General principles of assessment
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This document outlines general principles of assessment: 1. Clearly specifying the learning goals is a priority in assessment. 2. Assessment procedures should be selected based on their relevance to what is being measured. 3. Comprehensive assessment requires a variety of procedures like multiple choice, essays, projects, and observations to measure different learning outcomes.
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Characteristics of a good test
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
Purpose of Assessment
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Educational measurement and evaluation
This document defines key concepts in educational measurement and evaluation including measurement, evaluation, testing, and the functions and principles of evaluation. It discusses different types of tests and measurements including criterion-referenced and norm-referenced tests. Various measures of central tendency (mean, median, mode) and variability (range, standard deviation) are explained. Different point measures like quartiles, deciles, and percentiles are also defined. Formulas for calculating measures like the mean, median, and mode from frequency distribution tables are provided.
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Norm-referenced & Criterion-referenced Tests
Chapter one of "Testing in language programs" by James Dean Brown (2005) discusses "Types and uses of language tests". It's about norm-referenced and criterion-referenced tests.
Purpose of classroom test
Classroom tests and assessments play a central role in student learning by identifying students' prior knowledge, weaknesses, and strengths to help set learning goals and motivate learning. Effective classroom tests are valid, reliable, and fair, and they provide timely feedback to both students and teachers to check instructional effectiveness, provide learning opportunities, and assess teaching strategy effectiveness.
Qualities of a Good Test
This document discusses the key characteristics of a good measuring instrument or test, including validity, reliability, objectivity, norms, and usability. It defines validity as the accuracy with which a test measures what it claims to measure, and describes different types of validity including content validity, criterion-related validity, and construct validity. Reliability is defined as the consistency of measurement and different methods for estimating reliability are outlined. Objectivity refers to eliminating personal bias from scoring. Norms provide average scores for comparison. Usability factors like ease of administration, timing, cost, and scoring are also addressed.
Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
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Characteristics of a good test
A good test should have the following key characteristics:
1. It should be a valid instrument that accurately measures what it is intended to measure as evidenced by various types of validity like content validity.
2. It should be a reliable instrument that consistently measures constructs and yields similar results over time as determined through methods like test-retest reliability.
3. It should be objective by eliminating personal bias and opinions of scorers so that different scorers arrive at the same score.
Purpose of Assessment
Topic: Purpose of Assessment
Student Name: Ab. Rauf Ansari
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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Norm-referenced & Criterion-referenced Tests
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Purpose of classroom test
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Qualities of a Good Test
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Major tools of evaluation
The document discusses different types of evaluation tools used in education including paper and pencil tests, oral tests, and performance tests. Paper and pencil tests are the most widely used method for collecting information in educational research and can be used to measure factors like school achievement. Oral tests evaluate speaking skills and ability to communicate, while performance tests assess skills like analysis and interpretation by having students perform tasks. Developmental checklists, portfolios, and summary reports are key components of performance tests that track student progress over time.
Types of test items
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Types of Evaluation 1.2
There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
Definition of Assessment,
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ASSESSMENT AND TESTING
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Criteria for selecting Assessment instrument
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Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
subjective test
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Norm Referenced and Criterion Referenced
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Student Name: Madiha Shahid
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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Essay type tests
This document discusses the merits and demerits of essay tests. It defines an essay test as a written test requiring a student to write multiple paragraphs in response. Essay tests are characterized by responses of varying length depending on the question's time and point value. They require subjective judgment in scoring. Essay tests are widely used and familiar, assessing writing skills and higher-order thinking. However, they have limitations such as limited sampling of content, subjectivity in scoring, and potential bias based on factors other than the response's content.
Achievement test
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Validity of test
This document discusses different types of validity including content validity, criterion validity, and construct validity. It provides definitions and steps for establishing each type of validity. Specifically, it explains that content validity determines if a test adequately measures the intended content area. Criterion validity compares test scores to an external outcome measure concurrently or predictively. Construct validity establishes if a test measures a theoretical construct through examining correlations between various measures of that construct. The document also notes factors that can impact a test's validity such as length, ability range, and ambiguous directions. Overall, the document provides an overview of establishing and interpreting different aspects of test validity.
NED 203 Criterion Referenced Test & Rubrics
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
Teacher made test vs standardized test
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Bases of curriculum
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Assessment
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Continuous and Comprehensive Evaluation
The document discusses the issues and challenges of continuous and comprehensive evaluation (CCE) in the current educational scenario. It defines CCE as a developmental process that assesses students' broad-based learning and behavior through both formative and summative evaluations conducted continuously and periodically. CCE aims to evaluate students holistically by assessing not just their academic abilities but also their physical, social, emotional, intellectual and spiritual development. However, implementing CCE effectively poses challenges such as developing diverse evaluation techniques and ensuring regular comprehensive assessments. The document advocates for CCE as it can promote learning, build student confidence and help them understand themselves as active learners.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Continuous Assessment
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
standard test vs teacher-made test
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Classroom assessment
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
Special education
This document discusses special education and the types of students found in schools, including those with differences in gender, caste, disabilities, and those who are disadvantaged or underprivileged. It questions whether teachers are capable of meeting the needs of these diverse students and providing them with appropriate learning experiences to help mainstream them. It then describes the characteristics of special schools, such as catering to specific disabilities, small class sizes, specialized educators and aids, vocational training, and free boarding and food. However, it also notes some shortcomings like high per-student costs, keeping students away from home, limiting mainstream integration, and issues with cultural adjustment.
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It discuss about what is test and types of test items. Types of items - 1. Objective types a) A) True – false items (Alternate response type B) b) Multiple choice Test Items (Changing Alternative type) C) c) Matching Type Test Item D) d) Simple Recall Type Test Items E) e) Completion Type Test Item 2) Short answer 3) Details answer. It also discuss about advantages and disadvantages of objective type, short answer and details answer.
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There are three main types of evaluation: formative, summative, and diagnostic. Formative evaluation monitors student learning during instruction to provide feedback. Summative evaluation is given at the end of a course to determine if learning objectives were met and assign grades. Diagnostic evaluation is given before instruction to identify student strengths and weaknesses. Evaluations are also categorized based on whether student performance affects others' grades. Criterion-referenced tests measure individual performance against standards, while norm-referenced evaluations compare performance to peers on the same test. Placement evaluation determines student prerequisite skills and best learning approach.
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ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
Types of Grading and Reports
This document discusses types of grading and reporting in education. It defines grading as applying standardized measurements to student achievement using methods like percentages, letters, or descriptors. The main types of grading discussed are percentage grading, letter grading, standards-based grading, narrative grading, norm-referenced grading, mastery grading, and pass/fail grading. Reporting is defined as communicating student achievement and progress over time. The types of reporting covered are informational reporting, analytical reporting, routine reporting, special reports, formal reporting, informal reporting, and parent-teacher conference reporting.
subjective test
Subjective tests assess students' ability to produce, integrate, and express ideas through open-ended questions. They include short answer questions, which require a word or brief response, and essays, which require longer written answers. While easy to construct and score, short answer questions may only measure lower-level thinking and allow for memorized responses. Essays can measure complex thinking but are more difficult to score reliably. When constructing subjective tests, questions should not be taken directly from materials, provide clues, have clear scoring rubrics, and cover a range of cognitive levels and content.
Norm Referenced and Criterion Referenced
Topic: Norm Referenced and Criterion Referenced
Student Name: Madiha Shahid
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
Assessment Approaches: Quantitative and Qualitative Assessment
This document discusses quantitative and qualitative assessment approaches. Quantitative assessment expresses learning outcomes in numerical form using tools like tests. It is objective, easy to administer and summarize but does not provide rich details. Qualitative assessment collects non-numerical data using methods like interviews and observations. It provides more in-depth descriptions of students' thoughts and experiences, but takes more time and is more subjective. Both approaches have advantages and disadvantages for assessing student learning.
Essay type tests
This document discusses the merits and demerits of essay tests. It defines an essay test as a written test requiring a student to write multiple paragraphs in response. Essay tests are characterized by responses of varying length depending on the question's time and point value. They require subjective judgment in scoring. Essay tests are widely used and familiar, assessing writing skills and higher-order thinking. However, they have limitations such as limited sampling of content, subjectivity in scoring, and potential bias based on factors other than the response's content.
Achievement test
This document discusses achievement tests, which measure how much a student has learned in a particular subject area. Achievement tests are formal assessments designed to evaluate a student's knowledge and mastery of specific topics. The document outlines important characteristics of effective achievement tests, such as reliability, validity, objectivity, specificity, and ease of administration. Achievement tests can be used to evaluate students' strengths and weaknesses, inform teaching, and determine promotion to the next grade level.
Validity of test
This document discusses different types of validity including content validity, criterion validity, and construct validity. It provides definitions and steps for establishing each type of validity. Specifically, it explains that content validity determines if a test adequately measures the intended content area. Criterion validity compares test scores to an external outcome measure concurrently or predictively. Construct validity establishes if a test measures a theoretical construct through examining correlations between various measures of that construct. The document also notes factors that can impact a test's validity such as length, ability range, and ambiguous directions. Overall, the document provides an overview of establishing and interpreting different aspects of test validity.
NED 203 Criterion Referenced Test & Rubrics
The document summarizes a report on the topics of criterion-referenced tests, rubrics, and developing a sample rubric to evaluate an essay test. It defines criterion-referenced tests as those that measure student mastery of a skill based on an established standard, rather than comparing students to each other. It also outlines the steps to create rubrics, which are scoring guides that define criteria and performance levels. The document provides examples of how to write learning objectives, develop test items aligned to objectives, and construct an analytic rubric to evaluate an essay test based on specific criteria.
Teacher made test vs standardized test
Teacher-made tests are used by teachers to evaluate student progress and understand strengths and weaknesses, while standardized tests are more carefully constructed and scientifically validated to allow student comparison. Some key differences are that teacher-made tests provide immediate feedback but are less reliable, while standardized tests are more valid for comparisons but involve more rigorous development and analysis. Both types of tests have purposes in placement, evaluation, and diagnosing student needs.
Bases of curriculum
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Assessment
The document discusses assessment in education. It defines assessment as collecting information about student learning through identifying strengths and weaknesses. There are different types of assessment, including formative assessment during learning, summative assessment at the end, and diagnostic assessment before learning. Principles of good assessment include validity, authenticity, reliability, and fairness. Assessment is important as it provides qualitative and comparative student data to guide instructional improvements and understand the relationship between teaching and learning.
Continuous and Comprehensive Evaluation
The document discusses the issues and challenges of continuous and comprehensive evaluation (CCE) in the current educational scenario. It defines CCE as a developmental process that assesses students' broad-based learning and behavior through both formative and summative evaluations conducted continuously and periodically. CCE aims to evaluate students holistically by assessing not just their academic abilities but also their physical, social, emotional, intellectual and spiritual development. However, implementing CCE effectively poses challenges such as developing diverse evaluation techniques and ensuring regular comprehensive assessments. The document advocates for CCE as it can promote learning, build student confidence and help them understand themselves as active learners.
Concept of curriculum
The document discusses the concept of curriculum, defining it as the totality of a student's learning experiences, both inside and outside of the classroom, and describes the traditional subject-centered curriculum and more modern competency-based and experience-based models. It also outlines the main components of a curriculum, including its objectives, content, instructional methods, and evaluation processes.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Continuous Assessment
This document discusses a case study on the use of continuous assessment in an ESL writing course at a university. It describes the four steps of continuous assessment used: self-assessment, peer-assessment, assessment by the lecturer, and use of a portfolio. Results showed that continuous assessment helped students engage more with improving their writing, learn from feedback, and see writing as a process rather than a single graded assignment. Compared to traditional assessment, continuous assessment focuses more on a formative approach, developmental feedback, and student-created work and learning process.
standard test vs teacher-made test
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Classroom assessment
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
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This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
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Basic concepts in Assessments (Educ 9)
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Module 1
KINDS OF TESTS
1. Intelligence test
This test measures the intelligent quotient (IQ) of an individual as genius, very superior, high
average, average, low average, borderline or mentally defective.
2. Personality test
This test measures the ways in which the individual’s interest with other individuals or in terms of the
roles an individual has assigned to himself and how he adopts in the society.
3. Aptitude test
This test is a predictive measure of a person’s likelihood of benefit from instruction or experience in
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4. Prognostic test
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5. Performance test
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accomplishment or none at all.
6. Diagnostic test
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8. Preference test
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forcing the examinee to make force options between members of paired or grouped items.
9. Scale test
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10. Speed test
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13. Teacher-made test
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General principles of assessment
- 3. 1.Clearly specifying what is to be assessed has priority in assessment process. The effectiveness of assessment depends on what to assess Clearly specifying the intended learning goals
- 4. 2.An assessment procedure should be selected because of its relevance to the characteristics or performance to be measured. Assessment procedures are frequently selected on the basis of their objectivity, accuracy or convenience
- 5. 3.Comprehensive assessment requires a variety of procedures. No single type of procedure can assess the vast array of learning outcomes Multiple choice and ,short answer type - measuring knowledge , understanding and application outcomes. Essay Type – ability to organise and express idea Project –Formulating and solving problem( formulate Problems,accumulates information ,collect data) Observational Technique – performance skill in various aspects of student behavioural Self-report –interest and attitude of students
- 6. 4.Proper use of assessment procedure requires an awareness of their limitations. Sampling Error Chance factor - guessing, subjectivity in scoring ,errors in judgement on observation devices No score on an educational assessment should be treated as totally accurate but a keen awareness of the limitations of assessment instruments makes it possible to use them more effectively. The cruder the instrument , the greater its limitations and consequently the more caution required.
- 7. 5.Assessment is a means to an end , not an end in itself. Assessment is best viewed as a process of obtaining information on which to base educational decisions.
- 8. Assessment and Instructional Process
- 10. 2.Preassessing the Learners Needs
- 12. 4.Assessing the Intended Learning Outcomes
- 13. 5.Using the Results Improvement of Learning and Instruction Marking and Reporting to the Parents Use of Results for other School Purposes
- 14. Simplified Instructional Model Identify Instructional Goals Preassess Learners’ Need Provide Relevant Instruction Assess the Intended Outcomes Improvement of Learning and Instruction Marking and Reporting to the Parents Use of Results for other School Purposes