Chapter 1a Basic Concepts in Assessment
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The document defines key terms related to assessment and measurement. It discusses the differences between tests and non-tests, objective and subjective measurement, and various types of assessment including authentic, alternative, norm-referenced, and criterion-referenced. The purposes and characteristics of formative, summative, diagnostic, and domain-referenced assessment are also outlined. Evaluation is defined as determining changes in a student as a result of teaching and experiences.
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Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Assessment in Affective domain
This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of behavioral verbs and learning competencies for each level of the taxonomy to help assess affective objectives in a measurable way.
Principles of assessment
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Planning the test
The document outlines the steps involved in developing and administering a test:
1) Determining the objectives and purpose of the test, 2) Developing a test blueprint to guide item sampling, 3) Creating items and determining scoring methods, and 4) Administering and analyzing the test results. It also discusses different types of learning objectives, domains of learning, and considerations for test design like open vs. closed book and testing frequency.
Administering the test
Administering tests requires careful planning to create the best environment for students. A quiet, comfortable setting without interruptions helps students concentrate. Anticipating questions beforehand prevents disruptions during testing. Students should be informed ahead of time that a test will occur and understand the rules, like prohibiting cheating. Teachers can discourage cheating by thoroughly preparing students, allowing sufficient study time, clarifying what cheating entails, and enforcing consequences for any violations. Strict protocols during the exam, like removing unneeded items and alternating seats, can further discourage cheating.
Nature of Assessment
Assessment in education refers to the variety of methods used to evaluate student learning and academic progress from preschool through college. There are three main reasons for conducting assessments: 1) to improve educational programs by identifying areas for improvement, 2) for recruitment and accountability purposes such as meeting reporting requirements, and 3) to identify student academic strengths and weaknesses so educators can provide specialized support. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve the program.
Test and Assessment Types
Classroom tests and assessment types and also instructional designs including cognitive levels of learning.
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Types of assessment
The document discusses assessment practices and formative assessment. It provides an overview of assessment types including formative, summative, and diagnostic assessments. Formative assessment identifies student needs, guides ongoing instruction, and provides feedback to improve learning, while summative assessment evaluates learning at the end of a unit. The document emphasizes that formative assessment, when used to adapt teaching to meet student needs, has a strong positive effect on learning.
Assessment in Affective domain
This document describes assessment in the affective domain, which emphasizes feelings, emotions, and acceptance or rejection of ideas. It outlines Krathwohl's taxonomy of the affective domain, which includes receiving, responding, valuing, organization, and characterization. The taxonomy moves from simple awareness and attention to complex internalization of values and consistent demonstration of behaviors aligned with those values. The document also provides examples of behavioral verbs and learning competencies for each level of the taxonomy to help assess affective objectives in a measurable way.
Principles of assessment
This document outlines the principles of classroom assessment for the K-12 Basic Education Program in the Philippines. It discusses assessment as a joint process between teachers and learners to holistically measure abilities. Appropriate assessment considers learners' zones of proximal development and enables them to display independent knowledge and skills. Both formative and summative assessments are discussed, with formative used to improve instruction and check effectiveness, while summative measures if standards are met. The focus is on ensuring students learn through a collaborative culture centered around results.
Concept of Classroom Assessment
This document discusses concepts related to classroom assessment. It defines key terms like classroom, measurement, assessment, evaluation and describes different types of assessment like formative, summative, norm-referenced, criterion-referenced. The purposes of assessment are listed as checking student strengths and weaknesses, making learning effective, and obtaining evidence of learning. Principles of effective assessment include that it should be for learning, not just of learning, and should be reliable, valid, fair, consistent and enhance student motivation.
Planning the test
The document outlines the steps involved in developing and administering a test:
1) Determining the objectives and purpose of the test, 2) Developing a test blueprint to guide item sampling, 3) Creating items and determining scoring methods, and 4) Administering and analyzing the test results. It also discusses different types of learning objectives, domains of learning, and considerations for test design like open vs. closed book and testing frequency.
Administering the test
Administering tests requires careful planning to create the best environment for students. A quiet, comfortable setting without interruptions helps students concentrate. Anticipating questions beforehand prevents disruptions during testing. Students should be informed ahead of time that a test will occur and understand the rules, like prohibiting cheating. Teachers can discourage cheating by thoroughly preparing students, allowing sufficient study time, clarifying what cheating entails, and enforcing consequences for any violations. Strict protocols during the exam, like removing unneeded items and alternating seats, can further discourage cheating.
Nature of Assessment
Assessment in education refers to the variety of methods used to evaluate student learning and academic progress from preschool through college. There are three main reasons for conducting assessments: 1) to improve educational programs by identifying areas for improvement, 2) for recruitment and accountability purposes such as meeting reporting requirements, and 3) to identify student academic strengths and weaknesses so educators can provide specialized support. The process of assessment involves setting program objectives, designing assessments, collecting and analyzing data, reporting results, and using the results to improve the program.
Test and Assessment Types
Classroom tests and assessment types and also instructional designs including cognitive levels of learning.
Roles of Assessment in Classroom Instruction
The document discusses the roles and types of assessment used in classroom instruction. There are four main roles: placement assessment at the beginning to determine student knowledge and skills; formative assessment during instruction to monitor progress; diagnostic assessment to identify weaknesses; and summative assessment at the end to evaluate learning and teaching effectiveness. There are also different types of assessments discussed like traditional, alternative, performance-based and portfolio assessments. Effective assessment requires clear learning objectives, a variety of procedures, relevance to instruction, adequate samples of student work, fairness, specified evaluation criteria and feedback to students.
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This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
Educational Evaluation
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
Norm Referenced and Criterion Referenced
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
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Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Roles of Assessment in Making Classroom Instructional Decision
Roles of Assessment in making Classroom Instructional Decisions
There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Placement & diagnostic assessment
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Definition of Assessment,
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
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
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.
Chapter 1 Basic Concept in Assessment
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Assessment in the affective domain. cha.4.ed8
This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
Meaning of Test, Testing and Evaluation
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
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Test and Non Test Assessment
The document discusses various methods of assessing student performance, including formal and informal assessments. Formal assessments include written tests consisting of multiple choice, true/false, matching, fill-in-the-blank, and essay questions. Other formal assessments mentioned are homework, case studies, problem-solving assignments, projects, portfolios, and observations. The purpose of assessment is to provide feedback to help students increase competence in a given domain.
Types of Tests
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
Purposes of assessment
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Teacher made tests
This document discusses teacher-made tests. It defines teacher-made tests as tests that are personally made by teachers to measure student performance. It then provides guidelines for constructing effective teacher-made tests, such as considering the reasons for testing, maintaining consistency between learning goals and test questions, using testing methods appropriate to the goals, helping students prepare, using consistent language, and designing questions that allow students to demonstrate their learning. The document also includes sample teacher-made tests and criteria for evaluating tests.
Teacher made tests
Teacher-made tests are often flawed and emphasize lower-level thinking. However, they can be important parts of the teaching and learning process if integrated into daily classroom instruction. To be effective, teacher-made tests should be constructed prior to instruction, address a variety of intelligences and learning styles, and allow students multiple ways to demonstrate what they know. Modifications can make teacher-made tests accessible to all students. Involving students in test development helps ensure tests reflect essential learnings.
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This document discusses different types of assessments used at various stages of instruction - placement/diagnostic assessments before instruction to determine students' entry behaviors and weaknesses, formative assessments during instruction to monitor progress and check if objectives are being achieved, and summative assessments after instruction to determine if students have mastered the objectives and skills required. It provides examples of tools that can be used for each type of assessment, from pre-tests and interviews for placement, to observations, homework, and student feedback for formative, to exams, projects, and course evaluations for summative. The assessments are used to improve instruction, plan future activities, and assign grades or recognize student performance.
Educational Evaluation
The document discusses different approaches to educational evaluation including politically controlled evaluations, public relations evaluations, and various objectivist approaches focused on experimental research, management information systems, testing programs, and objectives-based studies. It outlines the purposes, strengths, and weaknesses of each approach. Key principles for evaluators discussed include systematic inquiry, competence, integrity, respect for people, and responsibility to public welfare. Different classification systems for evaluation approaches are also summarized based on epistemology, perspective, and orientation.
Norm Referenced and Criterion Referenced
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
Types of Test
This document discusses different ways to categorize tests, including by mode of response (oral, written, performance), ease of quantification of responses (objective vs. subjective), mode of administration (individual vs. group), test constructor (standardized vs. unstandardized), and mode of interpreting results (norm-referenced vs. criterion-referenced). Tests can be categorized based on whether responses are oral, written, or performance-based. Objective tests with quantifiable responses can be compared to yield scores, while subjective tests allow divergent answers like essays. Tests are also categorized by whether they are administered to individuals or groups, and whether they are standardized with established procedures or unstandardized for classroom use.
Roles of Assessment in Making Classroom Instructional Decision
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There are four main roles of assessment used in the instructional process:
1) Placement assessment determines students' prerequisite skills and best mode of learning.
2) Formative assessment monitors student learning progress through continuous feedback to improve learning and instruction.
3) Diagnostic assessment identifies student learning difficulties during instruction.
4) Summative assessment evaluates instructional objectives achieved and student mastery at the end of a course unit.
Placement & diagnostic assessment
Placement assessments determine if a student has the prerequisite skills and knowledge to participate in a course at the appropriate level, such as assessing readiness for Algebra I. Diagnostic assessments identify student strengths and weaknesses in specific academic areas in order to diagnose learning difficulties and inform remedial teaching. Examples of diagnostic assessments include pre-tests, self-assessments, discussions, and interviews. The results of diagnostic assessments help teachers better understand student capabilities and plan targeted lessons.
Assessment as learning
Traditionally examination was the purpose of learning. However, our conception of learning is changing and it is being front ended. Now assessment is also being treated as learning. This presentation deals with assessment, feedback and assurance of learning.
Definition of Assessment,
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
Norm referenced and Criterion Referenced Test
The document discusses criterion-referenced tests (CRT) and norm-referenced tests (NRT). CRTs measure student performance against a predetermined standard or criteria, such as achieving a certain score. NRTs compare student performance to other students in a norming group. CRTs are used to assess student mastery of specific standards and guide instruction, while NRTs rank students and are used for grouping, admissions, and identifying learning disabilities. The key difference is that CRTs measure performance against a fixed standard, while NRTs measure performance relative to other students.
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This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
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.
Chapter 1 Basic Concept in Assessment
Assessment refers to procedures used to gather information about student performance and can be formative or summative. Formative assessment is used to improve student learning while it is occurring, while summative assessment evaluates student learning at the end of a period of instruction. There are various methods of assessment, including teacher-made tests and standardized tests, which are used for multiple purposes like improving instruction, providing student guidance, and administrative decision-making. Proper assessment principles include matching assessments to objectives and providing feedback to students.
Assessment in the affective domain. cha.4.ed8
This document discusses assessment in the affective domain. It begins by explaining Bloom's taxonomy, which categorizes learning objectives into three domains: cognitive, affective, and psychomotor. The affective domain describes learning related to feelings, values, appreciation, enthusiasms, attitudes, and emotional sets. Several assessment tools used to measure the affective domain are then described, including self-report measures, rating scales like Likert scales, checklists, and the semantic differential technique. Krathwohl's taxonomy of the affective domain is also presented, with five levels ranging from receiving to characterizing. The importance of motivation, attitudes, values, and self-efficacy in the affective domain is discussed.
Meaning of Test, Testing and Evaluation
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
Test and Non Test Assessment
The document discusses various methods of assessing student performance, including formal and informal assessments. Formal assessments include written tests consisting of multiple choice, true/false, matching, fill-in-the-blank, and essay questions. Other formal assessments mentioned are homework, case studies, problem-solving assignments, projects, portfolios, and observations. The purpose of assessment is to provide feedback to help students increase competence in a given domain.
Types of Tests
Traditional pen and paper tests can be used to measure students' knowledge in various ways. There are different types of tests including achievement tests, personality tests, mastery tests, and standardized tests. Tests can be constructed using various item formats such as multiple choice, essay, and matching questions. When developing a test, educators must consider test planning, construction, administration, and evaluation. The evaluation process includes analyzing item difficulty, effectiveness, and student responses to improve future assessments.
Purposes of assessment
This document discusses the different purposes of student assessment: formative assessment provides feedback to help students improve, summative assessment evaluates student achievement and determines if they have met learning objectives to progress to the next level, assessment protects academic standards and institutional reputation, and analyzing assessment results provides feedback to teachers to evaluate and improve their instruction. Assessment serves to both evaluate students and inform teaching.
Teacher made tests
This document discusses teacher-made tests. It defines teacher-made tests as tests that are personally made by teachers to measure student performance. It then provides guidelines for constructing effective teacher-made tests, such as considering the reasons for testing, maintaining consistency between learning goals and test questions, using testing methods appropriate to the goals, helping students prepare, using consistent language, and designing questions that allow students to demonstrate their learning. The document also includes sample teacher-made tests and criteria for evaluating tests.
Teacher made tests
Teacher-made tests are often flawed and emphasize lower-level thinking. However, they can be important parts of the teaching and learning process if integrated into daily classroom instruction. To be effective, teacher-made tests should be constructed prior to instruction, address a variety of intelligences and learning styles, and allow students multiple ways to demonstrate what they know. Modifications can make teacher-made tests accessible to all students. Involving students in test development helps ensure tests reflect essential learnings.
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Classroom assessment
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The document outlines 9 principles of high quality assessment:
1. Clarity of learning targets - assessments should clearly define what knowledge, skills, and abilities are being measured.
2. Appropriateness of assessment methods - the right methods like written tests, projects, and observations should be used to match the learning targets.
3. Validity, reliability, fairness, positive consequences, practicality/efficiency, and ethics - assessments should have these key properties to be effective and accurate measures of learning.
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Measurement and evaluation in education
The document discusses measurement and evaluation in education. It defines measurement as quantifying individuals' attributes 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 points include:
- Evaluation assesses educational objectives, programs, teachers, and learners.
- Evaluation implies a systematic, continuous, and comprehensive process using various techniques.
- Evaluation assumes instructional objectives have been previously identified.
- Tests, quizzes, and other instruments are used to obtain information for evaluation purposes.
Measurement and evalutaion. cherylasia
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
Measurement and evalutaion
The document discusses measurement and evaluation in education. It defines measurement as quantifying student achievement, attributes, and skills, and evaluation as making judgments about a subject's merit using standards. Evaluation involves systematically determining if educational objectives are achieved by learners. Key points include:
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- Good measuring instruments are valid, reliable, and usable. Tests are constructed through planning content based on objectives, writing items, selecting questions, pre-testing, and preparing papers.
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This document discusses various methods of classroom assessment in English language learning. It describes assessment as a process to measure student achievement and skill development. Effective assessment should motivate students and not just feel like grades.
There are different types of assessment, including quantitative (numerical scores), qualitative (verbal descriptions of skills), measurement (describing attributes or knowledge), formative (determining ongoing learning), summative (final exams), norm-referenced (comparing to peers), and criterion-based (comparing to standards).
Product assessment involves projects, research papers, journals, multimedia, presentations, games, activities, and debates. These provide ways for students to demonstrate knowledge and skills in different formats beyond traditional tests.
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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.
Types of Evaluation
Topic: Types of Evaluation
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The document discusses key concepts related to assessment including tests, measurement, assessment, evaluation and various modes and principles of assessment. It provides descriptions and examples of different types of tests according to format, content, and purpose. Key points of comparison are outlined for standardized vs informal tests, norm-referenced vs criterion-referenced tests, and different testing formats. Criteria for developing valid tests are also discussed focusing on appropriateness, directions, difficulty level, and establishing face and content validity.
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Classroom assessment involves both teaching approaches and techniques used to evaluate student learning and provide feedback. Formative assessment identifies weaknesses and gaps throughout learning to help students improve, while summative assessment evaluates learning at the end of a period. Different types of assessments include quantitative tests, qualitative observations, pre-assessments to identify student needs, norm-referenced comparisons to peers, and criterion-referenced evaluations against standards. Performance-based assessments require students to apply skills and knowledge to complex authentic tasks. Play-based assessment for young learners provides insights through social interaction and role-playing activities.
ASSESSMENT AND EVALUATION
This document discusses the key differences between assessment and evaluation. Assessment involves gathering information about student learning through various tools and strategies to provide feedback and improve teaching and learning. Evaluation uses measures and methods to judge student understanding and assign grades. Assessment is feedback from students to teachers, while evaluation is feedback from teachers to students. The document also outlines different types of assessment tools like rubrics, checklists, and rating scales that teachers can use to systematically gather information about student performance.
8602 ch 1
The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
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The document discusses concepts related to measurement, assessment, and evaluation in education. It defines measurement as assigning numerical values to student performance, assessment as gathering information about student learning through various means, and evaluation as making value judgments about student performance. It also outlines the principles of effective classroom assessment, noting they should be formative, clearly tied to objectives, diagnostic of student strengths and weaknesses, well-planned, and learner-centered. Finally, it discusses the role of classroom assessment in motivating students, diagnosing problems, grading performance, and improving teaching.
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Classroom assessment plays an important role in the teaching and learning process. It can be formative, to improve instruction, or summative, to evaluate learning. Formative assessment uses tools like observations and questions to assess students throughout instruction. Summative assessment evaluates learning at the end through exams or projects. Effective classroom assessment is clearly aligned to objectives, diagnostic of strengths and weaknesses, well-planned, and flexible. It serves to motivate students and diagnose problems, while also grading performance and improving instruction.
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This document discusses classroom assessment. It defines measurement, assessment and evaluation, and explains that measurement provides quantitative data on student performance, assessment collects and analyzes information to make decisions, and evaluation makes value judgments. It also outlines the why, what, how and when of classroom assessment and describes formative assessment for learning and summative assessment of learning. Key principles of effective classroom assessment and the role of assessment in motivating students and improving teaching are also summarized.
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This document discusses concepts related to testing, measurement, and evaluation in education. It provides definitions of testing as an instrument used to assess skills and knowledge, and measurement as assigning numerical values to assessments. Evaluation is described as making overall judgements about work based on various sources of information. The relationships between these concepts are illustrated in a model showing that evaluation is the overarching term encompassing testing and measurement. Different types of tests, purposes of testing and measurement, and types of evaluation are also outlined.
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This document discusses different types of student performance assessment. It defines formative, summative, norm-referenced, and criterion-referenced assessments. Formative assessments are used during instruction to modify teaching, while summative assessments are given at the end of a term. Norm-referenced assessments compare students to peers, while criterion-referenced assessments measure students against a standard. The document also discusses performance-based assessments, product assessments, and play-based assessments. It provides rubrics to evaluate projects, research papers, journals, media products, and debates.
Concept and nature of measurment and evaluation (1)
Measurement, evaluation, and assessment are related concepts aimed at judging student performance and progress. Measurement refers to obtaining quantitative data about a student's abilities or skills, such as a test score. Evaluation involves making qualitative judgments about a student's performance based on criteria. The purpose of evaluation and assessment includes student placement, certification, improving teaching, and providing feedback. Key principles of effective evaluation are that it should be planned, guided by learning outcomes, use multiple strategies, and help students by providing feedback.
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The document discusses classroom assessment. It defines measurement, assessment and evaluation, noting that measurement provides quantitative data while assessment and evaluation can include qualitative data. It describes formative assessment as ongoing to improve teaching and learning, and summative assessment as evaluating learning at the end of a period. The principles of effective classroom assessment are outlined as being formative, clearly objective-based, specific, diagnostic, and learner-centered. The roles of classroom assessment are to motivate students, diagnose problems, provide grades, improve teaching, and indicate performance.
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The document discusses evaluation in the teaching and learning process. It defines evaluation as making judgments based on criteria and evidence to examine the teaching and learning process. Evaluation is a systematic, continuous process to determine student growth toward curriculum objectives. There are different types of evaluation, including formative (ongoing), summative (final), diagnostic, criterion-referenced, and norm-referenced. Evaluation follows steps of planning, implementation, and analysis to improve instruction and assess student achievement of learning objectives.
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The document discusses different aspects of evaluation in teaching and learning including the concept, meaning, definition, characteristics, principles, types, and steps. Evaluation is defined as the process of making judgments about the effectiveness of teaching and learning based on criteria and evidence. There are different types of evaluation classified by function (formative, summative, diagnostic, placement), approach (criterion-referenced, norm-referenced), and interpretation (formative, summative). Effective evaluation is systematic, continuous, comprehensive, objective, reliable, and valid. It follows the planning, process, and product phases with steps like determining objectives, selecting instruments, and analyzing results.
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Assessment and evaluation serve different purposes in education. Assessment is used to provide feedback to improve teaching and learning, while evaluation judges student learning for grading purposes. Specifically, assessment involves collecting feedback from students to help instructors improve, through techniques like surveys, questions, and portfolios. In contrast, evaluation uses measures like exams, papers, and projects to appraise student understanding for assigning grades. The key difference is that assessment aims to enhance the learning process, whereas evaluation renders judgments on learning outcomes.
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Chapter 1a Basic Concepts in Assessment
- 2. TEST a device used to measure what the students have learned before, during or after classroom activities a set of questions with an accepted set of presumably correct answers, designed to gather information about some individual characteristics
- 3. device that do not force students to give their responses; usually based on teacher’s direct observations as students perform the designed tasks Examples: anecdotal record, checklist, daily assignments, debates, journal, panel discussion, projects, portfolio, etc. NON - TEST
- 4. an instrument or device used in the process of measuring individual intelligence, achievement, personality, attitudes, or anything that can be expressed quantitatively the assignment of numbers to attribute or characteristic of a person, event or object MEASUREMENT
- 5. 1. Objective Measurement does not depend on the person or individual taking the measurement 2. Subjective Measurement when the person who scores the test uses his personal opinion or judgment in evaluating the worth of the answer Types of Measurement: MEASUREMENT
- 6. refers to all activities undertaken by teachers and students in assessing themselves a process of gathering and organizing quantitative or qualitative data into an interpretable form the critical study of test results according to established measurement principles ASSESSMENT
- 7. Authentic Assessment Alternative Assessment Norm-referenced Assessment Criterion-referenced Assessment Types of Assessment: ASSESSMENT Domain-referenced Assessment Ipsative Assessment Diagnostic Assessment Formative Assessment Summative Assessment
- 8. AUTHENTIC ASSESSMENT a form of assessment in which students are asked to perform real-world task that demonstrate meaningful application of essential knowledge and skills refers to the use of assessment methods that simulate true-to life situations
- 9. ALTERNATIVE ASSESSMENT refers to the use of methods other than pen and paper objective test which includes performance test, projects, portfolios, journal, etc.
- 10. NORM-REFERENCED ASSESSMENT gives us information on what a student can do in comparison with other students in the class uses specific preset criteria from which a student’s performance is compared without referring to other students’ performance CRITERION-REFERENCED ASSESSMENT
- 11. DOMAIN-REFERENCED ASSESSMENT determines learning in a particular field or area of the subject matter and the three domains of learning refers to the process of self-assessment IPSATIVE ASSESSMENT
- 12. DIAGNOSTIC ASSESSMENT identifies weaknesses, strengths, and problems of student learning FORMATIVE ASSESSMENT shapes the contents and processes of future teaching and learning plans
- 13. SUMMATIVE ASSESSMENT the main purpose is to give rating or grade to students based on their performance or achievement
- 14. EVALUATION a process of determining the changes in the child as a result of teaching and his experiences a process of attaching quality or value judgement to the quantity obtained through the process of assessment
- 15. END