This document discusses different types of tests used in education. It begins by defining norm-referenced tests, which compare students to other test-takers, and criterion-referenced tests, which measure students against a preset standard. The document then contrasts formative assessments, used during instruction to provide feedback, and summative assessments, used after instruction to evaluate learning. Finally, it discusses the benefits and characteristics of norm-referenced, criterion-referenced, formative, and summative assessments.
This document discusses growth and development, defining growth as an increase in quantity over time, such as physical growth or maturity, while development refers to progressive changes in size, shape and function that allow genetic potentials to develop into adult systems. It outlines principles of growth including continuity, sequence, individual differences and stages from pre-natal to adulthood. Key aspects of development are physical, cognitive, social and emotional, each with educational implications.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Erik Erikson's stages of psychosocial development describes 8 stages from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that can result in a healthy or unhealthy outcome. The first stage from birth to 18 months is trust vs mistrust, where infants must learn to trust caregivers. From 18 months to 3 years is autonomy vs shame and doubt, where toddlers learn independence. Preschool aged children from 3 to 5 years face initiative vs guilt in using their imagination and carrying out plans.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Adolescence Period And Stages, Need, importance, CharacteristicsDrVandanaBEdMEdLectu
I have explained here the period of adolescents and stages of adolescents ,meaning and definition, characteristics. Need of Adolescents, problems of adolescents. Education of Adolescents.
Difference between assessment, measurement and evaluationKiranMalik37
The document compares and contrasts assessment, measurement, and evaluation. It discusses their meanings, definitions, domains tested, nature, orientation, aims, results, focus, tools used, ability for modification, timing, and provides a thank you concluding statement. Assessment involves improving student performance, measurement assigns numbers to traits, and evaluation passes judgement based on standards. Key differences include assessment tests cognitive and affective domains, is diagnostic and process oriented, can modify teaching and learning, and provides ongoing results, while measurement is quantitative, number oriented, and provides only numerical results. Evaluation tests all three domains, is judgemental and product oriented, and provides both numerical and descriptive final results.
Assessment in special education involves collecting information about a student to make decisions. It is a problem-solving process that determines evaluation, diagnosis, eligibility, IEP development, educational placement, and instructional planning. Assessment is part of a multidisciplinary team process that evaluates students and determines their need for special education services. The skills of assessment are crucial to accurately evaluate students and guide their journey through special education.
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
This document discusses growth and development, defining growth as an increase in quantity over time, such as physical growth or maturity, while development refers to progressive changes in size, shape and function that allow genetic potentials to develop into adult systems. It outlines principles of growth including continuity, sequence, individual differences and stages from pre-natal to adulthood. Key aspects of development are physical, cognitive, social and emotional, each with educational implications.
All of us are not same and doesn't have similar learning capacities. Thus there different types of learners among us..To learn more about different types of learners just go through my slide.
Erik Erikson's stages of psychosocial development describes 8 stages from infancy to late adulthood. In each stage, individuals face a psychosocial crisis that can result in a healthy or unhealthy outcome. The first stage from birth to 18 months is trust vs mistrust, where infants must learn to trust caregivers. From 18 months to 3 years is autonomy vs shame and doubt, where toddlers learn independence. Preschool aged children from 3 to 5 years face initiative vs guilt in using their imagination and carrying out plans.
Curriculum Evaluation is the process of collecting data on a programme to determine its value or worth with the aim of deciding whether to adopt, reject, or revise the programme.
Adolescence Period And Stages, Need, importance, CharacteristicsDrVandanaBEdMEdLectu
I have explained here the period of adolescents and stages of adolescents ,meaning and definition, characteristics. Need of Adolescents, problems of adolescents. Education of Adolescents.
Difference between assessment, measurement and evaluationKiranMalik37
The document compares and contrasts assessment, measurement, and evaluation. It discusses their meanings, definitions, domains tested, nature, orientation, aims, results, focus, tools used, ability for modification, timing, and provides a thank you concluding statement. Assessment involves improving student performance, measurement assigns numbers to traits, and evaluation passes judgement based on standards. Key differences include assessment tests cognitive and affective domains, is diagnostic and process oriented, can modify teaching and learning, and provides ongoing results, while measurement is quantitative, number oriented, and provides only numerical results. Evaluation tests all three domains, is judgemental and product oriented, and provides both numerical and descriptive final results.
Assessment in special education involves collecting information about a student to make decisions. It is a problem-solving process that determines evaluation, diagnosis, eligibility, IEP development, educational placement, and instructional planning. Assessment is part of a multidisciplinary team process that evaluates students and determines their need for special education services. The skills of assessment are crucial to accurately evaluate students and guide their journey through special education.
Maturation refers to the physical, emotional, and mental growth and development that occurs as individuals age. It is distinct from learning, which results from external stimuli and practice. Maturation sets limits on what can be learned based on hereditary factors and occurs through natural growth and development processes rather than external influences. Understanding the relationship between maturation and learning is important for teachers to know what and when to teach based on a child's developmental stage and abilities.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
special education,characteristics, objectives & principles.Priyanka Chaurasia
Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
The document discusses the concept of hidden curriculum. It defines hidden curriculum as the unwritten, unofficial lessons and perspectives that students learn in school. Some key points:
- Hidden curriculum refers to the unintentional social and cultural messages communicated to students, such as how to interact with peers and teachers, rather than the formal and intentional curriculum.
- It includes the norms, values and beliefs students absorb through their daily experience in school. This can reinforce or contradict the formal curriculum.
- Hidden curriculum begins early and includes behaviors, attitudes and perspectives picked up in school. Its effects often remain with students longer than the formal lessons.
- It is an important but broad concept that is difficult to define and can
Organization & integration of experience and contentSathish Rajamani
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Activity based approach of learning mathematics-ThiyaguThiyagu K
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
development of special education in India.Md Shadab Alam
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
This document discusses the relationship between education and economic development in India. It acknowledges those who helped the author complete an academic writing course. The introduction defines education and literacy. The aims of education are outlined as making people competent to solve life's problems and driving socio-economic development. Education improves income equality by allowing low-income individuals to pursue economic opportunities. While India has large literacy programs, it still has the world's largest illiterate population and lower literacy rates than global averages. Suggestions to improve education include increasing funding, improving teacher salaries, and allowing foreign institutions to collaborate with Indian ones. The conclusion states that education is important for economic growth and development.
Diagnostic tests are designed to locate specific learning deficiencies in individuals to help identify what concepts a learner has grasped and what areas need improvement. The tests analyze learning strengths and weaknesses at different stages. Correct answers indicate strengths while incorrect responses point to weaknesses. Diagnostic tests can also reveal issues with teaching methods if many students struggle with the same content. They are analytical, qualitative tests that systematically cover all learning points to form the basis for remedial instruction tailored to individual students.
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
Erik erikson contribution to counselling k3Romane Forbes
Erik Erikson was a German-American developmental psychologist known for his theory of psychosocial development. He proposed that social development occurs through eight stages across the lifespan. Erikson's theories emphasized the importance of social experience across the whole lifespan, especially regarding the formation of a sense of identity. His work had a significant influence on fields such as education, medicine, law, and psychiatry.
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.
The document discusses the meaning and objectives of educational guidance and vocational guidance. It defines educational guidance as assisting students with their educational career, and vocational guidance as helping students choose and prepare for a suitable career. The document also outlines various methods for providing vocational information to students, such as career talks, media, field trips, and maintaining occupational libraries and publications.
The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy, which describes five levels of increasing complexity in a student's understanding of a subject: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The taxonomy helps students reflect on their learning progress and identify next steps. It provides a simple framework to assess learning outcomes at the start and end of units. The advantages of SOLO taxonomy include being evidence-based, describing ascending cognitive complexity, and allowing communication of levels through various means.
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
This document discusses objective and subjective tests. It defines objective tests as having a single correct answer, while subjective tests can have multiple correct answers. It provides examples of question types for each and notes advantages and disadvantages. Objective tests are preferred for standardized testing due to easier scoring but may limit what can be assessed. The document also discusses formative vs summative assessment and norm-referenced vs criterion-referenced tests, noting differences in purpose, content, and score interpretation for each.
This document discusses curriculum design and development. It defines curriculum in various ways and describes different types of curriculum, including overt, hidden, null, and internal curriculum. It also outlines approaches to curriculum like idealism, realism, essentialism, and existentialism. The document discusses the stages of curriculum development like planning, preparing, designing, and evaluating. It provides examples of curriculum at different levels like medical, Indian school, and vocational curriculum. It also outlines determinants and design factors that influence curriculum development.
special education,characteristics, objectives & principles.Priyanka Chaurasia
Special education aims to meet the unique needs of children with disabilities by adapting curriculum and teaching methods. It provides individualized education programs tailored to each child's requirements. Special education is designed for students who need assistance beyond typical classrooms, either to function in school or reach their full potential. It has developed over time from exclusion and institutionalization to inclusive settings in regular classrooms.
The document discusses the concept of hidden curriculum. It defines hidden curriculum as the unwritten, unofficial lessons and perspectives that students learn in school. Some key points:
- Hidden curriculum refers to the unintentional social and cultural messages communicated to students, such as how to interact with peers and teachers, rather than the formal and intentional curriculum.
- It includes the norms, values and beliefs students absorb through their daily experience in school. This can reinforce or contradict the formal curriculum.
- Hidden curriculum begins early and includes behaviors, attitudes and perspectives picked up in school. Its effects often remain with students longer than the formal lessons.
- It is an important but broad concept that is difficult to define and can
Organization & integration of experience and contentSathish Rajamani
The document discusses criteria for organizing learning experiences: continuity, sequence, and integration. Continuity refers to the relationship between different levels of the same subjects. Sequence builds upon previous experiences, going deeper and broader. Integration brings about a unified view by relating learning across subjects and students' lives. Learning experiences should allow students to practice behaviors implied in objectives and derive satisfaction from doing so. Organization of experiences should be systematically planned and continuously appraised.
Activity based approach of learning mathematics-ThiyaguThiyagu K
A Mathematics Teacher has a variety of methods and techniques available for use in teaching mathematics. The selection of suitable method depends upon the objectives of the lesson, needs of the learner and the nature of the content. Some methods are more appropriate for individualised instruction. In Active learning methodologies, that shifts the focus of the classroom from teaching to learning to and from the teacher to the learner. Often, teaching and learning are linked logically in the teachers mind. The two processes are not linearly linked. Good teaching does not automatically lead to good learning. This is evidenced by the fact of un- interested, disengaged children in classrooms. The learner based curriculum places the child’s engagement with his/her learning at the centre and sees the teacher as a facilitator in the process.
Activity based learning focuses use of these sense organs and learning should be based on doing some hands-on experiments and activities. The idea of activity-based learning is rooted in the common notion that children are active learners rather than passive recipients of information. If child is provided the opportunity to explore his/her own and provided an optimum learning environment then the learning becomes joyful and long-lasting. The key feature of the activity approach is that it uses child-friendly educational aids to foster self-learning and allows a child to study according to his/her aptitude and skill. At school level in mathematics the activity/activities may be in the form of game, puzzle, worksheet, paper folding/paper cutting, concept mapping of mathematical modelling etc.
development of special education in India.Md Shadab Alam
This document provides an overview of the history and development of education policy in India from ancient times through the present. It discusses key periods and policies including:
1. Education during the Vedic and Buddhist periods, which focused on individual, social, and spiritual development.
2. The establishment of the Secondary Education Commission in 1952 and Education Commission in 1964-1966 to promote all-round personality development and improve science, math, and social studies curricula.
3. National policies in 1986, 2006, and acts in 1992, 1995, 1999, and 2009 that aimed to promote equality in education for women, scheduled castes, minorities, people with disabilities and provide free and compulsory education for all children ages
This document discusses the relationship between education and economic development in India. It acknowledges those who helped the author complete an academic writing course. The introduction defines education and literacy. The aims of education are outlined as making people competent to solve life's problems and driving socio-economic development. Education improves income equality by allowing low-income individuals to pursue economic opportunities. While India has large literacy programs, it still has the world's largest illiterate population and lower literacy rates than global averages. Suggestions to improve education include increasing funding, improving teacher salaries, and allowing foreign institutions to collaborate with Indian ones. The conclusion states that education is important for economic growth and development.
Diagnostic tests are designed to locate specific learning deficiencies in individuals to help identify what concepts a learner has grasped and what areas need improvement. The tests analyze learning strengths and weaknesses at different stages. Correct answers indicate strengths while incorrect responses point to weaknesses. Diagnostic tests can also reveal issues with teaching methods if many students struggle with the same content. They are analytical, qualitative tests that systematically cover all learning points to form the basis for remedial instruction tailored to individual students.
This document discusses inclusion and inclusive education. It defines inclusion as minimizing exclusion and fostering participation for all students, including those who are often excluded from mainstream society such as those with disabilities, illnesses, or from marginalized social groups. Inclusive education is defined as educating all students of all abilities in age-appropriate general education classrooms with supports to help all students succeed academically and socially. The document outlines principles of inclusive education, groups who are often excluded, and requirements for making schools more inclusive such as curriculum modifications, accessibility improvements, resources teachers, and support services.
Erik erikson contribution to counselling k3Romane Forbes
Erik Erikson was a German-American developmental psychologist known for his theory of psychosocial development. He proposed that social development occurs through eight stages across the lifespan. Erikson's theories emphasized the importance of social experience across the whole lifespan, especially regarding the formation of a sense of identity. His work had a significant influence on fields such as education, medicine, law, and psychiatry.
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.
The document discusses the meaning and objectives of educational guidance and vocational guidance. It defines educational guidance as assisting students with their educational career, and vocational guidance as helping students choose and prepare for a suitable career. The document also outlines various methods for providing vocational information to students, such as career talks, media, field trips, and maintaining occupational libraries and publications.
The document discusses summative evaluation. Summative evaluation occurs at the end of an instructional period and judges student achievement and mastery of course content. It is used to assign grades and evaluate how well instructional objectives were met. Some purposes of summative evaluation include providing information for grading, promoting students, and evaluating educational programs and methods. The document outlines the characteristics, functions, advantages, and disadvantages of summative evaluation. Examples given of summative evaluation include end-of-unit tests, end-of-term exams, and scores used for school and student accountability.
The document discusses the SOLO (Structure of Observed Learning Outcomes) taxonomy, which describes five levels of increasing complexity in a student's understanding of a subject: pre-structural, uni-structural, multi-structural, relational, and extended abstract. The taxonomy helps students reflect on their learning progress and identify next steps. It provides a simple framework to assess learning outcomes at the start and end of units. The advantages of SOLO taxonomy include being evidence-based, describing ascending cognitive complexity, and allowing communication of levels through various means.
You can email me martzmonette@yahoo.com for inquiry. You can send me a request stating your purpose for the need to have a copy of this presentation. Thank you very much!
Evaluation is used for various purposes including placement, promotion, grouping, diagnosis, remediation, instruction, administration, guidance, development, and research. Specifically, evaluation helps determine student placement in classes, decide whether students will be promoted to the next grade or class, group students according to ability and needs, diagnose student weaknesses, identify remedial actions, improve instructional methods, inform administrative decisions, provide guidance to students, facilitate student and program development, and generate data for educational research.
This document discusses objective and subjective tests. It defines objective tests as having a single correct answer, while subjective tests can have multiple correct answers. It provides examples of question types for each and notes advantages and disadvantages. Objective tests are preferred for standardized testing due to easier scoring but may limit what can be assessed. The document also discusses formative vs summative assessment and norm-referenced vs criterion-referenced tests, noting differences in purpose, content, and score interpretation for each.
This document discusses different concepts related to assessment of learning. It defines assessment, measurement, evaluation, tests and testing. It describes norm-referenced tests which compare students to others and criterion-referenced tests which measure students against a set standard. The document also discusses placement, diagnostic, formative and summative assessment, as well as traditional, performance and portfolio modes of assessment. It provides characteristics of well-written instructional objectives and factors to consider when constructing good test items.
Languange assessment principles and classroom practiceszkc8ygk5c9
This document discusses different types of language assessments. It defines informal assessments as day-to-day observations teachers make of student performance in class, which are unplanned and rely on teacher judgment. Formal assessments are pre-planned and systematic to judge student learning, often with scores. Formative assessments monitor ongoing student learning, while summative assessments evaluate learning at the end of a period. Norm-referenced tests compare student performance to peers, and criterion-referenced tests measure performance against fixed standards. Discrete point tests assess small linguistic points out of context, while integrative tests assess broader communicative competence through tasks like cloze tests and essays.
The document discusses various topics related to assessment of learning, including the key differences between norm-referenced tests and criterion-referenced tests. It also covers the different types of assessment (placement, diagnostic, formative, and summative), modes of assessment (traditional, performance, portfolio), and the importance of aligning objectives, instruction, and assessment. Well-written instructional objectives should be student-oriented, observable, sequentially appropriate, attainable, and developmentally appropriate. Validity and reliability are important factors to consider when constructing good test items.
Measurement, testing, and assessment are important for evaluating student learning and improving instruction. There are many types of assessments that serve different purposes. Formative assessments like quizzes and pre-tests are used during instruction to provide feedback and guide teaching (assessment for learning), while summative assessments like final exams are given after instruction to evaluate learning (assessment of learning). Authentic assessments that require real-world tasks are more effective than traditional assessments at demonstrating meaningful application of skills. Proper assessment benefits students, teachers, administrators, parents and policymakers by informing instruction, evaluating programs, and making placement decisions.
Evaluation in education serves several purposes: it helps modify objectives based on student and societal needs, judge teaching effectiveness, and improve evaluation tools and techniques. There are three main types of evaluation - diagnostic, formative, and summative. Diagnostic evaluation identifies weaknesses, formative guides student development and curriculum changes, and summative makes judgements for administrative purposes. Effective evaluation is valid, reliable, and usable, providing a comprehensive assessment of student development.
The document provides information about effective testing in 3 main areas:
1. It defines what a test is and discusses the different uses of tests for various stakeholders like teachers, students, parents and administrators.
2. It describes the different types of tests categorized by mode of response, administration, scoring, and what is being measured.
3. It outlines the key steps in effective test preparation for both teachers in constructing good tests and students in preparing for exams. This includes considering validity, reliability, appropriateness and other factors.
The document discusses various aspects of assessment including formative and summative assessment, reliability and validity, bias and fairness. It provides definitions and examples of key assessment terminology and outlines factors to consider when designing assessments, such as ensuring they accurately reflect student achievement and are representative of abilities. The document also references sources for further information on educational assessment.
NED 203 Criterion Referenced Test & RubricsCarmina Gurrea
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.
Evaluation in education serves several purposes: to assess student achievement, help teachers judge their effectiveness, provide guidance, and improve curriculum, tools, and techniques. There are three main types of evaluation - diagnostic to identify weaknesses, formative to monitor learning and make adjustments, and summative to make judgements about performance. Effective evaluation is comprehensive, continuous, and uses valid and reliable tools such as tests, observations, and self-reporting techniques.
Information related to the way a teacher should evaluate students' general performance. Teachers typically use tests to assess whether or not their students are learning. Traditional techniques of measurement have influenced several aspects of countries' educational systems.
1. Assessment and testing are used to evaluate students' development and abilities, with tests being a type of assessment that provide information about students' knowledge and performance.
2. Measurement is used to quantify achievement and can be quantitative or qualitative, while evaluation involves making interpretations and decisions based on assessment results.
3. Informal assessment is spontaneous and without grades, while formal assessment is objective and based on standards. Formative assessment identifies strengths and weaknesses, and summative assessment evaluates learning at the end of a period.
4. Different types of language assessments serve different purposes, such as diagnostic tests identifying needs, placement tests determining levels, achievement tests measuring specific parts of a program, and proficiency tests evaluating overall competence.
This document discusses key concepts related to educational assessment including definitions of terms like tests, measurement, evaluation and assessment. It outlines the relationship between tests, measurement and assessment and describes the four phases of development of Malaysia's examination system. Norm-referenced and criterion-referenced tests are explained and the differences between them are provided. Formative and summative assessment are also defined. The roles and purposes of assessment for learning and assessment of learning are briefly described. Finally, the document touches on school-based assessment in the Malaysian context under the KSSR system.
Educational assessment is a process used to document students' knowledge, skills, attitudes, and beliefs through measurable terms. The overall goal of assessment is to improve student learning and provide information on student progress and achievement of learning outcomes. There are different types of assessment, including formative assessment used during instruction to monitor learning, summative assessment used at the end to evaluate learning and assign grades, and diagnostic assessment used at the beginning to identify student strengths and weaknesses. Effective assessment considers principles like validity, reliability, and fulfilling the intended purpose of the assessment.
Assessment plays an important role in the teaching-learning process. Some of the important types of assessment are
Practice-based assessment
Evidence-based assessment
Performance-based assessment
Examination based assessment
The document discusses key concepts related to student assessment including:
1) It defines terms like assessment, evaluation, measurement, formative assessment, placement assessment, diagnostic assessment, and summative assessment.
2) It differentiates between assessment, testing, measurement, and evaluation.
3) It discusses the purposes of assessment and the roles of assessment in instructional decisions.
4) It compares different types of assessment like diagnostic versus placement, and norm-referenced versus criterion-referenced.
5) It provides details on specific assessment methods like portfolios, performances, and guidelines for effective student assessment.
Standardized achievement tests are prepared by educational specialists and administered under controlled conditions to measure what students have learned. They differ from classroom tests in that they are more objective and cover broader content. Standardized tests allow student performance to be compared across districts and states. While they provide reliable comparisons, they also place stress on students and teachers and may not fully evaluate student growth throughout the year. Standardized achievement tests can be used by schools to evaluate curriculum, identify students needing extra help or advanced classes, and determine teacher effectiveness. They follow procedures including deciding the test purpose, specifying objectives, creating test items, administering the test, and analyzing results.
This document discusses assessment and learning outcomes. It provides an overview of assessment, including the assessment cycle and different types of assessment such as formative, summative, diagnostic, and standards-based assessment. The document discusses how to align assessment with learning outcomes and assess learning outcomes. It also discusses assessment for learning, of learning, and as learning. Key topics covered include the purpose of different assessments, developing students' ability to self-assess, and using formative assessment results to improve teaching and learning.
The document discusses strategies for improving assessment practices to better support student learning. It distinguishes between formative and summative assessments, with formative assessment aimed at improving learning through feedback. The document outlines seven strategies of formative assessment, including providing clear learning targets, descriptive feedback, self-assessment, and revision practices to help students close gaps in understanding. The goal is to use assessment information to actively guide instruction and support students in taking ownership of their learning.
Similar to Norm referenced and criterion referenced.pptx (20)
The document discusses several theories of child and adolescent development, including Piaget's stages of cognitive development, Erikson's psychosocial theory, and Bronfenbrenner's ecological systems theory. It examines the physical, cognitive, social, and emotional changes that occur from birth through adolescence. Several factors are said to influence development, such as environment, relationships, and maturation, with development proceeding through distinct stages according to leading theorists.
week 1-Summative and Formative Assessments 1.pptjason322724
This document discusses the differences between formative and summative assessments. Formative assessments are ongoing, informal evaluations like checklists that provide immediate feedback to improve teaching and learning. Summative assessments are formal evaluations that occur at the end of a period to measure learning. While different, both formats should be aligned, valid, reliable, and transparent. The best method incorporates both to consistently promote growth, improve content delivery, and enhance student learning.
This document discusses citizenship and the role of citizens in a democracy. It defines citizenship as how people live together in communities and interact locally, nationally, and globally. It also explains that democracies require active, informed, and responsible citizens who are willing to take responsibility for themselves and their communities. The document then discusses some of the rights and responsibilities of citizens, such as attending community meetings, volunteering with charitable organizations, and understanding how local government works. It emphasizes that citizens have both rights that governments cannot take away, as well as obligations to exercise their rights peacefully and respect others.
This document discusses the goals and importance of citizenship education. It aims to enable students to make their own decisions, take responsibility for their lives and communities, and be active, informed and responsible citizens. Good citizenship involves understanding one's rights and responsibilities, participating in the community through activities like attending government meetings, and contributing to the political process in a democracy. The role of citizens in a democracy is to exercise basic rights like freedom of speech while respecting the law and others.
This document provides safety guidelines and instructions for students in a science laboratory. It outlines proper procedures for laboratory activities, storage of materials, use of protective equipment, response to accidents or injuries, and prohibited behaviors. Specific safety hazards addressed include keeping aisles clear, tying back long hair, wearing close-toed shoes, proper pipetting techniques, handling broken glass carefully, not tasting or smelling chemicals, and avoiding horseplay. The overarching messages are to follow all laboratory safety rules and instructions from teachers to prevent accidents and injuries.
The document discusses effective assessment strategies for classrooms. It begins by stating that effective assessments combined with constructive feedback can lead to higher student success. It then explores the purpose of assessments, different types of assessments including formative and summative, and how to provide effective feedback to students. Examples of different assessment strategies like observations, tests, and rubrics are provided. The importance of ongoing and goal-aligned assessment is emphasized.
The document discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence is not a single general ability but rather consists of at least eight specific intelligences. These include linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist intelligences. The theory challenges the traditional view of intelligence focusing only on cognitive abilities. Teachers can apply this theory by assessing students' strengths in different intelligences, providing multiple ways to introduce topics, and creating interdisciplinary lessons that engage varied intelligences.
The document outlines Guyana's labour laws and employee rights. It discusses the sources of labour laws, including statutory laws, common law, and custom/practice. Several key laws governing the employee-employer relationship are also mentioned, covering areas like wages, hours, leave, health/safety, termination, and more. The document also summarizes some of the main rights that employees have, such as rights to fair pay, maternity leave, severance pay, and protection from unfair dismissal.
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𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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2. LECTURE’S OBJECTIVES
Identify the different formats of tests found
Distinguish different types of tests: norm-referenced
and criterion-referenced tests
Compare and contrast formative and summative
tests
Differentiate between objective and subjective tests
(Main reference - Brown, H. Douglas, 2004. Language
Assessment: Principles and classroom practices. )
2
4. NORM-REFERENCED TESTS
To rank each student with respect to the achievement of
others in broad areas of knowledge.
Normed using large groups of test takers. Compares one
taker to another. Measure achievement, predicts future
performance.
Each individual is compared with other examinees and
assigned a score--usually expressed as a percentile, a
grade or equivalent score.
Student achievement is reported for broad skill areas,
although some norm-referenced tests do report student
achievement in specific sub-areas.
4
5. NORM-REFERENCED TEST
Measures broad skill areas sampled from a variety of
textbooks, syllabi, and the judgments of curriculum
experts.
Each skill is, usually, tested by less than four items.
Items vary in difficulty. Items are selected that
discriminate between high and low achievers.
• If too many people get a question correct, or too many
score well, then test questions are “thrown out” until they
achieve a normal curve again.
5
6. CRITERION-REFERENCED TEST
• Criterion-referenced tests, also called mastery tests,
compare a person's performance to a set of
objectives. Anyone who meets the criterion can get a
high score.
• Everyone knows what the benchmarks / objectives are
and can attain mastery to meet them.
• It is possible for ALL the test takers to achieve 100%
mastery.
• Measure a student against a specific set of knowledge
(criterion).
6
7. CRITERION-REFERENCED TEST
To determine whether each student has achieved specific
skills or concepts.
To find out how much students know before instruction
begins and after it has finished.
Measures specific skills which make up a designated
curriculum.
These skills are identified by teachers and curriculum
experts.
Each skill is expressed as an instructional objective.
Each individual is compared with a preset standard for
acceptable achievement.
The performance of other examinees is irrelevant.
Each skill is tested by at least four items in order to obtain
an adequate sample of student performance and to
minimize the effect of guessing.
The items which test any given skill are parallel in
difficulty.
7
8. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Purpose To determine whether each
student has achieved specific
skills or concepts.
To find out how much
students know before
instruction begins and after it
has finished.
To rank each student with
respect to the
achievement of others in
broad areas of knowledge.
To discriminate between high
and low achievers.
Content Measures specific skills which
make up a designated
curriculum. These skills are
identified by teachers and
curriculum experts.
Each skill is expressed as an
instructional objective.
Measures broad skill areas
sampled from a variety of
textbooks, syllabi, and the
judgments of curriculum
experts.
The following is adapted from: Popham, J. W. (1975). Educational
evaluation. Englewood Cliffs, New Jersey: Prentice-Hall, Inc.
8
9. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Item
Characteris-
tics
Each skill is tested by
at least four items in
order to obtain an
adequate sample of
student performance
and to minimize the
effect of guessing.
The items which test
any given skill are
parallel in difficulty.
Each skill is usually
tested by less than four
items.
Items vary in difficulty.
Items are selected that
discriminate between
high and low achievers.
9
10. NORM & CRITERION REFERENCED TESTS
Dimension Criterion-Referenced
Tests
Norm-Referenced
Tests
Score
Interpre-
tation
Each individual is
compared with a preset
standard for acceptable
achievement. The
performance of other
examinees is irrelevant.
A student's score is
usually expressed as a
percentage.
Student achievement is
reported for individual
skills.
Each individual is
compared with other
examinees and assigned a
score--usually expressed
as a percentile, a grade
equivalent score, or a
stanine.
Student achievement is
reported for broad skill
areas, although some
norm-referenced tests do
report student achievement
for individual skills.
10
11. Uses of Test Results for Teachers
Two main ways that test results can be used by teachers:
• For revising instruction for entire class.
• For developing intervention strategies for individual students.
Standardized test results have not typically been used to aid
teachers in making instructional decisions.
Data-driven decision making takes some practice and experience
for classroom teachers.
NORM & CRITERION REFERENCED TESTS
11
12. • Norm-referenced
– General ability
– Range of ability
– Large groups
– Compares people to
people-comparison
groups
– Selecting top
candidates
• Criterion-referenced
– Mastery
– Basic skills
– Prerequisites
– Affective
– Psychomotor
– Grouping for instruction
COMPARING NORM &
CRITERION-REFERENCED TESTS
12
13. COMMON CHARACTERISTICS
OF NRT & CRT
*Require a relevant and representative sample of
test items
*Require specification of the achievement domain to
be measured
*Use the same type of test items
*Use the same rules for item writing
*Judged by the same qualities (validity and reliability)
*Useful in educational measurement
13
14. ADVANTAGES AND
DISADVANTAGES OF NRT
Advantages:
They easy for instructors to use
They work well in situations requiring rigid differentiation among
students
They are generally appropriate in large courses
Disadvantages:
An individual's grade is determined not only by his/her
achievements, but also by the achievements of others.
no indication of prerequisite knowledge for more advanced
material has been mastered
less appropriate for measuring affective and psychomotor
objectives
encourages competition and comparison scores 14
15. ADVANTAGES AND
DISADVANTAGES OF CRT
Advantages:
Students are not competing with each other
Students are thus more likely to actively help each other learn.
A student's grade is not influenced by the caliber of the class.
Disadvantages:
It is difficult to set a reasonable standard for students
Most experienced faculty set criteria based on their knowledge of
how students usually perform
Criterion-referenced systems often become fairly similar to norm-
referenced systems.
absolute standards difficult to set in some areas
standards tend to be arbitrary
not appropriate comparison when others are valuable
15
17. THE GARDEN ANALOGY
If we think of our children as plants …
Summative assessment of the plants is the process of
simply measuring them. It might be interesting to compare
and analyze measurements but, in themselves, these do
not affect the growth of the plants.
Formative assessment, on the other hand, is the equivalent
of feeding and watering the plants appropriate to their
needs - directly affecting their growth.
Formative and summative assessment are interconnected.
They seldom stand alone in construction or effect.
17
18. FORMATIVE ASSESSMENT
Assessment for learning
Taken at varying intervals throughout a course to provide
information and feedback that will help improve
the quality of student learning
the quality of the course itself
The purpose is:
To promote further improvement of student learning
during the learning process
To involve students in the ongoing assessment of their
own achievement
Provides information on what an individual student needs
To practice
To have re-taught
To learn next
18
19. KEY ELEMENTS OF FORMATIVE
ASSESSMENT
1. The identification by teachers & learners of learning
goals, intentions or outcomes and criteria for
achieving these.
2. Rich conversations between teachers & students that
continually build and go deeper.
3. The provision of effective, timely feedback to enable
students to advance their learning.
4. The active involvement of students in their own
learning.
5. Teachers responding to identified learning needs and
strengths by modifying their teaching approach(es).
Black & Wiliam, 1998
19
20. BENEFITS OF FORMATIVE
ASSESSMENT FOR TEACHERS
(Boston, 2002)
Teachers are able to determine what standards students
already know and to what degree.
Teachers can decide what minor modifications or major
changes in instruction they need to makes so that all
students can succeed in upcoming instruction and on
subsequent assessments.
Teachers can create appropriate lessons and activities
for groups of learners or individual students.
Teaching can inform students about their current
progress in order to help them set goals for improvement.
20
21. BENEFITS OF FORMATIVE
ASSESSMENTS FOR STUDENTS
Students are more motivated to learn.
Students take responsibility for their own learning.
Students become users of assessment.
Students learn valuable lifelong skills such as self-
evaluation, self-assessment, and goal setting.
Student achievement can improve from 21-41 percentile
points.
(marzano 2003; stiggens et. al, 2006)
21
22. SUMMATIVE ASSESSMENT
Assessment of learning
Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
Summative assessment methods are the most
traditional way of evaluating student work.
"Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
22
24. BALANCED CLASSROOM ASSESSMENT SYSTEM
FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT
A process used by teachers
and students during instruction
that provides feedback to
adjust ongoing teaching and
learning to help students
improve their achievement of
intended instructional
outcomes.
A tool used after instruction
to measure student
achievement which provides
evidence of student
competence or program
effectiveness.
students are evaluated upon
completion of the work and
the focus is on the final
product.
24
25. FORMATIVE SUMMATIVE
•Occurs During Instruction
•Not Graded
•Process
•Descriptive Feedback
•Continuous
•Occurs at the end
•Graded
•Product
•Evaluative Feedback
•Periodic
•Sort students in rank order
COMPARISON OF ASSESSMENTS
25
26. A Fine Sieve
Formative assessment informs both teachers and
students about student understanding at a point when
timely adjustments can be made.
These adjustments help to ensure students achieve
targeted standards-based learning goals within a set
time frame.
A course sieve
Summative assessments happen too far down the
learning path to provide information at the classroom
level and to make instructional adjustments and
interventions during the learning process
26
COMPARISON OF ASSESSMENTS
28. OBJECTIVE AND SUBJECTIVE
ASSESSMENT
Objective assessment
is a form of questioning which has a single correct answer.
Subjective assessment
is a form of questioning which may have more than one
current answer (or more than one way of expressing the
correct answer).
28
29. OBJECTIVE TEST
Objective tests include multiple choice, true-false,
matching, and fill-in questions. They tend to focus more
on specific facts than on general ideas and concepts
Questions on a tests that only have one correct answer
Objective tests require far more careful preparation than
subjective tests
Objective examination can be part of formative
(diagnostic) and summative (final assessment) exams.
Most popular objective exam is Multiple Choice
Questions (MCQ).
(the method of scoring is the only factor that distinguishes an objective test from a
subjective test)
30. Advantages of multiple choice question:
1. The ability to create a test item bank
2. Quick grading – can be easily computer scored
3. If written well, high reliability - only one possible
answer
4. Objective grading
5. Wide coverage of content
6. Can be used for mass testing
7. Precision in providing information regarding
specific skills and abilities.
8. Students are familiar with the item type –
directions are easy to understand.
31. Weaknesses of multiple choice question:
1. Difficult and time consuming to construct
2. Low validity
3. Mainly tests recognition knowledge and recall of facts.
4. Guessing may have considerable effect
5. Cheating may be facilitated
6. Sometimes skills and areas are tested because they
are testable than important
7. Places a high degree of dependence on student’s
reading ability and teacher’s writing ability.
8. It may limit beneficial washback.
9. This technique strictly limits what can be tested.
32. SUBJECTIVE TEST
Subjective tests include essay, short-answer,
vocabulary, and take-home tests
Questions on a test that have more than one correct
answer.
Each examiner uses his own judgment in evaluating
performance and awarding marks.
33. Strengths:
1. Easy to set
2. High validity
3. Can assess affective and interpretive aspects of language skills
4. allow a candidate to express originality of thought
5. allow the examiner to assess the candidate's quality of written
expression.
Weaknesses:
1. Marking is time consuming
2. Reliability is low
3. Inter-rater as well as intra-rater variability are probable.
4. Dependence on presentation.- good hand writing vs bad
handwriting
5. Question evasion - possible for the candidate to avoid questions
in areas of the curriculum in which they are weak.
SUBJECTIVE TEST
34. OBJECTIVE VS. SUBJECTIVE TEST
Objective
short answer
closed response
mostly recognition,
limited production
difficult to write well
quick and easy to
grade
reliable
workload “up front”
Subjective
long answer
open response
emphasis on
production
relatively easy to write
difficult to grade
time-consuming
inter-rater reliability
not as reliable
workload post test
34
35. REFERENCES
Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 20, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
Formative vs. Summative Evaluation. Retrieved October 20, 2008
from http.jan.ucc.nau.edu/edtech/etc/667/proposal/evaluation/
summative_vs_formative.htm
Formative and Summative Assessment. Retrieved October 20, 2008
from http://www.krauseinnovationcenter.org/ewyl/modules/module6-
3.html.
Classroom Assessment: Basic Concepts. Formative vs.Summative
Assessments. Retrieved October 24, 2008 from
http://fcit.usf.edu/assessment/basic/basica.html
Pawlas, G., Oliva, P. (2008) Supervision for Today’s Schools, Sixth
Edition. New York: John Wiley and Sons
35
36. Arter, Judith, and Jay McTighe. Scoring Rubrics in the
Classroom. Thousand Oaks, CA: Corwin Press, INC.,
2001.
Marzano, Robert J., Debra Pickering, and Jay McTighe.
Assessing Student Outcomes. Alexandria, VA:
Association for Supervision and Curriculum
Development, 1993.
Schoenbach, Ruth, et al. Reading for Understanding, A Guide to
Improving Reading in Middle and High School Classrooms.
San Francisco, CA: Jossey-Bass, Inc., 1999.
36