It discuss about PRINCIPLES RELATED TO THE SELECTION OF METHODS For ASSESSMENT. It also explains on 8 broad categories of learning outcomes

1. PRINCIPLES RELATED TO THE SELECTION
OF METHODS For ASSESSMENT
DR. C. BEULAH JAYARANI
M.Sc., M.A, M.Ed, M.Phil (Edn), M.Phil (ZOO), NET, Ph.D
ASST. PROFESSOR,
LOYOLA COLLEGE OF EDUCATION, CHENNAI - 34

2. introduction
• Selection of methods for Assessment used in
higher education to assess students‘
achievements
• The primary goal is to choose a method which
most effectively assesses the objectives of
the unit of study.
• Choice of assessment methods should be aligned
with the overall aims of the program, and
• Can include the development of disciplinary
skills (such as critical evaluation or problem
solving) and support the development of
vocational competencies (such as particular
communication or team skills.)
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3. Immediate task of
assessing student
learning in a particular
unit of study
Broader aims of the
program & qualities of
the graduating student.
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4. 8 broad categories of learning
outcomes
• 1. Thinking critically and making judgments
• 2. Solving problems and developing plans
• 3. Performing procedures and demonstrating techniques
• 4. Managing and developing oneself
• 5. Accessing and managing information
• 6. Demonstrating knowledge and understanding
• 7. Designing, creating, performing
• 8. Communicating
Qualities or abilities of learners
- nightingale et al (1996)
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5. 1. Thinking critically and
making judgments
• (Developing arguments, reflecting, evaluating, assessing,
judging)
• Essay, Report, Journal
• Letter of Advice to ..(about policy, public health matters
etc.,)
• Present a case for an interest group
• Prepare a committee briefing paper for a specific meeting
• Book review (or article) for a particular journal
• Write a newspaper article for a foreign newspaper
• Comment on an article's theoretical perspective
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6. 2. Solving problems and developing plans
• (Identifying problems, posing problems, defining
problems, analysing data, reviewing, designing
• experiments, planning, applying information)
• Problem scenario
• Group Work
• Work-based problem
• Prepare a committee of enquiry report
• Draft a research bid to a realistic brief
• Analyse a case
• Conference paper (or notes for a conference
paper plus annotated bibliography)
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7. 3. Performing procedures and
demonstrating techniques
• (Computation, taking readings, using equipment,
following laboratory procedures, following protocols,
carrying out instructions)
• Demonstration
• Role Play
• Make a video (write script and produce/make a video)
• Produce a poster
• Lab report
• Prepare an illustrated manual on using the equipment,
for a particular audience
• Observation of real or simulated professional practice
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8. 4. Managing and developing oneself
• (Working co-operatively, working
independently, learning independently,
being self-directed, managing time,
managing tasks, organising)
• Journal
• Portfolio
• Learning Contract
• Group work
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9. 5. Accessing and managing information
• (Researching, investigating, interpreting,
organising information, reviewing and
paraphrasing information, collecting data,
searching and managing information sources,
observing and interpreting)
• Annotated bibliography
• Project
• Dissertation
• Applied task
• Applied problem
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10. 6. Demonstrating knowledge and
understanding
• (Recalling, describing, reporting, recounting,
recognizing, identifying, relating & interrelating)
• Written examination, Oral examination
• Essay, Report
• Comment on the accuracy of a set of records
• Devise an encyclopedia entry
• Produce an A - Z of ...
• Write an answer to a client's question
• Short answer questions: True/False/ Multiple
Choice Questions (paper-based or computer
aided- assessment)
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11. 7. Designing, creating, performing
• (Imagining, visualizing,
designing, producing, creating,
innovating, performing)
• Portfolio
• Performance
• Presentation
• Hypothetical
• Projects
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12. 8. Communicating
• (One and two-way communication;
communication within a group, verbal,
written and nonverbal communication,
arguing, describing, advocating,
interviewing, negotiating, presenting;
using specific written forms)
• Written presentation (essay, report,
reflective paper etc.)
• Oral presentation, Group work
• Discussion/debate/role play
• Participate in a 'Court of Enquiry'
• Presentation to camera
• Observation of real or simulated
professional practice
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13. COLLECTION OF ASSESSMENT INFORMATION
• The process of collecting, examining and using
information about what students know and can do is the
basis of effective teaching and learning.
• The relationship between assessment, teaching and
learning is dynamic and interactive.
• The act of gathering, analysing and using assessment
information is integral to the teaching and learning process
– without worthwhile assessment information teachers can
only be certain that they have taught.
• They cannot be certain that their students have learned
what they set out to teach, or that the teaching is
relevant to the students’ learning needs and interests.
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14. • Teachers have rich information
about what their students know,
• can do and need to do next,
• they are able to involve students as
active participants in their learning
and assessment of their own
learning.
• They are also in a position to
consult parents and the school’s
communities about students’
progress.
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15. Assessment processes
• Assessment information is collected
to determine students’
achievement and their learning
needs.
• It provides a basis for the analysis
of progress and achievement of
students over time and assists the
diagnosis of individual learning
needs.
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16. The collection of assessment information
• Assessment includes information gathered from a wide range of sources and at
different points in time. These sources can include:
• knowledge gained from parents about their child;
• teachers knowledge drawn from their day -to-day interactions with students;
• results from teacher-designed classroom and school-wide tests;
• assessment at school entry or transition points;
• results from national standardized assessment tools such as PATs (Progressive
Achievement Tests), as TTLE (assessment tools for teaching and learning) or the
national exemplars;
• examination results; and
• national qualification results such as those from NCEA (National Certificates of
Educational Achievement).
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PARENTS
TEACHERS
SCHOOL

17. JUDGING AND SCORING OF
STUDENT PERFORMANCE
• A rubric is a multi-purpose scoring guide for
assessing student products and performances.
• This tool works in a number of different ways to
advance student learning, and has great
potential in particular for non-traditional, first
generation, and minority students.
• In addition, rubrics improve teaching,
contribute to sound assessment, and are an
important source of information for program
improvement.
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18. Various grading and
reporting methods to….
• (1) communicate the achievement status of students to
their parents and other interested parties
• (2) provide information to students for self evaluation
• (3) select, identify, or group students for certain
educational paths or programs
• (4) provide incentives for students to learn and
• (5) document students' performance to evaluate the
effectiveness of instructional programs.
• Unfortunately, many schools try to use a single method
of grading and reporting to achieve all of these
purposes and end up achieving none of them very well.
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19. LETTER GRADES
• Letter grades, for example, offer
parents and others a brief description
of students' achievement and the
adequacy of their performance.
• But using letter grades requires the
abstraction of a great deal of
information into a single symbol.
• In addition, the cut-offs between
grades are always arbitrary and
difficult to justify.
• Letter grades also lack the
richness of other, more detailed
reporting methods such as
narratives or standards-based
reports.
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20. GRADING
• Grading is a process of professional judgment–
and the more detailed and analytic the grading
process, the more likely it is that subjectivity
will influence results.
• This is why, for example, holistic scoring
procedures tend to have greater reliability
than analytic procedures.
• However, being subjective does not mean that
grades lack credibility or are indefensible.
Because teachers know their students,
understand various dimensions of students'
work, and have clear notions of the progress
made, their subjective perceptions can yield
very accurate descriptions of what students
have learned.
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21. SUMMARIZATION AND INTERPRETATION
OF RESULTS
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22. Methods of interpreting the
results
1. Norm-
referenced
Interpretation
2. Criterion-
referenced
Interpretation
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23. 1. Norm-referenced Interpretation
• It describes student’s performance or
progress in relation to others of the
same peer group, age or ability. It may
involve ranking or scaling a pupil to help
with streaming classes. It may look at
cross-school achievements to compare
achievement in particular groups,
subjects and years with local and
national levels of attainment.
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Norm-referenced Interpretation

25. Criterion-referenced
Interpretation
• It describes about the student
performance according to a specified
domain or clearly defined learning tasks
e.g. divide three-digit whole numbers
correctly and accurately, multiply binomial
terms correctly. It is concerned with
national examination and other assessment
bodies. It is used in the assessment of
vocational and academic qualifications.
Results are given
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Criterion-referenced Interpretation

27. REPORTING OF ASSESSMENT FINDINGS
• Assessment is an ongoing and integral part of the teaching and
learning process.
• Through this process schools are able to provide easy-to-understand
reports to parents about individual student learning outcomes.
• The type of assessment and report varies at different times during a
student's school life.
• Formal reporting to parents will occur at least once every semester.
• Parents are encouraged to discuss their children's progress and
needs with teachers at any time.
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28. Purposes of Assessment Reports
• Historical Record
• Support for planning and decision
• Making for improvements
• Public relations
• Information dissemination
• Document your contributions to the
learning environment
• To see how your efforts mattered
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References
“Assessment for learning”
• TNTEU – Study Material
• Ram Publications
• Sri Krishna Publications
• Samyukdha Publications
• Google Images