The document outlines definitions and significance of assessment and evaluation in education, emphasizing the role these processes play in determining student outcomes and meeting educational standards, especially for students with disabilities. It discusses various types of assessments, including formative and summative assessments, and the tools teachers can use to measure student progress effectively. Furthermore, it highlights the importance of accommodating diverse learning needs within assessment practices.

1. Unit 8: EVALUATION AND ASSESSMENT
Course Code: 671
BY
Akram Maqbool

2. DEFINITIONS
Assessment -- The process of measuring
the purpose of assigning a
something
with numerical
value.
Scoring
--
The procedure of assigning a
numerical value to assessment task.
Evaluation -- The process of determining the
worth of something in relation to established
benchmarks using assessment information.

3. INTRODUCTION
Evaluation is a part of both teaching and learning.
That evaluation refers to the values attached to the measurement and the subsequent decisions made on the basis of the value
judgment.
Evaluation: The systematic process of collecting, analyzing and interpreting information to
determine the extent to which pupils are achieving instructional objectives. (Answer the
question ‘How good'?)" (Gronlund, 1985)
Evaluation can be defined as the process of judging performance or progress towards attainment.
Testing is often used to refer to both measurement and evaluation.
TestingA method to determine a student’s ability to complete certain tasks or demonstrate mastery of a skill or knowledge
of content
Assessment includes many formal and informal methods of evaluating student progress and
behavior

4. INTRODUCTION
Measurement is a means of selection, gathering and analyzing
information, Measurement may involve paper and pencil or a
mechanical or observation instrument.
For example, if one obtains a score of 86 on a 100 point rating scale
completed by the teacher, this is measurement involving a test and
score.
Furthermore, if the average score on this is 97 and the range from 85
to 100, this is still a measurement involving analysis of the result.

5. INTRODUCTION
Assessment:
Teachers and other educational personnel must make decisions about the
types of evaluations and tests, and any accommodations that might be needed for
statewide assessments in order to include students receiving special education
support in accountability measures
(Federal Register, 2006).
IDEA also requires that students be assessed in all areas of suspected disability and
that sensory, motor, and emotional areas should be included when appropriate.
Assessment personnel must consider all possible areas of need, even those that are
not typically associated or linked with the area of weakness that might have been
the initial focus of concern.

6. Significance of Assessment & Evaluation
The process of assessment plays an important role in the determination
of student outcomes. The Individuals with Disabilities Education Act of
1997 amendments, the Elementary and Secondary Education Act
(ESEA) of 2001, and the Individuals with Disabilities Education
Improvement Act of 2004 place more emphasis on the assessment of
all students for measuring attainment of educational standards within
the general curriculum (Federal Register, 1999; Federal Register, 2006;
Individuals with Disabilities Education Improvement Act of 2004
Conference Committee Report, 2004 as cited in IDEA 2004; PL 107-110,
2002; Ysseldyke, Nelson, & House, 2000).

7. Significance of Assessment & Evaluation for
special needs children
Assessment of students with disabilities is based on the same
principles as assessment of students in general education. Students
with exceptional learning needs are required to take statewide exams
or alternative exams to measure their progress within the general
education curriculum. Teachers and other educational personnel must
make decisions about the types of evaluations and tests and any
accommodations that might be needed for statewide assessments in
order to include students receiving special education support in
accountability measures (Federal Register, 2006).

8. The Traditional Model of Assessment
General Education Classroom Instruction
Student Not Progressing as Expected
General Education Classroom Instruction
Student Not Progressing as Expected
Team Completes Assessment
Team Meeting Determines Student Found
Eligible for Services

9. Determining Needed Evaluation Data
• §614(c) Additional Requirements for Evaluation and Re-evaluations—
(1) Review of Existing Evaluation Data—As part of an initial evaluation
(if appropriate) and as part of any reevaluation under this section, the IEP
Team and other qualified professionals, as appropriate, shall—
(A) review existing evaluation data on the child, including—
(i) evaluations and information provided by the parents of the child;
(ii) current classroom-based, local, or State assessments, and
classroom based observations; and
(iii) observations by teachers and related service providers;

10. Determining Needed Evaluation Data
(B) on the basis of that review, and input from the child’s parents, identify what additional
data, if any, are needed to determine—
(i) whether the child is a child with a disability as defined in section 602(3), and the
educational needs of the child, or, in case of a reevaluation of a child, whether the child continues
to have such a disability and such educational needs;
(ii The present levels of academic achievement and related developmental needs of the child;
(iii) whether the child needs special education and related services, or, in the case of a
reevaluation of a child, whether the child continues to need special education and related
services; and
(iv) whether any additions or modifications to the special education and related services are
needed to enable the child to meet the measurable annual goals set out in the individualized
education program of the child and to participate, as appropriate, in the general education
curriculum

11. ASSESSMENT VS. EVALUATION
 ASSESSMENT is
classroom
research to
provide useful
feedback for the
improvement of
teaching and
learning.
 EVALUATION
uses methods and
measures to judge
student learning and
understanding of
the material for
purposes of grading
and reporting.

12.  ASSESSMENT is
feedback from the
student to the
instructor about the
student’s learning.
 EVALUATION is
feedback from the
instructor to the
student about the
student’s learning.
ASSESSMENT VS. EVALUATION

14. ASSESSMENT TYPES
Formative - for performance enhancement
Formal - quizzes, tests, essays, lab reports, etc.
Traditional - tests, quizzes, homework
, lab reports
Summative - for performance assessment
Informal - active questioning during and at end
of class
Alternative - PBL’s, presentations, essays, book
reviews, peers

15. DIAGNOSTIC ASSESSMENT
Types:
• Pre-tests (on content and abilities)
• Self-assessments
• Discussion board responses
• Interviews, 10-minute interview
of each student

16. FORMATIVE ASSESSMENT
• It provides feedback and
information during the
instructional process, while
learning is taking place, and
while learning is
assessment
occurring.
measures
Formative
student
progress but it can also assess
your own progress as an instructor.

17. SUMMATIVE ASSESSMENT
• Summative assessment
takes place after the learning
has been provides
completed
and information
and feedback that
sums up the teaching and
learning process.

18. ALTERNATIVE ASSESSMENT
Alternative to what? Paper & pencil exams
lab work / research projects
portfolios
presentations
research papers
essays
self-assessment / peer assessment
lab practical
classroom “clickers” or responder
pads

19. AUTHENTIC ASSESSMENT
The National Science Education
Standards draft (1994) states, "Authentic
assessment exercises require students to
apply scientific information and reasoning to
situations like those they will encounter in
the world outside the classroom as well as
situations that approximate how scientists
do their work."

20. TEST
A series of question or
problem designed to
determine the
knowledge, intelligence
and abilities

22. Assessment Tools
 Tools are what a teacher uses to record and/or
categorize his or her observations/assessment data
gathered through the use of various strategies
 Tools should provide a clear picture of what the
learning should look like (e.g. criteria & indicators)

23. Types of Assessment Tools
 Anecdotal Records
 Checklists
 Rating scales
 Rubrics

24. Anecdotal Records
 Capture & describe student performance
 Are gathered on specific “look-fors” pre-
determined by the teacher
 Allow the teacher to view the student “in
action”
 Should be dated & recorded accurately &
objectively during an event or soon after

25. Checklists
 Provide a record of the presence or absence
of taught/acquired concept, skill, process or
attitude
 Provide a list of criteria to be looked for and
assessed in the completion of a task

26. Rating Scales
 Assess performance on a several-point scale ranging from
low to high, which may have as few as 3 points or as
many as 10.
 Rating scales may be used to record the frequency or even
the degree to which a student exhibits a characteristic, to
describe a performance along a continuum or to record a
range of achievement in relation to specific behaviours.

27. Rating scales can be used:
 To assess a single performance, such as an oral retelling or
a reader’s theatre presentation
 To judge the quality of a performance
 To provide diagnostic information
 To assess the extent to which specific skills, facts, attitudes
and/or behaviours are observed in a student’s work or
performance

28. Checklists should be used:
 To judge the process or product of a
student’s performance when it can be
assessed as correct/incorrect;
present/absent; adequate/inadequate

29. Rubrics
 Include a description of specific, observable criteria in
the four categories of knowledge & skills
 Use a range of levels of quality used to assess student
work
 Include a scale which uses brief statements based on
criteria to describe the levels of achievement
 Assess a wide variety of tasks or activities both holistically
& analytically

30. Rubrics should be used:
 When teachers want to assess complex tasks
in a detailed & specific manner linked to
the categories on the achievement chart of
the curriculum documents

31. Self - Assessment
the process by which students gather
information about and reflect on their own
learning
involves such
questions as:

32. Peer – Assessment:
A reflective activity that requires students,
individually or as a group to reflect upon and
make observations about the performance of
one or more peers.

34. Quizzes & Tests:
Assessment strategies that require students to
respond to prompts in order to demonstrate their
knowledge or skills
Oral ,Written, or Performance

35. REFERENCES
• http://www.xula.edu/opira/assessment/documents/trainingdocs/5_Acad
emic%20Assessment_Scoring%20and%20Evaluation.pdf
• www.authorsstream.com/Presentation/randhawakiran23-1785230-
criterion-norm-referenced-evaluation/
• https://faculty.nipissingu.ca/ronjc/EDUC4454/Classes/CLASS%2023/cl
ass22_assessment_strategies_tools%202.ppt