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Basics of assessment

The document discusses various terms related to assessment including assessment, evaluation, measurement, and examination. It provides definitions and discusses the differences between assessment, evaluation, formative assessment, summative assessment, and measurement. Key steps in assessment and evaluation are outlined. Different types of assessments are also described such as group assessment, self-assessment, peer assessment, exams, coursework essays, oral exams, projects and presentations.

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BASICS OF ASSESSMENT PRASANTH VENPAKAL
Meaning Of Related Terms- Assessment, Measurement, Evaluation & Examination ASSESSMENT “Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development”. T. Marchese (1987) Evaluation Evaluation is the process by which we judge the quality of a something. It is the processes of determining the extent to which an objective is achieved or the thing evaluated possess the qualities envisaged. Evaluation is a process of assigning value to something. MEASUREMENT According to Stevens “ Measurement is the assignment of numerals to objects , or events, according to rules” TEST / EXAMINATION A test or an examination (or "exam") is an assessment intended to measure a test-taker's knowledge, skill, aptitude, or classification in many other topics (e.g., beliefs). In practice, a test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills.
ASSESSMENT STEPS: • Develop learning objectives. • Check for alignment between the curriculum and the objectives. • Develop an assessment plan (must use direct measures). • Collect assessment data. • Use results to improve the program. • Routinely examine the assessment process and correct, as needed.
STEPS IN THE PROCESS OF EVALUATION • An effective process of evaluation involves the following steps; • Setting up of objectives of education according to the needs of learner. • Writing the instructional objectives in behavior terms. • Imparting learning experience / engaging learners with the learning environment. • Developing tools and techniques of evaluation in accordance with the instructional objectives. • Implementing the tools and find out the results. • Analysis and interpretation of results. • Modifying with remedial teaching, if there is any deviations. • Recording for future use.
Assessment Evaluation Emphasis on the teaching process and progress Emphasis on the mastery of competencies Focus on the Teacher Activity or Student Activity Focus on Student Performance or Teacher Performance Methods include: Student Critiques, Focus Groups, Interviews, Reflective Practice, Surveys and Reviews Methods include: Test/Quizzes, Semester Projects, Demonstrations or Performances Purpose is to improve the teaching and learning process Purpose is to assign a grade or ranking Generally Formative Generally Summative
Assessment Evaluation Emphasis on the teaching process and progress Emphasis on the mastery of competencies Focus on the Teacher Activity or Student Activity Focus on Student Performance or Teacher Performance Methods include: Student Critiques, Focus Groups, Interviews, Reflective Practice, Surveys and Reviews Methods include: Test/Quizzes, Semester Projects, Demonstrations or Performances Purpose is to improve the teaching and learning process Purpose is to assign a grade or ranking Generally Formative Generally Summative
Measurement Evaluation 1. Measurement is quantitative it refers to ‘How Much’ without any reference to purpose past ,or future. It is concerned only with the present. 2. Measurement is objective and impersonal. It does not change with change of individuals. 3. Measurement is precise and scientific. 4. Measurement is not a continuous process, it is occasional. Tests are conducted only occasionally to get a measure of pupils achievement. Evaluation is qualitative judgment of value and purposes. It refers to ‘how good’ with reference to purposes present, past or future. Evaluation is subjective and personal to a great extent. Evaluation is interpretative and philosophical. Evaluation is a continuous process. Teachers are evaluating their pupils continuously. In addition to tests, observation, interview, sociometry,etc are the common techniques used for the purpose correct evaluation depends upon correct measurement.
ASSESSMENT FOR LEARNING It involves teachers uses information about student’s knowledge, understanding and skills to inform their teaching. It occurs throughout the teaching learning process to clarify student’s learning and understanding. It includes two phases—initial or diagnostic assessment and formative assessment. This type of assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) .Verbal or written feedback given to the student after this assessment is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps.
ASSESSMENT AS LEARNING It occurs when students act as their own assessors. Students monitor their own learning , ask questions and use a range of strategies to decide what they know and can do for learning. It begins as students become aware of the goals of instruction and the criteria for performance. It encourages to take responsibility for their own learning. It involves goal-setting, monitoring progress, and reflecting on results It implies student ownership and responsibility for moving his or her thinking forward (metacognition). It occurs throughout the learning process
ASSESSMENT OF LEARNING It assists teachers in using evidence of students learning to assess achievements against outcomes and standards. Sometimes it is known as summative assessment. This assessment helps for assigning grades & ranks. It compares one student’s achievement with standards The results can be communicated to the student and parents .It occurs at the end of the learning unit.
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. Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring
Features Of Formative Assessment • Is diagnostic and remedial • Makes the provision for effective feedback • Provides the platform for the active involvement of students in their own learning. • Enables teachers to adjust teaching to take account of the results of assessment • Recognizes the profound influence assessment has on the motivation and self-esteem of students, both of which are crucial influences on learning • Recognizes the need for students to be able to assess themselves and understand how to improve • Builds on students' prior knowledge and experience in
Types Of 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
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. Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.
TYPES OF SUMMATIVE ASSESSMENT • 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)
Summative Assessment Formative Assessment For grades Enhance learning Usually occurs at critical points in the learning process (e.g. mid-term; final exam) Considered a part of the course instruction Evaluated with a score Evaluated by providing feedback Once an evaluation is complete, it is added to the students record; typically no opportunity for change Activities tend to build upon the learning process (i.e. tasks will flow into each other so learning becomes more of a process) Can be viewed as "threatening"
• Group assessment : This develops interpersonal skills and may also develop oral skills and research skills (if combined, for example, with a project). • Self-assessment : Self-assessment obliges students more actively and formally to evaluate themselves and may develop self-awareness and better understanding of learning outcomes. • Peer assessment : By overseeing and evaluating other students’ work, the process of peer assessment develops heightened awareness of what is expected of students in their learning. • Unseen examination : This is the ‘traditional’ approach. It tests the individual knowledge base but questions are often relatively predictable and, in assessment, it is difficult to distinguish between surface learning and deep learning. • Testing skills : It can be useful to test students on questions relating to material with instead of which they have no familiarity. This often involves
• Coursework essays : A relatively traditional approach that allows students to explore a topic in greater depth but can be open to plagiarism. Also, it can be fairly time consuming and may detract from other areas of the module. • Oral examination : With an oral exam, it is possible to ascertain students’ knowledge and skills. It obliges a much deeper and extensive learning experience, and develops oral and presentational skills. • Projects : These may develop a wide range of expertise, including research, IT and organisational skills. Marking can be difficult, so one should consider oral presentation. • Presentations : These test and develop important oral communication and IT skills, but can prove to be dull and unpopular with students who do not want to listen to their peers, but want instead to be taught by the tutor. • Multiple choice :These are useful for self-assessment and easy to mark. Difficulties lie in designing questions and testing depth of analytical understanding. • Portfolio: This contains great potential for developing and demonstrating transferable skills as an ongoing process throughout the degree programme. • Computer-aided : Computers are usually used with multiple-choice questions. Creating questions is time consuming, but marking is very fast and accurate. The challenge is to test the depth of learning. • Literature reviews : These are popular at later levels of degree programmes, allowing students to
Basics of assessment