Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Topic: Concept of Classroom Assessment
Student Name: Ramsha -Saleem
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
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
At the end of the session the learner will be able to:
Describe the concept of term test measurement
Objective Test, Subjective Test, Individual Test, Group Test, Unstandardized Test, Standardized Test
Purpose of test & measurement
Assessment and types of assessment
Evaluation and types of evaluation
Purpose of evaluation
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Topic: Teacher Made Test vs Standardized Test
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
scoring rubrics is grading tool for student assessment.A standardized scoring guide that helps teacher and student to developed understanding about performance or weak areas of students
At the end of the session the learner will be able to:
Describe the concept of term test measurement
Objective Test, Subjective Test, Individual Test, Group Test, Unstandardized Test, Standardized Test
Purpose of test & measurement
Assessment and types of assessment
Evaluation and types of evaluation
Purpose of evaluation
Assessment, Classroom Assessment, WH Questions
Definition of Assessment, The role of Assessment, How is classroom assessment different?, Types of Assessment, General Principal of Assessment, Effective Assessment, Purpose of Classroom Assessment, Characteristics of Classroom Assessment, Importance of Assessment, Improve Learning Through Assessment, Classroom Assessment Techniques, How do I use Classroom Assessment Techniques?, Conclusion and then References
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
Needs Assessment
Importance of need assessment in curriculum development
purposes of need assessment in curriculum development
sources of need assessment in curriculum development
Topic: Teacher Made Test vs Standardized Test
Student Name: Kanwal Naz
Class: B.Ed 1.5
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
THEORIES OF CURRICULUM AND THEIR MAJOR STRUCTUREseharalam
To understand the concept of theory, it is essential to understand the nature of theory in general.
Historically, the Received View holds that a theory is a formalized, deductively connected bundle of laws that are applicable in specifiable ways to their observable manifestations. In the Received View, a small number of concepts are selected as bases for the theory; axioms are introduced that specify the fundamental relationships among those concepts; and definitions are provided, specifying the remaining concepts of the theory in terms of the basic ones.
Assessment of learning and educational technology ed 09 ocamposCharlesIvanOcampos
Assessment of learning tends to aid the learner and teacher relationship in the academe. In which assessment of learning guides them to know their strength and weakness in class. It will evaluate the learners learning process.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. Concept of Measurement Assessment
and Evaluation
• Despite their significant role in education the
terms measurement, assessment, and evaluation
are usually confused with each other.
• Mostly people use these terms interchangeably
and feel it very difficult to explain the differences
among them.
• Each of these terms has a specific meaning
sharply distinguished from the others.
3. Measurement
• Measurement: In general, the term measurement is used
to determine the attributes or dimensions of object. For
example, we measure an object to know how big, tall or
heavy it is.
• In educational perspective measurement refers to the
process of obtaining a numerical description of a student’s
progress towards a pre-determined goal.
• This process provides the information regarding how much
a student has learnt. Measurement provides quantitative
description of the students’ performance for example
Rafaih solved 23 arithmetic problems out of 40.
• But it does not include the qualitative aspect for example,
Rafaih’s work was neat.
4. Testing
• A test is an instrument or a systematic
procedure to measure a particular
characteristic. For example, a test of
mathematics will measure the level of the
learners’ knowledge of this particular subject
or field.
• A test is a set of items.
5. Assessment
• Assessment: Kizlik (2011) defines assessment as a process by which
information is obtained relative to some known objective or goal.
Assessment is a broad term that includes testing.
• For example, a teacher may assess the knowledge of English
language through a test and assesses the language proficiency of
the students through any other instrument for example oral quizor
presentation.
• Based upon this view, we can say that every test is assessment but
every assessment is not the test.
• In short, we can say that assessment entails much more than
testing. It is an ongoing process that includes many formal and
informal activities designed to monitor and improve teachingand
learning.
6. Evaluation
• Evaluation: Hopkins and Antes (1990) defined evaluation asa
continuous inspection of all available information in order to
form a valid judgment of students’ learning and/or the
effectiveness of education program.
• The central idea in evaluation is "value." When we evaluate a
variable, we are basically judging its worthiness,
appropriateness and goodness. Evaluation is always done
against a standard, objectives or criterion.
• In teaching learning process teachers made students’
evaluations that are usually done in the context of
comparisons between what was intended (learning, progress,
behaviour) .
7.
8.
9. Assessment for Learning
(Formative Assessment)
• Checks how students are learning
and is there any problem in
learning process. it determines
what to do next.
• Is designed to assist educators
and students in improving
learning?
• Usually focuses on improvement,
compared with the student's own
previous performance
Assessment of Learning
(Summative Assessment)
• Checks what has been learned to
date.
• Is designed to provide information
to those not directly involved in
classroom learning and teaching
(school administration, parents,
school board), in addition to
educators and students?
• Usually compares the student's
learning either with other students'
learning (norm-referenced) or the
standard for a grade level (criterion
referenced)
10. Test
A test is a device which is used to measure
behaviour ofa person for a specific purpose.
Moreover it is an instrument that typically
uses sets of items designed to measure a
domain of learning tasks.
Tests are systematic method of collecting
information that lead to make inferences
about the characteristics of people or
objects.
teacher prepares tests while sampling the
items froma
pool of items in such a way that it represents
thewhole subject matter.
11. Taxonomy ofEducational
Objectives
Benjamin Bloom established a
hierarchy of educational objectives for
categorizing level of abstraction of
questions that commonly occur in
educational settings (Bloom, 1965).
The classification is generally
referred to as
Bloom'sTaxonomy.Taxonomy means
'a set of classification principles',
or 'structure'.The followings are six
levels in this taxonomy:
18. Selection Type Items (objective type)
There are four types of test items in selection
category of test which are in common use today.
multiple-choice, matching, true-false, and
completion items.
What is a Multiple Choice
Question (MCQ)?
A multiple-choice question is a type of
questionnaire/survey question that provides respondents
with multiple answer options. Sometimes called objective
response questions, it requires respondents to select only
correct answers from the choice options.
MCQs are mostly used in educational testing, customer
reviews, market research, elections, etc. Although they
take different forms depending on their purpose, they
have the same structure.
21. Reliability means Trustworthy, Consistency
A testscoreiscalled reliablewhenwehavereasonsfor
believing thetestscoretobestableand objective.
According to Merriam WebsterDictionary:
“Reliability is the extent to which an experiment,
test, or measuring procedure yields the same
results on repeated trials.”
According to Hopkins & Antes(2000):
“Reliability is the consistency of observations
yielded over repeated recordings either for
one subject or a set of subjects.”
24. Validity
The validity of an assessment tool is the degree to which itmeasures
for what it is designed to measure.
The concept refers to the appropriateness, meaningfulness,and
usefulness of the specific inferences
28. Relationship between Validity
and Reliability
Reliability is a necessary requirement for validity
Establishing good reliability is only the first part of establishing validity
Reliability is necessary but not sufficient forvalidity.
29. Planning a Test
The main objective of classroom
assessment is to obtain valid, reliable and
useful data regarding student learning
achievement.
Classroom tests and assessments can
be used for the following instructional
objectives:
1. Pre-testing
2. Test Specifications
30.
31.
32.
33. Administration of the Test
Maintain a positive attitude for achievement
Maximize achievement motivation
Equalize advantages to all the students
Rotate distributions
Monitor students continuously
Minimize distractions
Give time warnings properly
Collect test uniformly
Count the answer sheets, seal it in a bag and
hand it over to the quarter concerned.
34. Scoring Criteria
In scoring objective tests, each correct answer
is usually counted as one point.
If some items are counted two points, some
one point, and some half point, the scoring will
be more complicated without any
accompanying benefits.
When students are told to answer every
item on the test, a student’s score is simply
the number of items answered correctly.
35. Measurement Scales and Interpretation of Test
• All types of research data, test result data, survey data, etc is called raw
data and collected using four basic scales. Nominal, ordinal, interval and
ratio are four basic scales for data collection. Ratio is more sophisticated
than interval, interval is more sophisticated than ordinal, and ordinal is
more sophisticated than nominal. A variable measured on a "nominal"
scale is a variable that does not really have any evaluative distinction. One
value is really not any greater than another. A good example of a nominal
variable is gender. With nominal variables, there is a qualitative difference
between values, not a quantitative one. Something measured on an
"ordinal" scale does have an evaluative connotation. One value is greater
or larger or better than the other. With ordinal scales, we only know that
one value is better than other or 10 is better than 9. A variable measured
on interval or ration scale has maximum evaluative distinction.
36. PERCENTILE RANK
A percentile is a measure that
tells us what percent of the total
frequency scored at or below that
measure. A
percentile rank is the percentage
of scores that fall at or below a
given score.
37. • Example
• If Aslam stand 25th out of a class of 150 students, then 125 students wereranked
belowAslam.
• Formula
• To find the percentile rank of a score, x, out of a set of n scores, where x is
included:
• Where B = number of scores below x
• E = number of scores equal to x
• n = number of scores
38. MEASURES OF CENTRAL
TENDENCY
▶Introduction ▶An average is a single value, which
represents the set of data as whole. Since the
average tends to lie in the center of distribution they are
also called measure of central tendency. There are three
methods of measuring the center of any data.
▶Arithmetic mean ▶The Median ▶The Mode
▶Geometric mean ▶Harmonic mean
39. MEASURES OF
DISPERSION
▶The measure of central tendency does not tell us
anything about the spread data because any two sets of
data may have same central tendency with vast
difference magnitude of variability. Consider two types of
data sets have same mean but different reliability. ▶10,
12, 11, 14, 13 ▶10,
2, 18, 27, 3
40.
41. Reporting:
A document containing information organizedin a narrative, graphic, or tabular
form, prepared on ad hoc, periodic, recurring, regular, or as required basis.
Functions of Test Scores and Progress Reports
The different functions of grading and reporting systems are given as
under:
1. Instructional uses
2. Feedback to students
3. Administrative and guidance uses
4. Informing parents about their children’s performance
42. TYPES OF SCORE
1.Raw Scores :
A Raw Score is simply the number of questions a student
answers correctly for a test. For example, if a student
responds to 65 items correctly on an objective test in
which each correct item counts one point, the raw score
will be 65.
43. Standard Scores
The standard scores indicate a
student’s relative position in a
group. It expresses test
performance in terms of standard
deviation units from the mean
The mean is the arithmetical
average. The standard deviation
is a measure of the spread of
scores in a group.
44. GRADING
Grading refers to the process of
using symbols, such as letter to
indicate various types of students
progress (Nitko 2001).
