Types of assessments and studies based on them

1. TYPES OF ASSESSMENT AND
STUDIES BASED ON THEM

2. BASELINE ASSESSMENT
• IT IS THE FORM OF ASSESSMENT THAT IS USED TO DETERMINE WHAT THE LEARNER ALREADY
KNOW THAT IS RELATED TO THE TOPIC THAT IS ABOUT TO BE INTRODUCED
• IT ORGANIZES PEDAGOGY BECAUSE IT MAKES IT EASIER FOR TEACHERS TO ADD ON WHAT THE
LEARNERS KNOW
• IT DIRECT TEACHERS WHERE TO START AS IT ACTS AS A GUIDELINE FOR THE TEACHER
• ITS PURPOSE IS TO IDENTIFY THE SPECIAL EDUCATIONAL NEEDS LEARNERS MAY NEED

3. REFERENCES
• LINDSAY, G.1998.” BASELINE ASSESSMENT A POSITIVE INITIATIVE “IN BASELINE
ASSESSMENT EDITED BY :NORWICH ,B AND G.TAMWORTH:NASEN IN

4. INTRODUCTION TO DIAGNOSTIC
ASSESSMENT
• DIAGNOSTIC ASSESSMENT IT’S THE ASSESSMENT THAT IS USED TO CHECK STUDENTS/LEARNERS
NEEDS AND ABILITIES AND READINESS TO ACQUIRE THE KNOWLEDGE AND SKILLS IN THE
CURRICULUM.
• IT’S ALSO A FORM OF FORMATIVE ASSESSMENT.
UTILIZATION
• IT HAPPENS AT THE BEGINNING OF THE CHAPTER AND DURING THE LESSON IN A CLASSROOM.
• IT CAN BE USED BY THE TEACHER IN ORDER TO SEE WHAT DOES THE LEARNER KNOW.
• IT’S USED TO PROVIDE INFORMATION ABOUT WHAT THE LEARNER DOESN’T KNOW.
• IT’S USED TO CORRECT LEARNERS MISCONCEPTIONS ON THE SPOT.

5. DIAGNOSTIC ASSESSMENT
WILL I USE IT
• YES, IT WILL HELP ME TO IDENTIFY MY LEARNERS STRENGTH AND WEAKNESSES IN A
CERTAIN TOPIC AND I WILL BE ABLE TO HELP THEM TO CORRECT THE MISCONCEPTIONS
IN CLASS
• IT IS APPROPRIATE AS IT HELPS ME WITH THE PLANNING OF THE LESSON.
LIMITATIONS
• IT CAN BE TIME CONSUMING.
• DIFFICULT TO MOTIVATE STUDENTS PERFORMANCE

6. DIAGNOSTIC ASSESSMENT
ADVANTAGES
• LEARNERS CAN FIX THEIR MISCONCEPTIONS.
• THE TEACHER CAN RESPOND IMMEDIATELY.
REFERENCES
DEPARTMENT OF EDUCATION 2013” POLICY /PROGRAM MEMORANDUM NO. 155”

7. FORMATIVE ASSESSMENT
IMPACT OF FORMATIVE ASSESSMENT ON THE OUTCOME OF SUMMATIVE ASSESSMENT
• RESULTS
•78%
•76.8%
•80.8%

8. FORMATIVE ASSESSMENT
conclusion
the study revealed that formative assessment has positive effect on summative assessment in various ways.
Feedback derived from formative assessment remains an important tool for the students to minimize their
learning gap
REFERENCE
DAS, S; ET AL. IMPACT OF FORMATIVE ASSESSMENT ON THE OUTCOME OF SUMMATIVE ASSESSMENT - A FEEDBACK BASED CROSS
SECTIONAL STUDY CONDUCTED AMONG BASIC SCIENCE MEDICAL STUDENTS ENROLLED IN MD PROGRAM. ASIAN JOURNAL OF
MEDICAL SCIENCES. 8, 4, 38-43, JULY 2017. ISSN: 20910576.

9. SUMMATIVE ASSESSMENT
ACCORDING TO( NIGHT T.P) THE HISTORY OF PSYCHOMETRICS HAVE SHOWED SUMMATIVE
ASSESSMENT HAS BEEN A VEXED BUSSINESS, SO THE GROUNDS FOR CLAIMING THAT HIGH STAKES
ASSESSMENT IS NOW A DISTRAY ARE AS FOLLOWS. HIGHER EDUCATION INSTITUTIONS ARE
GENERALLY EXPECTED TO HAVE LEARNING GOALS THAT ARE FAR MORE EXTENSIVE AND COMPLEX
THAN MASTERY OF SUBJECT MATTER ALONE, AND THAT THEY ARE BEING HELD TO ACCOUNT FOR
STUDENT ACHIEVEMENT IN TERMS OF THOSE GOALS. SECONDLY, AT THE SAME
TIME, A GREATER RANGE OF ASSESSMENT TECHNIQUES HAS COME INTO CURRENCY, WHICH HAS
INTRODUCED
SUBSTANTIAL PRACTICAL AND THEORETICAL PROBLEMS, WITH THE COMPARABILITY AND
AGGREGATION OF
PERFORMANCES JUDGED BY DIFFERENT ASSESSMENT METHODS

10. SUMMATIVE ASSESSMENT
HOW IT WAS UTILIZED
• SUMMATIVE ASSESSMENTS THAT APPEAR TO SPEAK RELIABLY ABOUT SOME ACHIEVEMENTS
AT GIVEN
POINTS IN THE UNDERGRADUATE YEARS CAN BE MODERATE OR POOR PREDICTORS OF
CAREER ACHIEVEMENT
(STERNBERG, 1997).
• MOST EMPLOYERS THAT RELY ON SUMMATIVE ASSESSMENT DATA MIGHT END
DISAPPOINTED
• ( IN THIS STUDY THE ASSESSMENT IS USED FOR EMPLOYMENT PURPOSE

11. SUMMATIVE ASSESSMENT
FINDINGS
• MISUSE OF NUMBERS-CONCLUSIONS BASED ON STATISTICAL ROUTINES
INTENDED FOR TRULY
NUMERICAL DATA MAY NOT BE VALID
• THE STABILITY OF ASSESSMENT JUDGEMENTS
• LIMITS OF RELIABILITY

12. SUMMATIVE ASSESSMENT
WOULD I USE IT
YES I WOULD USE IT. AS A TEACHER I AM THE ONE WHO TEACHES THE CONTENT TO THE LEARNERS BUT I AM NOT
THE ONE THAT CREATES THE CURRICULUM, THE CURRICULUM ENTAIL THAT THIS TYPE OF ASSESSMENT SHOULD
BE USED I HAVE NO CHOICE BUT TO FOLLOW IT.
LIMITATIONS
• LIMITS LEARNERS IMPROVING FROM THEIR MISTAKES
• NO EVIDENCE PROVIDED BUT STATISTIC ONLY
REFEREENCE
NIGHT P.T, STUDIES IN HIGHER EDUCATION VOLUME 27 NO3 , 2002, CARFAX PUBLISH

13. CONTINUOUS ASSESSMENT
• ACCORIDNG TO TOOHIG (2014, 14) CONTINUOUS ASSESSMENT COMPRISES THE USE OF MARKS,
USUALLY SOME PERCENTAGES, OBTAINED FROM INTERNAL SCHOOL-BASED ASSESSMENTS
CONDUCTED THROUGHOUT THE YEAR TO CONTRIBUTE TO THE FINAL EXAMINATION GRADE OF A
LEARNER (SAYED ET AL., 2012, P.109).
• THE RESEARCH WAS SET OUT TO ANSWER THE QUESTION ‘HOW DO TEACHERS UNDERSTAND
CONTINUOUS ASSESSMENT?’. IT WAS AIMED AT INTERPRETING, AS FULLY AS POSSIBLE, HOW
CONTINUOUS ASSESSMENT IS UNDERSTOOD FROM THE TEACHER’S PERSPECTIVE WITHIN THEIR
UNIQUE CONTEXT.
• LIMITATIONS TO THE STUDY INCLUDED THE FOLLOWING: TIME, LOCAL LANGUAGE AND VALIDITY
CHECKS.

14. CONTINUOUS ASSESSMENT
• FINDINGS
• UNDERSTANDING OF CONTINUOUS ASSESSMENT: ESTABLISHING ‘WHAT CAN THE CHILD DO?’ IS
THE PURPOSE OF THE ASSESSMENT. POLICY DOCUMENTS AND TEACHERS SAW CONTINUOUS
ASSESSMENT AS BOTH USING JUDGEMENTS OVER TIME TO DETERMINE LEVEL OF ATTAINMENT
AND TO GUIDE PUPILS’ LEARNING.
REFERENCE
Toohig, E., 2014. what the child can do, study of continous assessment in Uganda.: University of Sussex
.

15. SYSTEMATIC ASSESSMENT
• THE IMPACT OF SYSTEMATIC ASSESSMENT
• THE USE QUALITATIVE AND QUANTITATIVE DATA
• MONITORING OF LEARNERS PROGRESS, PERFORMANCE AND ACHIEVEMENT OVER TIME
• THE SYSTEMATIC COLLECTION, REVIEW, AND USE OF INFORMATION
• THE SHEER EXTENT OF THE TESTING PROGRAMMES, AND THE DEVELOPMENT TIME PERIOD
• ACCORDING TO THE READING IT WAS FOUND THAT SYSTEMATIC ASSESSMENT IT IS THE
• MOST EFFECTIVE BY MEANS OF COLLECTING, REVIEWING AND USE OF INFORMATION ABOUT EDUCATIONAL
PROGRAMS UNDERTAKEN FOR THE PURPOSE OF IMPROVING STUDENT LEARNING AND DEVELOPMENT

16. SYSTEMATIC ASSESSMENT
REFERENCE
• DUNNE, T., LONG, C., CRAIG, T., VENTER, E.. MEETING THE REQUIREMENTS OF BOTH CLASSROOM-BASED AND SYSTEMIC
ASSESSMENT OF MATHEMATICS PROFICIENCY: THE POTENTIAL OF RASCH MEASUREMENT THEORY. PYTHAGORAS, 33, NOV. 2012.
AVAILABLE AT: <HTTP://WWW.PYTHAGORAS.ORG.ZA/INDEX.PHP/PYTHAGORAS/ARTICLE/VIEW/19/234>. DATE ACCESSED: 10 AUG.
2017.
• THE RELATIONSHIP BETWEEN TYPES OF ASSESSMENTS:
 FORMATIVE ASSESSMENT CAN BE A CONTINUOUS
 SUMMATIVE ASSESMENT CAN BE FORMATIVE, (USING PASSED PAPERS)