Discussion issues on assesement
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This document discusses assessment in education. It defines formative assessment as a process used by teachers and students during instruction to provide feedback and improve learning. Summative assessment measures learning after instruction to determine if long-term goals were met. Examples of formative assessment include concept maps and short responses, while summative examples are exams and final projects. The document also notes assessment should be standards-based and holistic to quality assure student learning.
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Summative and formative evaluation
This document discusses formative and summative evaluation in curriculum development. It defines curriculum evaluation as gathering data to decide whether to accept, change, or eliminate a curriculum or textbook. Formative assessment is objective and checks student understanding along the way, while summative assessment is subjective and judges student learning at the end. Both are widely used in education. Formative assessment provides feedback to improve student performance, while summative assessment provides overall monitoring of student progress.
Summative evaluation
The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
Formative and Summative Assessment
Topic: Formative and Summative Assessment
Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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This document discusses formative and summative evaluation in curriculum development. Formative evaluation is used during curriculum development to identify areas for improvement, while summative evaluation is used at the end to judge the overall effectiveness of the curriculum. Formative assessment is used to check student understanding along the way and provide feedback, while summative assessment serves as an end survey to collect data and analyze learning outcomes. Both formative and summative assessments are widely used in education to monitor progress and make decisions about curriculum.
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.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
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The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
Formative and summative evaluation (assessment of learning 2)
Formative evaluation is done during instruction to provide feedback and help teachers improve. It uses short assessments with 5-10 items daily and helps teachers decide whether to reteach, remediate, or move on. Summative evaluation is done after a unit or program to assess student achievement and compare results. It uses longer 30-50 item assessments and assigns grades to provide feedback on student performance at the end of a term. Formative evaluation informs instruction while summative evaluation assesses learning outcomes over a longer period.
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Student Name: Abdul Hafeez
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
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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.
Assessment of learning 1
This document discusses educational assessment, including its purposes, principles, types, and methods of interpretation. Assessment is used to monitor student learning, evaluate teaching strategies and curriculum, and inform decisions to improve the educational process. It should be based on clear goals and standards, provide continuous feedback, and relate to what students are learning. Assessment data is gathered and analyzed to evaluate performance, identify strengths and weaknesses, and guide improvements.
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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.
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Formative, summative, and diagnostic assessments are used to evaluate students at different stages of learning. Diagnostic assessment evaluates students' skills and knowledge at the start of a course. Formative assessment monitors student learning through ongoing feedback. Summative assessment evaluates student achievement and progress at the end of a unit or course for grading purposes. Together these assessment types provide teachers with information to support and improve student learning.
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Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
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External and Internal Evaluation
This document discusses and compares external and internal evaluation. External evaluation is carried out by someone not involved in the program being evaluated, such as an outside agency. It objectively monitors overall education quality and standards. Internal evaluation is done by the project team and monitors ongoing learner development and improvement through continuous student assessment. While external evaluation ensures impartiality, internal evaluation avoids rote learning and helps identify student strengths and weaknesses.
Curriculum (formative & summative) evaluation
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
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CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Types of grading system
This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
It also discusses narrative grading using written comments instead of or in addition to scores or letters.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Formative and summative evaluation
Formative and summative assessments are used for different purposes. Formative assessments are used during instruction to provide ongoing feedback to improve student learning, while summative assessments are used after instruction to measure student achievement and document learning. Key differences are that formative assessments are highly specific, flexible, and encourage student involvement, while summative assessments are more general, rigid structures that discourage student involvement and emphasize extrinsic motivation.
Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Assessment and evaluation
Assessment systematically collects data to monitor student learning and achievement, while evaluation is a judgment of whether intended outcomes were met. Assessment determines what students learned, how they learned, and their approach to learning. There are several types of assessment: diagnostic assesses prior knowledge; formative is incorporated during instruction to adjust teaching and motivate students; and summative evaluates learning periodically and program effectiveness. Both formative and summative assessments are important for a balanced system that guides instruction and measures achievement.
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The document discusses evaluating student performance in training programs. It describes both external evaluation, where instructors evaluate students' knowledge, skills, and attitudes through tests and other assessments, and student self-evaluation, where students assess their own learning and progress. For self-evaluation, the document explains that students self-assess, self-correct, reflect on, and direct their own learning. It provides suggestions for course design elements that can support student self-evaluation, such as pre- and post-course assessments, practice problems with feedback, and opportunities for student reflection and feedback.
Strategies in teaching
This document discusses various topics related to student evaluation, including:
1. The differences between placement, diagnostic, formative, and summative evaluations.
2. Methods of evaluating students beyond tests, such as observations, group activities, discussions.
3. The advantages and disadvantages of absolute and relative grade standards.
4. The importance of communicating student progress to parents and improving communication.
5. Ways the grading system could be modified to reduce student anxiety and competition.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
role of educational technology in CCE
1. Continuous and comprehensive evaluation (CCE) assesses students on an ongoing basis throughout the year, covering both academic and non-academic areas.
2. Formative evaluation provides feedback during the learning process to improve, while summative evaluation assesses learning at the end to determine grades.
3. Educational technology helps teachers determine content and methods, and evaluate whether students have learned, playing an important role in CCE by analyzing needs, designing instruction, and providing feedback to improve learning.
Classroom assessment
The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
Grading system in school education cbse roopendra
This document provides an overview of the grading system used by the Central Board of Secondary Education (CBSE) in India. It discusses the history and introduction of grading in education. Under the CBSE system, students receive grades for scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and co-curricular activities. Grades are awarded on a point scale of A+, A, B+, B, C, etc. The grading system aims to provide a more comprehensive evaluation than marks alone and reduce pressure on students. However, some disadvantages are that grades may not accurately reflect performance and lack incentives.
Types of assessment(2)
The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
Summative assessment( advantages vs. disadvantages)
Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
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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.
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Formative, summative, and diagnostic assessments are used to evaluate students at different stages of learning. Diagnostic assessment evaluates students' skills and knowledge at the start of a course. Formative assessment monitors student learning through ongoing feedback. Summative assessment evaluates student achievement and progress at the end of a unit or course for grading purposes. Together these assessment types provide teachers with information to support and improve student learning.
Summative & formative assessment
This presentation is designed to help teachers consider assessment strategies by using both summative assessment (assessment of learning) and formative assessment (assessment for learning)
School Evaluation Program
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
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
Assessment of Student Learning
The document discusses guidelines for classroom assessment in the Philippine K to 12 Basic Education Program. It outlines the components of summative assessment, which are written work, performance tasks, and quarterly assessments. It also details the steps for computing grades, including determining percentage scores, weighted scores, initial grades, and transmuted grades. Promotion and retention of learners is based on achieving a final grade of at least 75 in all learning areas. Remedial classes are provided for learners who do not meet expectations in some areas.
External and Internal Evaluation
This document discusses and compares external and internal evaluation. External evaluation is carried out by someone not involved in the program being evaluated, such as an outside agency. It objectively monitors overall education quality and standards. Internal evaluation is done by the project team and monitors ongoing learner development and improvement through continuous student assessment. While external evaluation ensures impartiality, internal evaluation avoids rote learning and helps identify student strengths and weaknesses.
Curriculum (formative & summative) evaluation
It refers to the collection of information on which judgment might be made about the worth and the effectiveness of a particular programme. It includes making those judgments so that decision might be made about the future of programme, whether to retain the program as it stand, modify it or throw it out altogether.
CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE)
CCE was made mandatory in National Policy on Education,1986 (NPE 1986) to introduce Continuous and Comprehensive Evaluation in schools as an important step of examination reform and for the qualitative improvement in the education system.
Types of grading system
This document discusses several methods of grading student performance:
- Percentage grading based on exams and assignments
- Letter grading using a scale like A-F with possible plus/minus modifiers
- Norm-referenced grading comparing students to each other using letter grades
- Mastery grading where students must reach a specified level of attainment to pass
- Pass/fail grading with two levels of pass or fail
- Standards-based grading comparing performance to established content standards
It also discusses narrative grading using written comments instead of or in addition to scores or letters.
Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
Formative and summative evaluation
Formative and summative assessments are used for different purposes. Formative assessments are used during instruction to provide ongoing feedback to improve student learning, while summative assessments are used after instruction to measure student achievement and document learning. Key differences are that formative assessments are highly specific, flexible, and encourage student involvement, while summative assessments are more general, rigid structures that discourage student involvement and emphasize extrinsic motivation.
Summative and Formative Assessment
Summative assessments measure student understanding of material at set points, such as after a unit or semester, through tests and exams. They help teachers evaluate curriculum and determine if standards are being met. Formative assessments are ongoing, such as feedback, peer reviews, and self-assessments, and are used to guide student learning and improvement. Both summative and formative assessments are useful for technology-based projects to measure acquired skills and provide guidance.
Assessment and evaluation
Assessment systematically collects data to monitor student learning and achievement, while evaluation is a judgment of whether intended outcomes were met. Assessment determines what students learned, how they learned, and their approach to learning. There are several types of assessment: diagnostic assesses prior knowledge; formative is incorporated during instruction to adjust teaching and motivate students; and summative evaluates learning periodically and program effectiveness. Both formative and summative assessments are important for a balanced system that guides instruction and measures achievement.
8: Evaluation of Student Performance
The document discusses evaluating student performance in training programs. It describes both external evaluation, where instructors evaluate students' knowledge, skills, and attitudes through tests and other assessments, and student self-evaluation, where students assess their own learning and progress. For self-evaluation, the document explains that students self-assess, self-correct, reflect on, and direct their own learning. It provides suggestions for course design elements that can support student self-evaluation, such as pre- and post-course assessments, practice problems with feedback, and opportunities for student reflection and feedback.
Strategies in teaching
This document discusses various topics related to student evaluation, including:
1. The differences between placement, diagnostic, formative, and summative evaluations.
2. Methods of evaluating students beyond tests, such as observations, group activities, discussions.
3. The advantages and disadvantages of absolute and relative grade standards.
4. The importance of communicating student progress to parents and improving communication.
5. Ways the grading system could be modified to reduce student anxiety and competition.
ASSESSMENT x TESTING x MEASUREMENT x EVALUATION
We all do our research and put an effort in making a clear and an accurate presentation, but I'd be glad if this could help especially for those who are taking major in English and/or teaching pronunciation. Good luck!
A proper credit would be appreciated.
• Jay-ar A. Padernal, BSEd Major in English, University of Mindanao
ASSESSMENT vs. TESTING vs. MEASUREMENT vs. EVALUATION
role of educational technology in CCE
1. Continuous and comprehensive evaluation (CCE) assesses students on an ongoing basis throughout the year, covering both academic and non-academic areas.
2. Formative evaluation provides feedback during the learning process to improve, while summative evaluation assesses learning at the end to determine grades.
3. Educational technology helps teachers determine content and methods, and evaluate whether students have learned, playing an important role in CCE by analyzing needs, designing instruction, and providing feedback to improve learning.
Classroom assessment
The document discusses classroom assessment, including traditional and alternative methods. It describes the purposes of assessment as evaluating whether students are learning lessons and developing competencies. Formative assessment is used to monitor student progress, while summative assessment evaluates learning at the end of a unit. The document also discusses characteristics of effective classroom assessment, such as being learner-centered and ongoing. It provides guidelines for preparing assessment tools, such as aligning them with curriculum and using clear scoring rubrics.
Grading system in school education cbse roopendra
This document provides an overview of the grading system used by the Central Board of Secondary Education (CBSE) in India. It discusses the history and introduction of grading in education. Under the CBSE system, students receive grades for scholastic areas like subjects as well as co-scholastic areas like life skills, attitudes, and co-curricular activities. Grades are awarded on a point scale of A+, A, B+, B, C, etc. The grading system aims to provide a more comprehensive evaluation than marks alone and reduce pressure on students. However, some disadvantages are that grades may not accurately reflect performance and lack incentives.
Types of assessment(2)
The document discusses different types of assessments including formative assessment, which is used to identify if students have achieved the lesson objective and determine gaps. Examples of formative assessments include questioning students and collecting assignments. Summative assessment provides grades based on performance over a period of time, such as final exams. Performance assessment evaluates what students can do in real-world scenarios through demonstrations and projects.
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Summative assessment refers to evaluating student learning at the end of a period of instruction, such as at the end of a project, course, or semester. It is used to determine if learning goals were achieved. Examples include final exams, research papers, and standardized tests. The purpose is to assess learning outcomes compared to benchmarks. Advantages are that it evaluates program effectiveness and student achievement and progress. Disadvantages are that it may not accurately reflect learning and does not provide feedback to improve instruction.
Formative Assessment vs. Summative Assessment
Formative assessment, also known as assessment for learning, occurs during instruction and provides feedback to improve student learning and teaching, while summative assessment, or assessment of learning, evaluates student learning at the end of a period of instruction. Formative assessments include tasks like journals and quizzes to help teachers identify areas for improved instruction and give students feedback to achieve learning goals, whereas summative assessments like final exams comprehensively measure learning outcomes and program effectiveness at the end of a unit. Both types of assessment serve important but different purposes in optimizing teaching and learning.
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- Formative evaluation occurs during instructional development to provide feedback and improve quality, while summative evaluation occurs after instruction to assess learning outcomes.
- Formative evaluation aims to identify shortcomings and provide feedback for corrections, while summative evaluation judges the overall worth of a program.
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This document discusses the differences between formative and summative assessment. Formative assessment involves ongoing feedback during instruction to improve student learning and teaching, while summative assessment evaluates learning at the end of an instructional period. Key differences include formative assessment being used for learning versus summative being used for evaluation, with formative encouraging student involvement and having a stronger positive impact on learning compared to summative assessment. Both assessment types are important but serve different purposes in the learning process.
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Formative and summative assessments are two types of evaluations used to measure student learning. Formative assessments are used during instruction to provide feedback and improve teaching and learning, while summative assessments are used after instruction to measure learning outcomes and assign grades. Key differences are that formative assessments emphasize deep understanding and application, occur during instruction with student involvement, and have a strong positive impact on learning. Summative assessments emphasize knowledge and comprehension, occur after instruction without student involvement, and have a weaker impact on learning. Both assessment types are important but serve different purposes in the learning process.
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Trend 3
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This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and key elements for each approach. Cooperative learning involves dividing students into small groups to complete activities and learn from each other. Contextual learning presents information relating to students' experiences to help them construct their own meaning. Mastery learning breaks content into units to ensure students master each topic before advancing. Self-access learning allows students to access materials independently based on their needs and skills. Future studies prepares students to be lifelong learners able to look ahead. Constructivism engages student curiosity to explore and investigate concepts.
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TIMSS and PISA are international assessments that evaluate student achievement in mathematics, science, and reading. TIMSS focuses on mathematics and science achievement every 4 years and collects data from pupils, schools, and teachers. PISA assesses scientific, mathematical and reading literacy every 3 years and collects additional data on pupils and schools. Both studies provide insights to help countries improve education policies and compare performance internationally. Participating in these studies benefits Malaysia by showing their commitment to research that advances education globally and allows them to learn from higher performing countries.
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Discussion issues on assesement
- 1. DISCUSSION ISSUES ON ASSESEMENT GROUP NAME : FATIN AMIRA BINTI YUNUS NUR SHUHADA SURIA BINTI SHA’ARI ATINA HASANAH BINTI MOHD RAZALI
- 2. NATURE AND PURPOSE OF ASSESSMENT Assessment shall be holistic, with emphasis on the formative or developmental purpose of quality assuring student learning. It also standards-based as it seeks to ensure that teachers will teach to the standards and students will aim to meet or even exceed the standards. The students’ attainment of standards in terms of content and performance is, therefore, a critical evidence of learning.
- 4. LEVELS OF ASSESSMENT The attainment of learning outcomes as defined in the standards shall be the basis for the quality assurance of learning using formative assessments. They shall also be the focus of the summative assessments and shall be the basis for grading at the end of instruction.
- 5. • These levels shall be the outcomes reflected in the class record and shall be given corresponding percentage weights as follows:
- 7. TYPE OF ASSESSMENT Two type of assessment : Formative assessment (Assessment for learning) Summative assessment (Assessment of learning)
- 8. FORMATIVE ASSESSMENT Is a process used by teachers and students during instruction that provides explicit feedback to adjust on-going teaching and learning in order to improve student achievement. There is also a diagnostic test which identifies a student area of achievement and weakness in a particular subject, which can give an idea of difficulty the student is
- 9. EXAMPLE draw a concept map in class to represent their understanding of a topic submit one or two sentences identifying the main point of a lecture turn in a research proposal for early feedback
- 10. SUMMATIVE ASSESSMENT Are cumulative evaluation used to measure growth after instruction and are generally given at the end of a course in order to determine whether long term goals have been met Summative assessment focus on what the student has learned at the end of a unit of instruction or at the end of a grade level Summative assessment purpose is to let the teachers and students know the level of accomplishment attained.
- 11. EXAMPLE a midterm exam a final project a paper a senior recital
- 12. Benefits and Limitations Summative Assessment
- 13. Benefits and Limitations Formative Assessment