This document discusses evaluation and assessment in language teaching. It defines evaluation as making value judgments about education in a systematic way using clear criteria. Assessment refers to collecting data to understand performance and determine if teaching goals were achieved. There are different types of evaluation (formative, summative, congruent) and assessment (formal, informal, self/peer) that can be used for various purposes by teachers, administrators, researchers and policymakers. The document also covers test design principles, formats, and analysis.
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measurement and evaluation from nursing education ,unit 4 according to new curriculum.hope this will help some students for the class presentation and for an over view about the topic.
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Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
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Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
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This Slide is very simple to understand the assessment, process of assessment..and it also provide help to understand differences between assessment, evolution and testing... for more information you can contact on email "asit.psy@gmail.com" thank you.
This article may help the Biology Teachers in Malaysia to construct Biology Questions according to what is required in the examination. The arcticle is just a guide to constuct Biology Items.
Assessment in Education, especially Medical Education is very important part of Teaching and Learning...
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Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
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Evaluation in educational context implies broad programme that examines achievements, attitude, interests, personality, traits and skills factors which are taken into consideration. Thus cognitive, affective and psychomotor learning outcome is measured in the evaluation process. The evaluation is a two part process. The first part of evaluation is the determination of what is to evaluate (Goal) and the second part is the judgment of whether the goals are being achieved. The overall purpose will be to provide information to enable each student to develop according to his potential with in the frame work of educational objectives
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Unit 1.Evaluation, Assessment and Measurement pptxSamruddhi Chepe
Assessment and evaluation- Modern Viewpoint
Syllabus-
Concept of Assessment and Evaluation
Tests and its Application
Various aspects of Assessment and Evaluation
Statistics in Evaluation
Modern Trends in Assessment
Unit 1-Concept of Assessment and evaluation
Syllabus of Unit 1-
Measurement and Assessment-- Meaning, Nature, Need, Importance, and Scope
Evaluation-Meaning, Nature, Need, Importance, and Scope
Functions of Evaluation, Measurement and Assessment in Education
Interrelationship between Educational Objectives, Learning Experiences and Evaluation
Various Types of Evaluation and its Limitations
1.2.1-Measurement - Meaning
Measurement has been the practice with teachers since a very long time. They have been testing their students and assigning numbers regarding the progress of their students in studies, and adopt corrective measures accordingly.
According to Bradfield & Moredock (1957), ‘Measurement is the process of assigning symbols to the dimension of phenomenon in order to characterize the status of phenomenon as precisely as possible’. Measurement is the process by which a characteristic of an object, person or activity is perceived and understood on specific standards and is described in standard words, symbols or definite units.
Measurement requires the use of numbers but does not require the value judgments be made about the numbers obtained from the process. We measure achievement with a test by counting the number of test items a student answers correctly, and we use exactly the same rule to assign a number to the achievement of each, student in the class.
Example: Raman got 93 marks in a test of Mathematics. Measurement is all about the numbers and being able to quantify the performance or the abilities. Measurements are more objective as they have numerical standards to compare and record. It answers the question “how much”.
Scope of Measurement in Education
The scope of educational measurement includes measurement of educational achievement, intelligence, interest, ability, aptitude, and other traits of students. Using methods, tests, tools, and activities to determine a student's level and what he or she has learned and developed.
Need and Importance of Measurement in Education–
Measurement also helps in considering external assessment for the students, and it helps in understanding the cognitive areas of the individual.
Measuring and evaluating pupils' progress is helpful in establishing how much they have learnt.
Without measuring and analyzing what he has taught, the instructor would be unable to determine how far his students have progressed.
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Evaluacón ILE Introduction to the course - Preliminars
1. Instituto Pedagógico de Caracas
EVALUACIÓN EN EL
Departamento de Idiomas Modernos
Cátedra de Lingüística
PROCESO DE
ENSEÑANZA DEL
INGLÉS COMO
LENGUA
EXTRANJERA
- Código IIU115 -
Prof. Rosynella Cardozo R.
Prof. Jonathan Magdalena
Prof. Mirna Quintero
2. CONTENT
1.- Review of main concepts
a.- What is evaluation?
b.- Generations in evaluation
c.- Importance of evaluation
d.- Evaluation types and purposes
2.- Evaluation Vs. Assessment
a.-Types of assessment
3.- Principles of test design – test formats
3. CONTENT
5.- Test analysis and design
6.- Informal assessment
7.- Self assessment
8.- Evaluation
4. 1- EVALUATION
Evaluation is a natural activity which consists of making value
judgments constantly. However, evaluation itself is not usually
carried out in a principled and systematic way.
The implications of evaluating in an educational context are more
powerful than those related to the social setting. As a result, it
becomes crucial that careful thought is given to make explicit
what is being evaluated and the criteria by which it is being
judged.
Therefore, Evaluation (in the pedagogical context) refers to the
act of making value judgments in a systematic way, using a
principled, well-defined criteria to determine the product
of education.
.
5. GENERATIONS IN EVALUATION
1st Generation: evaluators measure participants
2nd Generation: evaluators describe participants
3rd Generation: evaluators judge participants
4th Generation: evaluators negotiate with participants
Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation.
Newbury Park: Sage Publications Inc.
6. IMPORTANCE OF EVALUATION
To diagnose the needs of participants.
To determine how effective a process is (so as to improve it).
To orient or reorient a process.
To obtain feedback about classroom practiced and progress.
To confirm the validity of all features in the education
context.
To determine and monitor students’ weaknesses or
strengths.
To determine the program’s appropriateness.
To check on the strategies and the students’ response to
them.
To take decisions.
.
7. TYPES OF
EVALUATION
Congruent Formative Summative
•Throughout •At the end of
•Before the
the whole (a stage of) the
process process.
begins. process.
•To reinforce •To quantify it
•To predict
or improve it. through the use
results. of grades.
8. PURPOSES OF EVALUATION
Accountability: Summative. Determines whether there has been value for money;
whether something has been effective or not. It informs to decide is to continue or
to be drastically removed. How? Analysis of statistical data. Who? Policy makers
and resource providers.
Curriculum Development: Formative. Involves information to be used as the
basis of future planning and action. Improvement and renewal of curriculum. How?
Responses to questionnaires, interviews, diaries. Who? Teachers and curriculum
developers.
Teacher self-development: Formative. To raise consciousness on teachers and
other practitioners about what actually happens in the classroom. How? Self-
assessment, awareness-raising activities. Who? Teachers.
Student’s outcome: Formative/Summative.To check on students’ behavior (non-
linguistic factors) and performance (linguistic factors). How? Teacher, Self, and
peer-assessment; formal and informal assessment. Who? Teachers and Students.
9. EVALUATION VS.
ASSESSMENT
Assessment is the collection of data to describe or better
understand an issue. It is more often used in relation to
educational programs.
A definition to distinguish the two terms:
Assessment refers to the measurement of
performance to determine if the ends of
teaching have been achieved, whereas
evaluation refers to the judgments based
on that information.
10. EVALUATION AND ASSESSMENT
Ev
al
on ua
i t
u at io
n
al Analysis of documents
Ev
Assessment
Teachers’
Ev
Appraisals
n
alu
io
Administrators’
at
at
lu
Counselors’
io n
va
Community members’
E
11. WHO SHOULD USE ASSESSMENT AND
EVALUATION?
Examples of why they need Assessment,
Job Description
Research and Evaluation
Policy Makers set standards, focus on goals, monitor the
quality of education, formulate policies, direct
resources including personnel and money, and
determine effects of tests
Administration are school/departments meeting the goals of
the University, appropriateness of curriculums
and course, identify program strengths and
weaknesses, designate program priorities,
assess alternatives, plan and improve
programs
Teachers refine curriculum, perform individual
diagnosis and prescription, monitor student
progress, how much knowledge students are
retaining from current teaching methods,
provide feedback to students
Researchers is research meeting the goal of the proposal
(especially if funding is reliant on grant money
that requires progress reports), how to improve
the program, find unexpected outcomes
.
13. 2.- TEST CHARACTERISTICS
.- Validity
A test is valid “if it measures accurately what it is
intended to measure” (Hughes, A., 1989).
.- Reliability
A test is reliable if it measures consistently.
Results must be stable.
.- Practicality
Aspects affecting time, money, effort, resources.
.- Washback
Influence of tests on teaching and learning.
14. 3.- PRINCIPLES OF TEST DESIGN –
TESTS FORMATS
- Guidelines for item design
- Formats
- Sample items
16. 5.- TEST ANALYSIS AND
DESIGN
Analysis of authentic tests from different
contexts prior to test/item design
6.- INFORMAL
ASSESSMENT
7.- SELF-
ASSESSMENT