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Topic: Test Testing and Evaluation
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Meaning and Definition - Measurement , Assessment and Evaluation – Role of Assessment in Learning – as learning, for learning, of learning – Formative and Summative Assessment – Purposes of Assessment – Principles of Assessment Practices – principles related to selection of methods for Assessment, collection of Assessment information, judging and scoring of student performance, summarization and interpretation of results, reporting of Assessment findings.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
3. Basic concepts in Assessment and
Evaluation
• Test
• Measurements
• Assessment
• Evaluation
4. Test
• An instrument or systematic procedures for
measuring sample of behavior by posing a set
of questions in a uniform manner. Designed to
measure any quality, ability, skill or
knowledge.
5. Measurement
• Assignment of numbers (quantity), uses
variety of instrument: test, rating scale. It is
the process of obtaining numerical description
of the degree of individual possesses.
Quantifying of how much does learner
learned.
6. Evaluation
• It is a process because it includes a series of
steps. It is concerned with making judgments
on the worth or value of a performance,
answer the question “how good, adequate, or
desirable”. It is also the process of obtaining,
analyzing and interpreting information to
determent the extent to which students
achieve instructional objective.
7. Assessment
• Process by which evidence of student
achievement is obtained and evaluated.
Information is obtained relative to objective it
include testing, interpreting and placing
information in context. It is the process of
gathering and organizing data- the basis for
decision making (evaluation).
8. 8
TESTING MEASUREMENT ASSESSMENT EVALUATION
a subset of assessment
intended to measure a
test-taker’s language
proficiency, knowledge,
performance or skills.
process of observing and
measuring learning. It is
an on-going process in
educational practice,
which involves a
multitude of
methodological
techniques. It can consist
test, projects, portfolios.
is the assigning of
numbers to certain
attributes of objects,
events, or people
according to a rule-
governed system.
involves the
interpretation of
information. When a
tester or marker
evaluate, s/he “values”
the results in such a way
that the worth of the
performance is conveyed
to the test-taker.
10. Types of tests
Henning (1987) identifies six kinds of information that tests provide
about students. They are:
• Diagnostic and feedback
• Screening and selection
• Placement
• Program evaluation
• Providing research criteria
• Assessment of attitudes and socio-psychological differences
11. Type of tests Explanation
1. Proficiency
tests
- designed to assess the overall language ability of students at varying levels.
- usually developed by external bodies such as examination boards like Educational
Testing Services (ETS) or Cambridge ESOL.
- Standardized
2.
Achievement
tests
- to see what a student has learned with regard to stated course outcomes
- usually administered at mid-and end- point of the semester or academic year.
- generally based on the specific course content or on the course objectives.
- cumulative, covering material drawn from an entire course or semester.
3. Diagnosis
tests
- seek to identify those language areas in which a student needs further help.
- is crucial for further course activities and providing students with remediation.
- placement tests often serve a dual function of both placement and diagnosis (Harris &
McCann, 1994; Davies et al., 1999).
4. Aptitude
tests
- designed to measure general ability or capacity to learn a foreign language a priori
(before taking a course) and ultimate predicted success in that undertaking.
- designed to apply to the classroom learning of any language
5. Progress
tests
- measure the progress that students are making towards defined course or programme
goals.
- administered at various stages throughout a language course to see what the students
have learned
6. Placement
tests
- designed to assess students’ level of language ability for placement in an appropriate
course or class.
- indicates the level at which a student will learn
most effectively
- main aim is to create groups, which are homogeneous in level.
12. Assessment OF Learning
• Enable students to demonstrate what they know and can do
• This type of assessment is also known as summative assessment.
• provide the focus to improve student achievement, give everyone
the information they need to improve student achievement, and
apply the pressure needed to motivate teachers to work harder to
teach and learn.
13. • Establishes a classroom culture that encourages interaction and the use of
assessment tools
• Occurs throughout a learning sequence and is planned when teachers design
teaching and learning activities
• Involves teachers sharing learning intentions and explicit assessment criteria with
students
• Involves teachers and students setting and monitoring student progress against
learning goals
• Require teachers to ascertain students’ prior knowledge, perceptions and
misconceptions
• Is roughly equivalent to formative assessment – assessment is intended to promote
further improvement of student learning during the learning process. Students are
provided valuable feedback on their own learning
Assessment FOR Learning
14. 14
Assessment AS Learning
• Promotes students’ self-esteem and self-confidence through an
understanding of how they learn to learn
• Develop students’ capacity to reflect on the learning and to
contribute to their future learning goals
• Enhance students’ life-long learning skills
• Emphasis the process of learning as it is experienced by the student
15. Assessment for learning
occurs when teachers use
inferences about student
progress to inform their teaching.
(formative)
Assessment as learning
occurs when students reflect
on and monitor their progress
to inform their future learning
goals. (formative)
Assessment of learning occurs when
teachers use evidence of student learning to
make judgements on student achievement
against goals and standards. (summative)
3 MAIN PURPOSES OF ASSESSMENT
16. TEACHERS’ ROLE IN ASSESSMENT
for LEARNING
Assessment for learning occurs throughout the learning process.
It is interactive, with teachers:
• aligning instruction
• identifying particular learning needs of students or groups
• selecting and adapting materials and resources
• creating differentiated teaching strategies and learning
opportunities for helping individual students move forward in
their learning
• Providing immediate feedback and direction to students
16
17. TEACHERS’ ROLE IN ASSESSMENT
as LEARNING
“The teachers’ role in promoting the development of
independent learners through assessment as learning is
to:
• model and teach the skills of self-assessment
• guide students in setting their own goals, and
monitoring their progress toward them
• provide exemplars and models of good practice and
quality work that reflect curriculum outcomes
• work with students to develop clear criteria of good
practice
17
18. TEACHERS’ ROLES IN ASSESSMENT
of LEARNING
• a range of alternative mechanisms for
assessing the same outcomes
• public and defensible reference points for
making judgements
• • transparent approaches to interpretation
• • descriptions of the assessment process
• • strategies for recourse in the event of
disagreement about the decisions.
18
19. 19
Activity
In pairs or small groups discuss the types of
assessment of learning used in your school.
How is the information/data from these used?
20. 20
Questions for future consideration
1. Do our assessment practices make use of all three main
purposes for assessment?
2. Do our assessment processes allow for a balance of
assessment for, as and of learning?
3. How can assessment for and as learning (formative) assist
students when it comes to assessment of learning
(summative)?
4. What processes could our school use to align its assessment
processes to the assessment advice provided by the
Department?
22. FOUR STAGES/PHASES OF DEVELOPMENT OF
EXAMINATION SYSTEM IN OUR COUNTRY
• Pre-Independence
• Razak Report
• RahmanTalib Report
• Cabinet Report
• Malaysia Education Blueprint (2013-2025)
25. MALAYSIAN CONTEXT (KSSR)
1. to realign the education system from one that focuses on
academic excellence to a more holistic one
2. To ensure a more systematic mastery of knowledge by
emphasising on assessment of each child.
3. To achieve the aspiration of National Philosophy of Education
towards developing well rounded learners (JERIS)
4. to reduce exam-oriented learning among learners
5. to evaluate learners’ learning progress
School-Based Assessment
26. SBE Component:
Academic:
•School Assessment (using Performance Standards)
•Centralised Assessment Non-academic:
•Physical Activities, Sports and Co-curricular Assessment (PAJSK : eg; SEGAK)
•Psychometric/Psychological Tests (Aptitude test, Personality test)
SBE features:
•Assessment for and of learning
•Standard-referenced Assessment (Performance Standard)
•*Formative tests which are assessed using Bands 1 to 6, HOTS (Higher Order
Thinking Skills)
•Holistic
•Integrated
27. SBE Instrument (WHO):
•Teachers
•Rationale:
•- Can continuously monitor their pupils’ growth
•- Can provide constructive feedback to help improve pupils’ learning
abilities
•- Better understand the context and environment most conducive to
assess pupils
•- Appraise and provide feedback based on the Performance Standards
HOW:
Observation, Performance, Project, Product,Hands on, Written Essays,
Pencil and Paper, Worksheet, Open ended discussion, Quizzes,
Checklist,Homework.
28. Performance Standard ;
a set of statements detailing the achievement and mastery of an individual within
a certain discipline, in a specific period of study based on an identified
benchmark.