A presentation slide

1. Assessment Literacy & Performance Competencies (EDU485)
GENERAL PRINCIPLES
OF ASSESSMENT
Created bt Zuraimi Zakaria
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2. Created bt Zuraimi Zakaria
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Terminologies
Latent Trait Theory
The Concept of Noise
Important Types of Assessment
Assessment Literacy & Performance Competencies (EDU485)

3. Assessment Literacy & Performance Competencies
TERMINOLOGIES Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
ASSESSMENT
The process of gathering information to monitor progress and make
educational decisions, if necessary.
Purposeful process of gathering, interpreting, recording and
communicating; to stakeholders information on student progress that is
related to the outcomes of teaching and learning.

4. Instruction &
intervention strategies
test
planning
item
construction
test
assembly
test
administration
scoring &
grading
reporting
item
analysis
Testing Process
Assessment Literacy & Performance Competencies
Created bt Zuraimi Zakaria
Not to be distributedor reproduced without permission
unit thirteen

5. Assessment Literacy & Performance Competencies
TERMINOLOGIES Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
stakeholder
evidence

6. Assessment Literacy & Performance Competencies
TERMINOLOGIES Created bt Zuraimi Zakaria
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session two
EVALUATION

7. Assessment Literacy & Performance Competencies
TERMINOLOGIES Created bt Zuraimi Zakaria
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session two
assessor
assessee

8. Assessment Literacy & Performance Competencies
TERMINOLOGIES Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
instrument
item

9. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
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session two
Latent Trait Theory

10. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
In the classroom, teachers often
have to measure traits or variables
that cannot be physically seen.
If the construct or domain assessed is invisible, how can
assessment be carried out?
QUESTION

11. Assessment Literacy & Performance Competencies
LATENT Created bt Zuraimi Zakaria
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session two
Remember two types of variables:
LATENT
VARIABLES
MANIFEST
VARIABLES

12. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
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session two
What do we base our inferences on?
write
say
do
make

13. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
1
BIG IDEA Little Idea
big idea vs. little idea

14. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
big idea vs. little ideas
1
2
3
4
5
BIG IDEA Little Ideas

15. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
latent variable & manifest variables
1
2
3
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5
intelligence evidence
task
task
task
task
task
manifest
variables
latent trait

16. Assessment Literacy & Performance Competencies
LATENT TRAIT THEORY Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
If determination of students’ abilities are based on inferences,
how accurate can it be?
QUESTION

17. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
Noise

18. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
noise
definition:
Any forms of distractions that exist in your
assessment/assessment process which
prevents students from accurately
demonstrating the learned knowledge and
skills.

19. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
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session two
the concept of noise
1
2
3
4
5
intelligence evidence
latent trait
3
1
3
1
3
1
3
1
3
1
noises

20. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
example of item with noise
For items 8 to 12, match the appropriate unit in the list on the right to the quantities in the list
on the left. Fill the bubble (A to F) on the answer sheet to show which unit is best used with
each quantity. You may choose a unit more than once.
Quantity Units
8. dose of cough mixture
9. packet of biscuits
10. width of a road
11. tank of petrol
A. Litres
B. Grams
C. Kilometres
D. Metres
E. Kilograms
F. Millilitres

21. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
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session two
what should you do?
Your goal in any assessment is to reduce
the noise as much as possible!!!

22. Assessment Literacy & Performance Competencies
NOISE Created bt Zuraimi Zakaria
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session ttwo
Let’s take a break!!!

23. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Now… let’s look at…
Important terms in assessment that every
teacher must know!!!

24. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
Types of Assessment

25. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
They are …
Informal vs. Formal Assessment
Formative vs. Summative Assessment
Norm-Referenced Testing vs. Criterion
Referenced Testing
REMINDER : Oh, do remember them by heart cause they will be repeatedly
used this class.

26. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Formal Assessment
Formal ways of knowing how much a student has learnt or
improved during the instructional period. For examples,
exams, diagnostic test, achievement tests, intelligence tests,
etc.
All formal assessments have standardized methods of
administering and scoring the tests.

27. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Informal Assessment
Allows teachers to carry out assessment while
teaching and learning process is ongoing, without
making use of standardized tests and scoring
patterns. Eg. Running records, observation,
anecdotal notes, etc.

28. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Formative Assessment
Assessment carried out while the lessons are
ongoing for the purpose of improving teaching
and learning process.
The evidence derived from formative
assessment is used to improve current
teaching effectiveness and/or to intervene
students’ learning.
Can you think of examples of formative assessment?
QUESTION

29. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Formative Assessment
Teacher observation provides useful information about
student learning:
1. It allows teachers to immediately intervene student
learning. Tests are only carried out two or four times a
year and it might be too late to do the teaching
intervention based on evidence from the test.
Teacher Observation in Formative
Assessment

30. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
2. Teacher observation has no incurred cost and not time
consuming, as compared to other forms of formative
assessments which require careful planning and time.
3. It enables teachers to better target their teaching.
Teachers are able to gauge the effectiveness of the
lesson and make improvement to their teaching.
Teacher Observation in Formative Assessment

31. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Summative Assessment
Assessment carried out at a point in time
(usually at the end of teaching year/
semester/topics) aimed in capturing students’
performance or achievement, usually for the
purpose of reporting.
What are some examples of summative assessment?
QUESTION

32. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session ttwo
Norm-referenced Testing
An assessment where student performance is compared to a larger group
or ‘norm group’.
The purpose is usually to sort students and not to measure achievement
toward some criterion or performance.
The National Center for Research on Evaluation, Standards and Student Testing (1996)

33. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
Criterion-referenced Testing
An assessment where an individual’s performance is compared to a
specific learning objective or performance standard and not to the
performance of other students.

34. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
nrt
Test score tells a student where he stands in terms of
total number of possible points (e.g. Jamal scored 80
out of 100 marks).
Or in terms of other students in the class
(Jamal received the highest score in the class).

35. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
more on nrt
Through grades, teachers convey messages to
students about their judgment of students’ work:
their work is excellent, very good, satisfactory.
This is helpful information, but what does it mean?

36. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
more on nrt
In other words, test scores and grades
help teachers monitor student learning,
but they do very little to promote learning.

37. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
nrt versus crt
Solution:
CRT enables the teacher to monitor student learning
as well as promote student learning.

38. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
crt: MUET bands
aggregated
score
band user
command of
language
communicative
ability
understanding
task performance
260-300 6 very good
user
very good command of
the language
very fluent, accurate and
appropriate; hardly any
inaccuracies
high level of
understanding of the
language
functions extremely well in
the language
250-259 5 good user good command of the
language
fluent, appropriate but with minor
inaccuracies
good level of
understanding of the
language
functions well in the
language
180-219 4 competent
user
satisfactory command of
the language
generally fluent, usually
appropriate but with occasional
inaccuracies
satisfactory level of
understanding of the
language
functions reasonably well
in the language
140-179 3 modest user fair command of the
language
fairly fluent, usually appropriate
but with noticeable inaccuracies.
able to understand but
with some
misinterpretation
able to function well but
with some effort
100-139 2 limited user limited command of the
language
lacks fluency and appropriacy;
inaccurate use of the language
resulting in frequent breakdowns
in communication
limited understanding
of the language
limited ability to function
in the language
below 100 1 extremely
limited user
poor command of the
language
inappropriate and inaccurate use
of the language resulting in very
frequent breakdowns in
communication
poor understanding of
the language
hardly able to function in
the language

39. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
crt: IELTS bands
BAND DESCRIPTIONS
9 Expert User
Has fully operational command of the language: appropriate, accurate and fluent with complete understanding.
8 Very Good User
Has fully operational command of the language with only occasional unsystematic inaccuracies and inappropriacies.
Misunderstanding may occur in unfamiliar situations. Handles complex detailed argument well.
7 Good User
Has operational command of the language, though with occasional inaccuracies, inappropriacies and misunderstanding in some situations. Generally
handles complex language well and understands detailed reasoning.
6 Competent User
Has generally effective command of the language despite some inaccuracies, inappropriacies and misunderstandings. Can use and understand fairly
complex language, particularly in familiar situations.
5 Modest User
Has partial command of the language, coping with overall meaning in most situations, though is likely to make many mistakes. Should be able to
handle basic communication in own field.
4 Limited User
Basic competence is limited to familiar situations. Has frequent problems in understanding and expressions, is not able to use complex language.
3 Extremely Limited User
Conveys and understands only general meaning in very familiar situations. Frequent breakdowns in communication occur.
2 Intermittent User
No real communication is possible except for the most basic information using isolated words or short formulae in familiar situations and to meet
immediate needs. Has great difficulty understanding spoken and written English.
1 Non User
Essentially has no ability to use the language beyond possibly a few isolated words.
0 Did not attempt the test
No assessable information provided.

40. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
linking CRT to teaching and learning
1. The learning standards or criteria describe students’
current abilities or skills.
2. The learning standards or criteria indicate the level
of learning where teachers should target next in
their teaching.
3. The learning standards or criteria inform the
progress made by the students throughout the
teaching period.

41. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
cumulative grade point average (cgpa)
Regarded as indication of students’ abilities and
often serves as a way of ranking and distinguishing
people for purposes of university admissions,
scholarship awards and job interviews.
Each grade a student earns is weighted according to
a uniform scale so that a single number can be used
to express grades earned over a semester, year or
the entire academic career.

42. Assessment Literacy & Performance Competencies
Created bt Zuraimi Zakaria
Not to be distributedor reproduced without permission
session two
key takeaways
General Principles of Assessments
key terminologies
latent trait theory
noise
types of classroom assessment

43. Assessment Literacy & Performance Competencies
GENERAL PRINCIPLES OF ASSESSMENT Created bt Zuraimi Zakaria
Not to be distributed or reproduced without permission
session two
end of session two…