined the term summative and
formative evaluation.
• Summative evaluation is the commonly known
type of evaluation.
• It comes at the end of the term, course or
programme of teaching.
R Dhaker, Lecturer, PCNMS 29
30. Cont…
• Annual examination and half yearly examination
in school, public examination are the example of
such evaluation.
• Summative evaluation is done at the end of any
program or instruction.
R Dhaker, Lecturer, PCNMS 30
31. Summative evaluation- vertical dimension
R Dhaker, Lecturer, PCNMS 31
First
Year
Summative
Second
Year
Summative
Third
Year
Summative
Fourth
Year
Summative
32. • It is vertical dimension seeing whether the
student has achieved educational objective and
how much he has achieved.
• Help to grade, rank, select the students
• It help in curriculum evaluation.
R Dhaker, Lecturer, PCNMS 32
33. Formative Evaluation
• On going, continuous evaluation
• According to AJ Nikto “it is concerned with
judgment made during the design and during the
development of program and are toward the
modifying, forming and improving the program
before it is completed”.
R Dhaker, Lecturer, PCNMS 33
34. Purpose
• It Help in:
– Motivation
– Prediction
– Diagnosis
– Guidance
R Dhaker, Lecturer, PCNMS 34