Test, measurement, assessment & evaluation

Test, measurement, assessment & evaluation

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  Setting Rules  Nocross talks  Cell phone on silent  Hand raise if any question
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  Test, Measurement, Assessment & Evaluation Dr.Sindhu Almas Lecturer Community Medicine Department, LUMHS Jamshoro.
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  Learning Objectives  Atthe end of the session the learner will be able to:  Describe the concept of term test measurement  Objective Test, Subjective Test, Individual Test, Group Test, Unstandardized Test, Standardized Test  Purpose of test & measurement  Assessment and types of assessment  Evaluation and types of evaluation  Purpose of evaluation
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  TEST & MEASUREMENT
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  Define Test &Measurement Test may be called as tool, a question, set of question, an examination which is used to measure a particular characteristic of an or a group of individuals. Test is the form of questioning or measuring tool used to access the status of one’s skill, attitude and fitness.
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  Test TEST: An instrumentor activity used to accumulate data on a person’s ability to performed a specified task.  It is an assessment intended to measure a test-taker’s knowledge, skill, aptitude, performance, or classification in many other topics.
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  Measurement process of collectingdata on attribute of interest.  Measurement is an act or process that involves the assignment of numerical values to whatever is being tested. So it involves the quantity of something
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  Measurement Measurement is theterm used to describe the assignment of a number to a given assessment. The number can be a raw score or a score based on a normal distribution curve. The process of quantifying this number is separate from using this information to evaluate student outcomes and achievement.
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  Kinds Of Test ObjectiveTest Subjective Test Individual Test Group Test Unstandardized Test Standardized Test
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  Objective Test it isa test paper and pencil test where in students’ answers can be compared and quantified to yield a numerical score. This is because it requires convergent and specific response.
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  Subjective Test it isa paper and pencil test which is not easily quantified as students are given the freedom to write their answer to a question, such as an essay test. Thus, the answer to this type of test is divergent.
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  Individual Test  itis a test administrated to one student at a time.
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  Group Test it isone administrated to a group of students.
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  Unstandardized Test it isone prepared by teachers for use in the classroom, with no established norms for scoring and interpretation of results.
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  Standardized Test it isa test prepared by an expert or specialist. This type of test samples behavior under uniform procedures.
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  Purpose Of Test& Measurement For getting knowledge about the progress. For preparation of effective planning. For knowing the abilities and capacities. For giving motivation. For knowing the achievements in future. For research and experimentations.
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  assessment
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  What Is Assessment? Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment in education is the process of gathering, interpreting, recording & using information about pupils’ responses to an educational task. (Harlen, Gipps, Broadfoot, Nuttal, 1992)
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  Assessment can focuson the individual learner, the learning community( class, workshop, or other organized group of learners), the institution, or the educational system. The process of gathering quantitative and qualitative data of what a student can do, and how much a student possesses.
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  Types Of Assessment FormalAssessment Informal Assessment Formative Assessment Summative Assessment
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  Formal Assessment Formal assessmentshave data which support the conclusions made from the test. We usually refer to these types of tests as standardized measure. The data is mathematically computed and summarized. Scores such as percentiles, stanines, or standard scores are mostly commonly given from this type of assessment.
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  Informal Assessment  Informalassessments are not data driven but rather content and performance driven. For example, running records are informal assessments because they indicate how well a student is reading a specific book. Scores such as 10 correct out of 15, percent of words read correctly, and most rubric scores are given from this type of assessment.
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  Formative Assessment  “Adiagnostic use of assessment to provide feedback to teachers and students over the course of instruction.” --- Carol Boston Gathering of data during a time program is being develop. This is likewise provide feedback for the improvement of an instruction or for the improvement of the program.
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  Administrated at theend of the day’s lesson. The goal of formative assessment is to monitor students learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning.
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   Determines whetherthe teacher delivers quality instruction in a particular day-base on the particular result.
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  Summative Assessment  “Asummative assessment is one attempts to assess student learning for a specific time period. For example, a unit test would be a summative assessment.” --- Eden Ralph Use to determine the mastery & achievement of the student. Done usually at the end of a chapter or unit.
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   Accountability ofsuccess or failure. Use primarily in assigning grades. Designed to determine the extent to which the instructional objectives has been achieved
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  The goal ofsummative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
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  Formative vs Summative Thepurpose of formative assessment is to monitor student learning and provide ongoing feedback to staff and students. It is assessment for learning. If designed appropriately, it helps students identify their strengths and weaknesses, can enable students to improve their self- regulatory skills so that they manage their education in a less haphazard fashion than is commonly found. It also provides information to the faculty about the areas students are struggling with so that sufficient support can be put in place.
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  Formative assessment canbe tutor led, peer or self-assessment. Formative assessments have low stakes and usually carry no grade, which in some instances may discourage the students from doing the task or fully engaging with it.
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  The goal ofsummative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments often have high stakes and are treated by the students as the priority over formative assessments. However, feedback from summative assessments can be used formatively by both students and faculty to guide their efforts and activities in subsequent courses.
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  An over-reliance onsummative assessment at the conclusion of an element of study gives students a grade, but provides very little feedback that will help them develop and improve before they reach the end of the module/program. Therefore achieving a balance between formative and summative assessments is important, although one that students don't always fully grasp and/or take seriously.
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  Formative assessments, providea highly effective and risk-free environment in which students can learn and experiment. They also provide a useful lead-in to summative assessments, so long as feedback is provided.
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  To Engage StudentsIn Formative Assessment: Explain the rationale behind formative assessment clearly – make it clear to students that through engaging with formative tasks they get to gain experience with their assessments, risk-free, and can develop far stronger skills in order to obtain better grades in the summative assessments.
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  Create a linkbetween summative and formative assessment – design formative assessments in such a way that they contribute to the summative task. This lowers the workload on the students and provides them with necessary feedback to improve their final performance. An example of such assessment is producing an essay plan, a structure of a literature review, part of the essay or bibliography.
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  Lower the numberof summative assessments and increase the number of formative assessments – yet do not allow one single summative assessment to carry too much weight in the final grade.
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  Purpose Of Assessment Todiagnose students’ strengths and weaknesses. To assign grades. To determine the teachers’ effectiveness. To monitor students’ progress. To help evaluate teachers.
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  EVALUATION
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  What Is Evaluation? Evaluation is concerned with a whole range of issues in and beyond education; lessons, programs, and skills can be evaluated. It produce a global view of achievements usually based on many different types of information such as observation of lessons, test scores, assessment reports, course documents or interviews with students and teachers.
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  The process ofmaking overall judgement about one’s work or a whole school work (Cameron)  Evaluation is a process of determining to what extend the educational objectives are being realized --- Ralph Taylor
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  Types Of Evaluation ProcessEvaluation Product Evaluation
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  Process Evaluation  Itrefers to evaluation taking place during the program or learning activity. It is conducted while the event to be evaluated is occurring & focuses on identifying the progress towards purposes, objectives, or outcomes to improve the activities, courses, curriculum, program or teaching and student. It is also known as formative evaluation.
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  Product Evaluation Product evaluationsexamines the effects of outcomes of some object. It conducted at the end of course.  It is also known as summative evaluation. It evaluates the progress towards an established outcomes.
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  Purpose Of Evaluation Clarifyand define objectives. Facilitate the improvement program. Motivate Participants. Establish and maintain standards to ,meet legal, professional and academic credentials. Test the efficiency of teachers.
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  Measurement vs Evaluation Evaluationis integrated with the entire task of education and not only with examinations, tests and measurements. Evaluation encompasses tests and measurement but also gives beyond them. It depends upon measurement but is not synonymous with it.
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  Measurement is aquantitative determination of hew much an individual’s performance has been while evaluation is a qualitative judgment of how good or how satisfactory an individual’s performance. Measurement describes a situation while evaluation judges its worth or value. Measurement is only a tool to be used in evaluation by itself, it is meaningless but without it evaluation is likely to be of little significance.
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  Sound evaluation isbased upon the results of accurate and relevant measurement, It is also to be remembered that not all uses of test or measurement in education can be considered evaluation for evaluation is always in the light of some particular goal, purpose or value.
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  Evaluation is acomprehensive and continuous process which covers every aspect of an individual’s achievement in the educative program. It is an integral part of education in which students and teachers are partners, it signifies a wider students and teachers are partners it signifies a wider process of judging students’ progress, in various aspects. Measurement on the other hand implies only a precise quantitative assessment of instructional outcome.
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  Evaluation is notonly quantitative but also qualitative and includes value judgment. Mathematically it may be said that Evaluation Measurement (quantitative description of students’ achievements) +qualitative description of student abilities +value judgment about students achieves and abilities.
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  Assessment vs Evaluation Assessand evaluate are words closely enough related to be used in defining each other. However, there are differences in educational assessment and evaluation processes. When assessing students, instructors gather, summarize, and interpret data to determine which strategies to implement to further enhance the learning experience.
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  They assess students’readiness to learn, preferred learning styles, past experiences with content and barriers to learning. Assessment sources may be both subjective (self-assessment checklist) and objective (pretest). Assessment may be structured (interview) or informal (questions during lecture).
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  Through assessment, theinstructor understands the cognitive, psychomotor and affective learning needs of the student in order to determine the next educational steps. When evaluating students, instructors gather, summarize, and interpret data to determine the student’s mastery of content and the effectiveness of the teaching strategies.
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  They evaluate students’understanding of new concepts, ability to perform certain skills and the evolution of values. As a formal process, evaluation occurs at preset time intervals throughout the course and curriculum. Evaluation criteria are set and agreed upon by all instructors before implementing educational activities. Students must know in advance when to expect evaluation and what criteria will be evaluated.
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  Through evaluation theinstructor determines the effectiveness of the educational activities. The process of evaluation provides the instructor with valuable information to guide feedback to the student. The difference between assessment and evaluation lies within the intent of use. Choose assessment when you wish to determine educational strategies. Use evaluation when you want to understand your students’ performance so you can shape knowledge, belief and behavior.