FOR B ED AND M ED STUDENTS

1. ASSESSMENT FOR
LEARNING
DR K S SAJAN
MSc, MA, MEd, MPhil, PhD
9496354916
sajanemail@gmail.com

2. COURSE CONTENT
Unit I Basics of Assessment
• · Meaning, Related terms- measurement, evaluation,
examination
• · 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
• ( 10 hours)

3. Unit II.
Assessment for Learning in
Classroom
• · Student evaluation in transmission-reception (behaviourist)
model of education drawbacks
• · Changing assessment practices- assessment in
constructivist approach-Continuous and
• Comprehensive evaluation- projects, seminars, assignments ,
portfolios; Grading
• · Types of assessment- practice based, evidence based,
performance based, examination
• based
• · Practices of assessment- dialogue, feedback through
marking, peer and self-assessment,
• formative use of summative tests
• (12 hours)

4. Unit III
Tools & techniques for
classroom assessment
• · Tools & techniques for classroom assessment-
observation, Self reporting, Testing;
• anecdotal records, check lists, rating scale, Test- types
of tests.
• · Rubrics- meaning, importance
• · Assessment Tools for affective domain- Attitude
scales, motivation scales-interest
• inventory
• · Types of test items-principles for constructing each
type of item
• (20 hours)

5. Unit IV
Issues in classroom
assessment
• · Major issues-commercialisation of
assessment, poor test quality,
domain dependency,
• measurement issues, system issues
• · Reforms in assessment-open book,
IBA, on line, on demand
• · Examination reform reports
• (13 hours)

6. Unit V. Assessment in
inclusive practices
• · Differentiated assessment- culturally responsive
assessment
• · Use of tests for learner appraisal-achievement test,
Diagnostic test- construction of eachpreparation
• of test items- scoring key- marking scheme-question
wise analysis
• · Quality of a good test
• · Ensuring fairness in assessment
• · Assessment for enhancing confidence in learning-
Relationship of assessment with
• confidence, self-esteem, motivation-ipsative
assessment

7. Unit VI. Reporting Quantitative
assessment data
• · Statistical techniques for
interpreting and reporting
quantitative data
• · Measures of central tendency
• · Measures of dispersion
• · Correlation
• · Graphs & Diagrams

8. assessment
In education, the term assessment refers to the wide In
education, the term assessment refers to the wide
variety of methods that educators use to evaluate,
measure, and document the academic readiness,
learning progress, and skill acquisition of students
from preschool through college and adulthood. It is the
process of systematically gathering information as part
of an evaluation. Assessment is carried out to see
what children and young people know, understand and
are able to do. Assessment is very important for
tracking progress, planning next steps, reporting and
involving parents, children and young people in
learning.

9. measurement
Measurement is actually the process of estimating the
values that is the physical quantities like; time,
temperature, weight, length etc. each measurement
value is represented in the form of some standard
units. The estimated values by these measurements
are actually compared against the standard quantities
that are of same type. Measurement is the assignment
of a number to a characteristic of an object or event,
which can be compared with other objects or events.
The scope and application of a measurement is
dependent on the context and discipline.

10. Evaluation
Evaluation is a broader term that refers to
all of the methods used to find out what
happens as a result of using a specific
intervention or practice. Evaluation is
the systematic assessment of the worth
or merit of some object. It is the
systematic acquisition and assessment
of information to provide useful
feedback about some object.

11. examination
• The act of examining or state of
being examined (Education).
Written exercises, Oral questions
or practical tasks, set to test a
candidate‘s knowledge and skill
(as modifier): an examination
paper.

12. Role of Assessment in Learning
• as learning
Assessment as learning, as previously mentioned, is also
a formative assessment which focuses on teaching students'
the metacognitive processes to evaluate their own learning
and make adjustments.
• for learning
Assessment for Learning , a type of formative assessment, is
utilized by teachers in order to gain an understanding of their
students' knowledge and skills in order to guide instruction.
• of learning
Assessment of Learning is a summative assessment used
primarily to compare students and report progress according
to Earl (2003). Unit tests are a commonly used form of
assessment of Learning.

14. Formative Summative
Formative Evaluation
Summative
Evaluation
What information
Specific description
of daily events
General trends based
on specific
descriptions
Organizational skills Overall attitude
Needs assessment
Comparison with
evaluation tool
When to give
At the time of the
incident
Mid-point in the
course
End of the day End of the course
Weekly re: progress

15. Purposes of Assessment
• Assessment for improved student learning and deep
understanding requires a range of assessment
practices to be used with three overarching purposes:
• Assessment FOR learning - occurs when teachers use
inferences about student progress to inform their
teaching
• Assessment AS learning - occurs when students
reflect on and monitor their progress to inform their
future learning goals
• Assessment OF learning - occurs when teachers use
evidence of student learning to make judgements on
student achievement against goals and standards.

16. Principles of Assessment
Practices
• Valid
• Is there constructive alignment between the Programme Aims, the Intended Learning
Outcomes of the module and the method and content of the assessment?
• Reliable, fair and equitable
• Are the marking criteria sufficiently robust to ensure reasonable parity between the
judgements of different assessors? Do students understand the criteria by which their
work is to be marked?
• Purposeful
• Does the assessment help the student to benchmark their current level of knowledge
or skills, identify areas for improvement and come to a judgement about the overall
progress made?
• Timely
• Is the assessment appropriately timed during a given unit of study to enable students
to come to such judgements?
• Demanding
• Is the assessment sufficiently challenging and rigorous to motivate students?
• Efficient and manageable
• Taking account of academic time, resource and space considerations, is the
assessment practical and realistic?

17. Other principles
• The primary purpose of assessment is to improve student performance
• Assessment should be based on an understanding of how students learn
• Assessment should be an integral component of course design and not
something to add afterwards
• Good assessment provides useful information to report credibly to parents on
student achievement
• Good assessment requires clarity of purpose, goals, standards and criteria
• Good assessment requires a variety of measures
• Assessment methods used should be valid, reliable and consistent
• Assessment requires attention to outcomes and processes
• Assessment works best when it is ongoing rather than episodic
• Assessment for improved performance involves feedback and reflection

18. • 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

19. Assessment for Learning in
Classroom
• behaviourist model
• constructivist approach-
Continuous and Comprehensive
evaluation- projects, seminars,
assignments , portfolios; Grading

20. Types of assessment
• practice based, (internship)
• evidence based, (Product)
• performance based (Practical
Examination)
• Examination based

21. Ipsative assessment
• This is assessment against the
student’s own previous standards. It can
measure how well a particular task has
been undertaken against the student’s
average attainment, against their best
work, or against their most recent piece
of work. Ipsative assessment tends to
correlate with effort, to promote effort-
based attributions of success, and to
enhance motivation to learn.

22. Synoptic assessment
• Synoptic assessment encourages students to combine
elements of their learning from different parts of a
programme and to show their accumulated knowledge
and understanding of a topic or subject area. A
synoptic assessment normally enables students to
show their ability to integrate and apply their skills,
knowledge and understanding with breadth and depth
in the subject. It can help to test a student's capability
of applying the knowledge and understanding gained
in one part of a programme to increase their
understanding in other parts of the programme, or
across the programme as a whole . Synoptic
assessment can be part of other forms of assessment.

23. Dynamic assessment
• Dynamic assessment measures what the
student achieves when given some teaching in
an unfamiliar topic or field. An example might be
assessment of how much Swedish is learnt in a
short block of teaching to students who have no
prior knowledge of the language. It can be useful
to assess potential for specific learning in the
absence of relevant prior attainment, or to
assess general learning potential for students
who have a particularly disadvantaged
background. It is often used in advance of the
main body of teaching.

24. Diagnostic assessment
• Like formative assessment, diagnostic
assessment is intended to improve the learner’s
experience and their level of achievement.
However, diagnostic assessment looks
backwards rather than forwards. It assesses
what the learner already knows and/or the
nature of difficulties that the learner might have,
which, if undiagnosed, might limit their
engagement in new learning. It is often used
before teaching or when a problem arises.

25. Prognostic Assessment
• A prognostic assessment
expands the findings of an
assessment with analysis of
abilities and potentials with a
further dimension: the future
development of the concerned
person, as well as the necessary
conditions, timeframe and limits.

26. Practices of assessment
• dialogue,
• feedback through marking,
• peer and self-assessment,
• formative use of summative tests

27. Self-Assessment
• Self-assessment is a valuable tool for learning and
measurement. For example, when students’ are
engaged in assessing their own work, they try to learn
the criteria for high-quality performance, and they
experience a willingness to apply those criteria
(Herrera et al., 2007). However, Black and Wiliam
(1998) remain concerned about student readiness to
self-assess or evaluate peers. They propose that once
students acquire a clear picture of the outcome or
purpose, “they become more committed and more
effective as learners: their own assessment become
an object discussion with their teachers and with one
another” (p. 7).

28. • Peer-Assessment Similar to self-assessment,
educators consider peer-assessment advantageous,
as it furthers opportunities for students to identify
targeted learning goals (Herrera et al., 2007; &
Chappuis & Stiggins, 2004). In peer-assessment,
students often assess other students’ work compared
to the criteria developed by the instructor, or both
students and the class instructor. An important aspect
of peer assessment is that it engages students in
dialogue with their classmates, commenting on each
others’ work rather than a one-way feedback system
from instructor to student.

29. peer and self-assessment

30. Dialogue Journals and
Scaffolded Essays
• Accommodative or scaffolded authentic
assessment may take various forms, including
dialogue journals requiring students to write their
thoughts about certain topics, or stories. Another
form, scaffolded essays, allows the instructor to
simplify a complex essay question by breaking it
down into short answer questions. This is
especially useful when assessing content
information, because it reduces the stress of
students who may assume that they will have to
answer questions in an essay format (Berkowitz,
Desmarais, Hogan, & Moorcroft, 2000).

31. Tools & techniques for
classroom assessment
• observation,
• Self reporting,
• Testing; Test- types of tests
• anecdotal records,
• check lists,
• rating scale,.

32. observation
• which may either involve counting the
number of times that a particular
phenomenon occurs, such as how often a
particular word is used in interviews, or
coding observational data to translate it into
numbers;
• which may be on site, or under ‗laboratory
conditions‘, for example, where participants
are asked to role-play a situation to show
what they might do

33. Types of Observation
• as controlled observation
• and uncontrolled

34. Steps of Observation
• Planning
• Execution
• Recording and interpretation

35. CHECKLIST
• It is useful for survey and research.
• 2. The amount of characteristics or traits of
subjects can be known.
• 3. It is helpful to give the appropriate
guideline to the subjects.
• 4. To know the developmental direction of
the specific behavior pattern check list is
• used.
• 5. It is useful for self-evaluation and other‘s
evaluation

36. RATING SCALE
• Types of Rating Scales
• The following are the main scales-
• Numerical Scales,
• Graphic Scale,
• Standard Scales,
• Check Lists,
• Forced Choice Scale,
• Ranking method and Q-Sort-method.

37. RUBRICS AND ITS
IMPORTANCE
• The word ‗rubric‘ comes from the Latin word for ‗red‘.
The online Merriam-Webster dictionary lists the first
meaning of rubric as "an authoritative rule" and the
fourth meaning as “a guide listing specific criteria for
grading or scoring academic papers, projects, or
tests." A rubric is a coherent set of criteria for students'
work that includes descriptions of levels of
performance quality on the criteria. It should be clear
from the definition that rubrics have two major aspects:
coherent sets of criteria and descriptions of levels of
performance for these criteria.

38. Rating scale with check box

39. Numerical rating scale

40. Check list

42. Rubrics

43. Anecdotal record
An anecdotal record (or anecdote)
is like a short story that educators
use to record a significant incident
that they have observed.
Anecdotal records are usually
relatively short and may contain
descriptions of behaviours and
direct quotes.

45. Assessment Tools for affective
domain
• Attitude scales,
• motivation scales
• interest
• inventory

46. Attitudescales
• They are used in marketing to
determine individual (and group)
preferences for brands, or items.T
ypically attitude tests use either a
Thurstone scale, or Likert scale to
measure specific items.

47. Motivation scales

48. motivation scales

49. An interest inventory
• An interest inventory is a testing instrument designed
for the purpose of measuring and evaluating the level
of an individual's interest in, or preference for, a variety
of activities; also known as interest test. Testing
methods include direct observation of
behaviour, ability tests, and self-reporting inventories
of interest in educational, social, recreational, and
vocational activities. The activities usually represented
in interest inventories are variously related to
occupational areas, and these instruments and their
results are often used in vocational guidance.

51. tests
• Achievement
• Diagnostic
• Aptitude
• Intelligence
• Teacher Made Tests
• Standardized Tests
• Oral
• Written
• Informal vs formal

52. Types of Test items
• Objective
• Short answer
• Essay

53. Objective
• TF
• Completion
• Selection
• Supply
• matching

54. Qualities of a Good test item
• diary

55. Planning of Good test paper
• Design
• Blueprint
• Question wise analysis
• Scoring Key
• Marking Scheme

56. Standardisation of An
achievement Test
• Pilot test
• Pre-test
• Upper group Lower group
• Reliability
• Validity DI DP
• Establishing Norms

57. Issues in classroom
assessment
• commercialisation of assessment,
• poor test quality,
• domain dependency,
• measurement issues,
• system issues

58. Reforms in assessment
• Open book
• IBA, IBA stands for Indicator Based
Assessment
• Independent Board of Assessment
(IBA)
• Intervention based assessment
• Institution based assessment
• Online
• On demand

59. Examination reform reports
• Radha Krishnan Commission, 1948
• Mudaliar Commission laid stress on the use
of objective type tests and internal
assessment
• Kothari commission too repeated these
reforms. This Commission boldly suggested
that the certificate of the student should
bear his complete performance but there
should be no remark to the effect that he
has passed or failed in the whole
examination

60. • All India Council for Secondary
Education was set up by the Central
Ministry of Education in October
1995
• International Commission on
Education sponsored by UNESCO in
1992, gave their valuable comments
and suggestions for reforming the
system of examination

61. • National Policy on Education, 1986
emphasized on continuous and
comprehensive evaluation and the
introduction of semester system
from the secondary stage
• National Examination Reform
Framework would be prepared to
serve as a set of guidelines to the
examining bodies

62. • Programme of Action (POA) suggested
several specific short- term and long-
term measures for carrying out
examination reform at the school level
as well as at the university level
• The services of the National Evaluation
Organisation (NEO) should be utilized
by the university system for developing,
designing and administering entrance
tests for admission

63. • National Policy on Education Review Committee
(NPERC) under the chairmanship of Acharya
Ramamurty in 1990, exhaustively reviewed the
observations and recommendations made by
different Committees and Commissions. During
the course of the review, the NPERC also
referred to the provision of NPE in regard to
evaluation process and examination reforms.
The NPERCA also presented the status of the
examination reforms in different states at the
University and school levels

64. • Central Advisory Board of Education (CABE)
under the chairmanship of Sri N. Janardhan
Reddy, former C.M. and Minister of Education,
AP in 1991 reviewed the implementation of
various parameters of NPE
• The Examination Reforms Committee set up by
the Kerala State Higher Education Council has,
among other things, mooted modular question
papers, collaborative evaluation and the
overhaul of the functioning of Boards of Study in
Kerala's universities

65. Assessment in inclusive
practices
• Differentiated assessment
• Culturally responsive assessment
• Tests for learner appraisal-
achievement test Diagnostic test-
• construction of each
• Preparation of test items- scoring
key- marking scheme-question wise
analysis

66. • Quality of a good test
• Ensuring fairness in assessment
• Assessment for enhancing
confidence in learning
• Relationship of assessment with
confidence, self-esteem, motivation
• ipsative assessment

67. Culturally responsive
assessment
• Respecting different cultures
means recognizing that symbols,
traditions, heroes, and idioms
differ from place to place.

68. • Standards can be common to all, but
the levels of proficiency need to be
flexible.
• Modifications, support, and frequent
actionable feedback are vital for
success.
• Assessment must be appropriate for
the content as well as the student,
and they should be based on a
growth model rather than simply a
final criterion-referenced score.

69. • Quietly and over time, students whose culturally
sensitive assessments included options,
personalization, and choice began to develop
confidence and to share more about their
backgrounds and perspectives with other
students in the class.
• At the end of the year, the culminating
assessment required looking at the world through
the eyes of others.
• As the mixed groups of students worked together
to understand climate change, it became
apparent that the quiet leadership skills of
students from other cultures made a difference in
the classroom.

70. • Assessment of the final projects and
presentations included student contracts
with predetermined learning goals, learning
logs with documented progress, peer
review, frequent feedback, and rubrics.
• A final celebration of the learning outcomes
and the contributions of each member of
the class created an important legacy: All
students can achieve to their highest
potential

71. • Ensuring fairness in assessment
• Assessment for enhancing
confidence in learning-
Relationship of assessment with
• confidence, self-esteem,
motivation-ipsative assessment

72. STATISTICS
• · Statistical techniques for
interpreting and reporting
quantitative data
• · Measures of central tendency
• · Measures of dispersion
• · Correlation
• · Graphs & Diagrams