Definition of Assessment
“Assessment is the process of gathering, interpreting, recording and using information about pupil’s responses to an educational task.”
Examples:
quiz
Papers
presentation
Purpose of assessment:
To know students learning
To improve students learning
To know the effectiveness of teaching method
To evaluate students learning.
Diagnostic students strength and weakness in specific area of learning
“Assessment is the engine that drives student learning.”
John Cowan
The primary purpose of assessment is to improve students learning.
Anne Davies
Types of assessment:
There are 6 types of assessment.
Diagnostic assessment
Formative assessment
Summative assessment
Ipsative assessment
Norm-referenced assessment
Criterion- referenced assessment
Diagnostic assessment:
The assessment in the form quiz, test, surveys, to know information about student’s strengths and weakness. Formative assessment:
The assessment used by the teachers to know the students learning about the currently taught lesson.
Summative assessment:
It is used to evaluate students learning process and achievement at the conclusion of a specific instructional period, usually at the end semester, school year etc.Assessment expert Paul Black put it;
“When the cook tastes the soup, that’s formative assessment. When the customer tastes the soup that’s summative assessment.”
Ipsative assessment:
Raymond Cattell coined the word Ipsative for Latin word ipse meaning “himself,”
The assessment that compares current performance with previous performance is called Ipsative assessment. . Norm-referenced assessment:
It is type of assessment that assesses the test taker's ability and performance against the other test takers.
Criterion-referenced assessment:
It is type of assessment that assesses the test taker ability to understand a set curriculum.
Tools use for assessment
Senses
Major use listening and sight
Observation
Observer
Observee
Questionnaire:
a.Open ended (students standard)
Definition, summery, etc.
b. Close ended (fix standard)
Mcqs, t/f, labeling, match columns,
Opinionnaire:
Purpose:
Acquiring point of view
Feedback
Likert scale is use for Opinionnaire
Interview:
Intrapersonal communication between one an other.
Interviewer
Interviewee
Types:
Its types are divided into 2 category
1. Interview by method
2. Interview by purpose
Interview by method:
1. Structured interview ( specific source content)
Semi structured interview (have some outlines)
Topic is set but questions are not set
Open ended questions
Semi structured interview (have some outlines)
Topic is set but questions are not set
Open ended questions
Semi structured interview (have some outlines)
Topic is set but questions are not set
Open ended questions
Semi structured interview (have some outlines)
Topic is set but questions are not set
Open ended questions
Semi structured interview (have some outlines)
Topic is set but questions are not set...
Examination and Evaluation-ppt presentation.pptxAbdulakilMuanje
The document defines key concepts related to assessment including tests, measurements, evaluation, and assessment. It outlines the purposes of assessment as improving student learning and program/institutional improvement. It also describes different frames of reference for interpreting test scores such as ability-referenced, growth-referenced, norm-referenced, and criterion-referenced. The document further discusses types of assessments including formative vs summative and screening vs diagnostic. It also covers Bloom's taxonomy of educational objectives for the cognitive, affective and psychomotor domains.
Concept of classroom assessment by Dr. Shazia Zamirshaziazamir1
The document discusses the concept of classroom assessment, describing it as an ongoing process through which teachers and students interact to promote greater learning. It notes that classroom assessment emphasizes collecting student performance data to diagnose learning problems, monitor progress, and provide feedback for improvement. The document also outlines different types of assessments including diagnostic, formative, and summative assessments as well as norm-referenced and criterion-referenced assessments.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Ashwini Utkhade and Rohini Kh...Eduexcellence
This document discusses different types of assessment methods used in education. It describes formative assessment as being used for performance enhancement through methods like quizzes and tests, while summative assessment is used for overall performance evaluation. Some key elements of effective formative assessment mentioned are identifying learners' goals, increasing teacher-student conversations, providing timely feedback, and actively involving students. The document also provides tips for creating effective rubrics and factors that can inhibit or promote successful assessment.
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
Student involved assessment for learning ppt by Hiba ArmoucheHiba Armouche
This workshop is presented to K-12 math teachers to help shift their assessment practices from summative to formative. The workshop will help teachers think about the benefits of formative assessment and get ready to make changes. It discusses moving away from assessing students against each other and instead ensuring all students have opportunities to learn. Teachers will learn about setting clear learning targets, using different assessment methods aligned to targets, and communicating results to support student learning. The goal is for assessments to be participatory, provide feedback to students, and involve students in the process.
This document discusses rubrics, including what they are, why they are used, different types of rubrics, and steps for developing and implementing rubrics. A rubric is defined as a set of criteria that specifies the characteristics and levels of achievement for an outcome. Rubrics provide consistency in evaluation, gather rich assessment data, and allow for direct measurement of learning. There are two main types of rubrics: analytic rubrics that evaluate each criterion separately, and holistic rubrics that provide a single overall score. Developing an effective rubric involves identifying learning outcomes, determining assessment methods, choosing dimensions and performance levels, writing clear descriptors, testing the rubric, and training raters.
The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning involves summative evaluation to determine student achievement. Assessment for learning uses formative assessment to identify student needs and improve instruction. Assessment as learning involves students reflecting on their own work through self-assessment and peer assessment. Effective feedback for students should appreciate what they have achieved, explain the evaluation, and provide opportunities for students to improve based on the feedback.
Examination and Evaluation-ppt presentation.pptxAbdulakilMuanje
The document defines key concepts related to assessment including tests, measurements, evaluation, and assessment. It outlines the purposes of assessment as improving student learning and program/institutional improvement. It also describes different frames of reference for interpreting test scores such as ability-referenced, growth-referenced, norm-referenced, and criterion-referenced. The document further discusses types of assessments including formative vs summative and screening vs diagnostic. It also covers Bloom's taxonomy of educational objectives for the cognitive, affective and psychomotor domains.
Concept of classroom assessment by Dr. Shazia Zamirshaziazamir1
The document discusses the concept of classroom assessment, describing it as an ongoing process through which teachers and students interact to promote greater learning. It notes that classroom assessment emphasizes collecting student performance data to diagnose learning problems, monitor progress, and provide feedback for improvement. The document also outlines different types of assessments including diagnostic, formative, and summative assessments as well as norm-referenced and criterion-referenced assessments.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Ashwini Utkhade and Rohini Kh...Eduexcellence
This document discusses different types of assessment methods used in education. It describes formative assessment as being used for performance enhancement through methods like quizzes and tests, while summative assessment is used for overall performance evaluation. Some key elements of effective formative assessment mentioned are identifying learners' goals, increasing teacher-student conversations, providing timely feedback, and actively involving students. The document also provides tips for creating effective rubrics and factors that can inhibit or promote successful assessment.
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
Student involved assessment for learning ppt by Hiba ArmoucheHiba Armouche
This workshop is presented to K-12 math teachers to help shift their assessment practices from summative to formative. The workshop will help teachers think about the benefits of formative assessment and get ready to make changes. It discusses moving away from assessing students against each other and instead ensuring all students have opportunities to learn. Teachers will learn about setting clear learning targets, using different assessment methods aligned to targets, and communicating results to support student learning. The goal is for assessments to be participatory, provide feedback to students, and involve students in the process.
This document discusses rubrics, including what they are, why they are used, different types of rubrics, and steps for developing and implementing rubrics. A rubric is defined as a set of criteria that specifies the characteristics and levels of achievement for an outcome. Rubrics provide consistency in evaluation, gather rich assessment data, and allow for direct measurement of learning. There are two main types of rubrics: analytic rubrics that evaluate each criterion separately, and holistic rubrics that provide a single overall score. Developing an effective rubric involves identifying learning outcomes, determining assessment methods, choosing dimensions and performance levels, writing clear descriptors, testing the rubric, and training raters.
The document discusses different types of assessment: assessment of learning, assessment for learning, and assessment as learning. Assessment of learning involves summative evaluation to determine student achievement. Assessment for learning uses formative assessment to identify student needs and improve instruction. Assessment as learning involves students reflecting on their own work through self-assessment and peer assessment. Effective feedback for students should appreciate what they have achieved, explain the evaluation, and provide opportunities for students to improve based on the feedback.
The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
This document discusses developing assessment instruments for learner-centered education. It describes four types of criterion-referenced tests, different levels of mastery, and guidelines for developing objective tests. The document outlines various formats for test items, including essays and live performances, and provides criteria for ensuring items are goal-centered, learner-centered, and context-centered. It also discusses developing rubrics for alternative assessment instruments and using portfolios to evaluate progress over time.
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
The document outlines the agenda and activities for a teacher training session on assessment, evaluation, and testing.
The morning session includes brainstorming on teachers' perspectives of testing, assessment, and evaluation. Workshops will cover assessing and evaluating a test using recommendations from the second generation curriculum.
The document also provides definitions and purposes of evaluation, assessment, and testing. Evaluation collects information about courses and programs, assessment collects student information over time to help improvement, and testing measures specific skills at a point in time.
Formative assessment occurs during teaching to evaluate effectiveness, while summative assessment occurs after teaching to evaluate learning. The document discusses various assessment tools and strategies that can be used for the second generation curriculum.
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
The document discusses various topics related to evaluation in computer science including the concept of evaluation, its objectives, types of evaluation, tools and techniques used for evaluation. Some key points:
1. Evaluation is the process of determining the extent to which objectives are being attained and determines the effectiveness of teaching and learning.
2. There are two major types of evaluation - measurement which is objective and exact, and appraisal which evaluates intangible qualities through observation and opinions.
3. Evaluation tools include written, oral and practical exams as well as observation, interviews, questionnaires, and student work. Item analysis and testing difficulty and discrimination are also discussed.
This document discusses evaluation in nursing education. It defines evaluation as determining the extent to which educational objectives are being realized. Self-evaluation and peer evaluation are described as important types of evaluation. Self-evaluation involves assessing one's own abilities and progress, while peer evaluation involves colleagues assessing each other's performance. The purposes, principles, characteristics, tools, steps, advantages and disadvantages of self-evaluation and peer evaluation are outlined. Evaluation in nursing education aims to assess students' knowledge, clinical skills, identify weaknesses, and improve teaching effectiveness.
This document discusses assessment in medical education. It defines assessment as tools used to evaluate students' academic readiness, learning progress, skill acquisition, and educational needs. The main types of assessment discussed are diagnostic, formative, and summative assessment. Formative assessment promotes and improves learning through feedback, while summative assessment determines learning at the end of instruction. Structured assessments aim to objectively measure students' knowledge, skills, and abilities. Good assessments demonstrate validity, reliability, feasibility, and other qualities. The document provides examples of different assessment tools and discusses calculating a utility index to determine tools' usefulness in a given context.
1) Achievement tests measure students' knowledge and skills in a particular subject area that has been taught. There are two main types: standardized tests which are widely administered and informal classroom tests constructed by teachers.
2) Standardized achievement tests (SATs) are carefully developed by experts, pre-tested on large groups, and administered and scored uniformly according to strict guidelines. They provide norms for comparing students' performance.
3) SATs measure many areas and can be used for diagnostic, competency, or predictive purposes. Formal batteries allow comparison across subjects. Informal tests have more variable quality.
after checking the part - I, its time to study various methods and techniques used in the evaluation.
this slide helps to know about the methods, tools, and techniques used to assess the congition/knowledge.
Type of tests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focustests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.tests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.Technology and Assessment
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Technology and Assessment
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Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
Classroom Based Assessment Tools and Techniques 27-09-2022.pptNasirMahmood976516
This document discusses various methods and purposes of classroom-based assessment. It defines assessment as the systematic process of documenting and using data on student knowledge, skills, attitudes, and beliefs to improve learning. The document outlines different types of assessments including achievement tests, psychological tests, and performance tests. It also discusses formative assessment, which provides feedback to help students improve, versus summative assessment, which evaluates performance against standards. Finally, the document details specific formative assessment techniques teachers can use like interviews, checklists, observations, and case studies.
This document discusses language testing and evaluation. It defines formative and summative evaluation, with formative used to provide feedback during instruction and summative used to assess learning after instruction. Examples of evaluation include textbook, materials, course, and instructional evaluations. The purpose of evaluation is to improve teaching and learning, assess student progress, and identify weaknesses. Evaluation methods can be norm-referenced, comparing students, or criterion-referenced, assessing specific skills. Testing can directly assess skills or indirectly measure underlying abilities. Objective testing uses multiple choice while subjective uses human judgment. Proper testing is crucial for the teaching-learning process and provides feedback to improve curriculum and instruction.
Evaluation involves measuring student performance through various assessment methods over time to analyze learning progress and determine if educational objectives are being met. It is a comprehensive, continuous and cooperative process that assesses cognitive and non-cognitive development. Evaluation provides diagnostic feedback to improve instruction, guidance for students, and helps teachers understand learning difficulties. The main types of evaluation are formative, used during instruction to monitor progress and enhance learning, and summative, done at the end to assign grades and determine if objectives were achieved. Evaluation benefits all stakeholders by informing teachers, students, administrators and parents about performance and needs.
This document discusses testing in educational settings. It begins by outlining 5 reasons why testing is important for educators, including that it allows educators to develop innovative programs by evaluating existing ones.
It then defines key terms related to testing, including that a test is a set of questions, measurement involves using tools to quantify characteristics, and evaluation is a process of making judgments based on goals and objectives while considering both qualitative and quantitative factors.
Finally, it provides reasons for why testing is necessary in educational settings, such as that it can positively motivate students by providing a sense of accomplishment and allowing students and teachers to identify weaknesses to address. It also compares teacher-made tests to standardized tests.
This document discusses various techniques for assessing students' learning progress, including assessment, measurement, evaluation, and different types of assessments. It defines assessment as gathering information to determine how instructional objectives are being achieved. Measurement refers to determining how much of a knowledge, skill, or characteristic a student possesses. Evaluation makes a judgment about performance based on standards. The document also outlines trends in classroom assessment, objectives that can be assessed, and specific assessment methods like tests, observations, performances, and self-assessments.
Assessing Students performance by Angela Uma Biswas, student of Institute of ...Angela Biswas
This document discusses assessment of student performance. It defines assessment as a systematic process of gathering data about student learning to make inferences and provide feedback. Assessment for learning promotes achievement by informing students of their progress. Effective assessment involves developing learning objectives, aligning the curriculum, collecting and using data to improve programs. The purpose of assessment is to help students track progress, receive feedback, and achieve learning goals. Teachers can assess through assignments, exams, classroom techniques, and self-assessment. Formative assessment occurs during instruction while summative assessment occurs at the end. Good assessment is valid, reliable, practical, fair, and useful for students. Feedback is also important to help students improve.
The document discusses the development of objective assessment tools. It begins by outlining the intended learning outcomes, which are to define concepts related to objective tests, develop valid and reliable objective tests, and evaluate objective tests. It then discusses the rationale for assessment, including improving student learning and teaching. The types of objective tests are defined, including selection and supply types. The steps in planning an objective test are outlined, including identifying test objectives, deciding on the test type, and preparing a table of specifications. Characteristics of good tests like validity and reliability are also discussed.
This document discusses developing assessment instruments for learner-centered education. It describes four types of criterion-referenced tests, different levels of mastery, and guidelines for developing objective tests. The document outlines various formats for test items, including essays and live performances, and provides criteria for ensuring items are goal-centered, learner-centered, and context-centered. It also discusses developing rubrics for alternative assessment instruments and using portfolios to evaluate progress over time.
The document discusses different types and purposes of assessment. It describes formative assessment as evaluating student learning through low-stakes techniques during instruction to provide feedback, while summative assessment evaluates learning through high-stakes tests at the end using benchmarks. Specific assessment methods are outlined for both formative and summative, including examples like quizzes, exams, reflections, and projects. The benefits and tools of various assessment strategies are also covered.
Evaluation assessment & 2g curriculum a pril 26 2016Mr Bounab Samir
The document outlines the agenda and activities for a teacher training session on assessment, evaluation, and testing.
The morning session includes brainstorming on teachers' perspectives of testing, assessment, and evaluation. Workshops will cover assessing and evaluating a test using recommendations from the second generation curriculum.
The document also provides definitions and purposes of evaluation, assessment, and testing. Evaluation collects information about courses and programs, assessment collects student information over time to help improvement, and testing measures specific skills at a point in time.
Formative assessment occurs during teaching to evaluate effectiveness, while summative assessment occurs after teaching to evaluate learning. The document discusses various assessment tools and strategies that can be used for the second generation curriculum.
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
The document discusses various topics related to evaluation in computer science including the concept of evaluation, its objectives, types of evaluation, tools and techniques used for evaluation. Some key points:
1. Evaluation is the process of determining the extent to which objectives are being attained and determines the effectiveness of teaching and learning.
2. There are two major types of evaluation - measurement which is objective and exact, and appraisal which evaluates intangible qualities through observation and opinions.
3. Evaluation tools include written, oral and practical exams as well as observation, interviews, questionnaires, and student work. Item analysis and testing difficulty and discrimination are also discussed.
This document discusses evaluation in nursing education. It defines evaluation as determining the extent to which educational objectives are being realized. Self-evaluation and peer evaluation are described as important types of evaluation. Self-evaluation involves assessing one's own abilities and progress, while peer evaluation involves colleagues assessing each other's performance. The purposes, principles, characteristics, tools, steps, advantages and disadvantages of self-evaluation and peer evaluation are outlined. Evaluation in nursing education aims to assess students' knowledge, clinical skills, identify weaknesses, and improve teaching effectiveness.
This document discusses assessment in medical education. It defines assessment as tools used to evaluate students' academic readiness, learning progress, skill acquisition, and educational needs. The main types of assessment discussed are diagnostic, formative, and summative assessment. Formative assessment promotes and improves learning through feedback, while summative assessment determines learning at the end of instruction. Structured assessments aim to objectively measure students' knowledge, skills, and abilities. Good assessments demonstrate validity, reliability, feasibility, and other qualities. The document provides examples of different assessment tools and discusses calculating a utility index to determine tools' usefulness in a given context.
1) Achievement tests measure students' knowledge and skills in a particular subject area that has been taught. There are two main types: standardized tests which are widely administered and informal classroom tests constructed by teachers.
2) Standardized achievement tests (SATs) are carefully developed by experts, pre-tested on large groups, and administered and scored uniformly according to strict guidelines. They provide norms for comparing students' performance.
3) SATs measure many areas and can be used for diagnostic, competency, or predictive purposes. Formal batteries allow comparison across subjects. Informal tests have more variable quality.
after checking the part - I, its time to study various methods and techniques used in the evaluation.
this slide helps to know about the methods, tools, and techniques used to assess the congition/knowledge.
Type of tests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focustests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.tests in Assessment in Learning 1 that will benefit students who are going to be future educator. https://www.scribd.com/presentation/523367492/UNIT-1-LESSON-4-Recent-Trends-and-Focushttps://www.Technology and Assessment
Upload a presentation to download
Technology and Assessment
Add more information to your upload
Tip: Better titles and descriptions lea
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
Classroom Based Assessment Tools and Techniques 27-09-2022.pptNasirMahmood976516
This document discusses various methods and purposes of classroom-based assessment. It defines assessment as the systematic process of documenting and using data on student knowledge, skills, attitudes, and beliefs to improve learning. The document outlines different types of assessments including achievement tests, psychological tests, and performance tests. It also discusses formative assessment, which provides feedback to help students improve, versus summative assessment, which evaluates performance against standards. Finally, the document details specific formative assessment techniques teachers can use like interviews, checklists, observations, and case studies.
This document discusses language testing and evaluation. It defines formative and summative evaluation, with formative used to provide feedback during instruction and summative used to assess learning after instruction. Examples of evaluation include textbook, materials, course, and instructional evaluations. The purpose of evaluation is to improve teaching and learning, assess student progress, and identify weaknesses. Evaluation methods can be norm-referenced, comparing students, or criterion-referenced, assessing specific skills. Testing can directly assess skills or indirectly measure underlying abilities. Objective testing uses multiple choice while subjective uses human judgment. Proper testing is crucial for the teaching-learning process and provides feedback to improve curriculum and instruction.
Evaluation involves measuring student performance through various assessment methods over time to analyze learning progress and determine if educational objectives are being met. It is a comprehensive, continuous and cooperative process that assesses cognitive and non-cognitive development. Evaluation provides diagnostic feedback to improve instruction, guidance for students, and helps teachers understand learning difficulties. The main types of evaluation are formative, used during instruction to monitor progress and enhance learning, and summative, done at the end to assign grades and determine if objectives were achieved. Evaluation benefits all stakeholders by informing teachers, students, administrators and parents about performance and needs.
This document discusses testing in educational settings. It begins by outlining 5 reasons why testing is important for educators, including that it allows educators to develop innovative programs by evaluating existing ones.
It then defines key terms related to testing, including that a test is a set of questions, measurement involves using tools to quantify characteristics, and evaluation is a process of making judgments based on goals and objectives while considering both qualitative and quantitative factors.
Finally, it provides reasons for why testing is necessary in educational settings, such as that it can positively motivate students by providing a sense of accomplishment and allowing students and teachers to identify weaknesses to address. It also compares teacher-made tests to standardized tests.
This document discusses various techniques for assessing students' learning progress, including assessment, measurement, evaluation, and different types of assessments. It defines assessment as gathering information to determine how instructional objectives are being achieved. Measurement refers to determining how much of a knowledge, skill, or characteristic a student possesses. Evaluation makes a judgment about performance based on standards. The document also outlines trends in classroom assessment, objectives that can be assessed, and specific assessment methods like tests, observations, performances, and self-assessments.
Assessing Students performance by Angela Uma Biswas, student of Institute of ...Angela Biswas
This document discusses assessment of student performance. It defines assessment as a systematic process of gathering data about student learning to make inferences and provide feedback. Assessment for learning promotes achievement by informing students of their progress. Effective assessment involves developing learning objectives, aligning the curriculum, collecting and using data to improve programs. The purpose of assessment is to help students track progress, receive feedback, and achieve learning goals. Teachers can assess through assignments, exams, classroom techniques, and self-assessment. Formative assessment occurs during instruction while summative assessment occurs at the end. Good assessment is valid, reliable, practical, fair, and useful for students. Feedback is also important to help students improve.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
5. Assessment Measurement evaluation
Gathering information of individual
performance
Qualitative determination of
individual performance.
Or
Assigning numeric data to
any characteristic.
it is a judgmental process in which
Assessment and
Measurement use as tool.
Interpreting and analyzing data
achieved from assessment or
measurement
Unbounded Bounded unbounded
Holistic marked
Qualitative + Quantitate Quantitate It is qualitative judgment
Include feedback
e.g: Learning is improved e.g: weight 50 kg e.g; Aslam is tall
6.
7. Definition of Assessment
“Assessment is the process of gathering, interpreting,
recording and using information about pupil’s responses to an
educational task.”
Examples:
• quiz
• Papers
• presentation
8. Purpose of assessment:
• To know students learning
• To improve students learning
• To know the effectiveness of teaching method
• To evaluate students learning.
• Diagnostic students strength and weakness in specific area of learning
9. “Assessment is the engine that drives student
learning.”
John Cowan
The primary purpose of assessment is to
improve students learning.
Anne Davies
10. Types of assessment:
There are 6 types of assessment.
Diagnostic assessment
Formative assessment
Summative assessment
Ipsative assessment
Norm-referenced assessment
Criterion- referenced assessment
12. 2. Formative assessment:
The assessment used by the teachers to
know the students learning about the
currently taught lesson.
13. 3. Summative assessment:
It is used to evaluate students learning process and
achievement at the conclusion of a specific instructional
period, usually at the end semester, school year etc.
14. “When the cook tastes the soup, that’s formative assessment.
When the customer tastes the soup that’s summative
assessment.”
o Assessment expert Paul Black put it;
15. 4. Ipsative assessment:
Raymond Cattell coined the word Ipsative for
Latin word ipse meaning “himself,”
The assessment that compares current
performance with previous performance is called
Ipsative assessment.
16. 5. Norm-referenced assessment:
It is type of assessment that assesses the test taker's
ability and performance against the other test takers.
23. 5. Interview:
Intrapersonal communication between one an other.
• Interviewer
• Interviewee
Types:
Its types are divided into 2 category
1. Interview by method
2. Interview by purpose
31. 6. Survey
Estimated guess from whole population with sampling technique
• Survive
• Survivor
Tentative solution which reach the survivor to get the desire point
32. Technique use for Survey:
• Random
Any person can be include
• Quota
33. 7. Test
• something (such as a series of questions or exercises) for measuring the skill,
• knowledge, intelligence, capacities, or aptitudes of an individual or group
• It has 2 types
1. Standardized test
• Psychological test ( to know internal aspect)
• Socio matric ( to know social aspect)
• Intelligence test (IQ, Mental age/ Physical age)
• Assessment test (GAT-G, GAT-S)
• Attitude test ( how perceives something, underlying values)
• Aptitude test ( potential to achieve some skill)
34. 2. Non standardized test
Example:
• Question answer
• Easy
• Comprehension
• Story telling
Editor's Notes
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