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Educational Assessment and Evaluation
- 2. EDUCATIONAL ASSESSMENT AND EVALUATION(8602) MEASUREMENT, ASSESSMENT AND EVALUATION (Unit -1) MUHAMMAD HUSSAIN HEADMASTER M.PHIL EDUCATION
- 3. Concept of MeasurementAssessment and Evaluation • Despite their significant role in education the terms measurement, assessment, and evaluation are usually confused with each other. • Mostly people use these terms interchangeably and feel it very difficult to explain the differences among them. • Each of these terms has a specific meaning sharply distinguished from the others.
- 5. Measurement • Measurement: Ingeneral, the term measurement is used to determine the attributes or dimensions of object. For example, we measure an object to know how big, tall or heavy it is. • In educational perspective measurement refers to the process of obtaining a numerical description of a student’s progress towards a pre-determined goal. • This process provides the information regarding how much a student has learnt. Measurement provides quantitative description of the students’ performance for example Rafaih solved 23 arithmetic problems out of 40. • But it does not include the qualitative aspect for example, Rafaih’s work was neat.
- 11. Testing • A testis an instrument or a systematic procedure to measure a particular characteristic. For example, a test of mathematics will measure the level of the learners’ knowledge of this particular subject or field. • A test is a set of items.
- 12. Assessment • Assessment: Kizlik(2011) defines assessment as a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. • For example, a teacher may assess the knowledge of English language through a test and assesses the language proficiency of the students through any other instrument for example oral quiz or presentation. • Based upon this view, we can say that every test is assessment but every assessment is not the test. • In short, we can say that assessment entails much more than testing. It is an ongoing process that includes many formal and informal activities designed to monitor and improve teaching and learning.
- 18. Evaluation • Evaluation: Hopkinsand Antes (1990) defined evaluation as a continuous inspection of all available information in order to form a valid judgment of students’ learning and/or the effectiveness of education program. • The central idea in evaluation is "value." When we evaluate a variable, we are basically judging its worthiness, appropriateness and goodness. Evaluation is always done against a standard, objectives or criterion. • In teaching learning process teachers made students’ evaluations that are usually done in the context of comparisons between what was intended (learning, progress, behaviour) and what was obtained
- 19. Evaluation • Evaluation ismuch more comprehensive term than measurement and assessment. It includes both quantitative and qualitative descriptions of students’ performance. • It always provides a value judgment regarding the desirability of the performance for example, Very good, good etc.
- 25. Classroom Assessment: Why,What, How and When • Why to Assess: • Teachers have clear goals for instruction and they assess to ensure that these goals have been or are being met. If objectives are the destination, instruction is the path to it then assessment is a tool to keep the efforts on track and to ensure that the path is right. After the completion of journey assessment is the indication that destination is ahead. • What to Assess: • Teachers cannot assess whatever they themselves like. In classroom assessment, teachers are supposed to assess students' current abilities in a given skill or task. The teacher can assess students’ knowledge, skills or behaviour related to a particular field.
- 26. Cont…. • How toAssess: • Teachers employ different instruments, formal or informal, to assess their students. Brown and Hudson (1998) reported that teachers use three sorts of assessment methods – selected response assessments, constructed-response assessments, and personal-response assessments. They can adjust the assessment types to what they are going to assess. • When to Assess: • There is a strong agreement of educationists that assessment is interwoven into instruction. Teachers continue to assess the students learning throughout the process of teaching.
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- 29. Assessment for Learning(Formative Assessment) • Assessment for Learning (Formative Assessment) Assessment for learning is a continuous and an ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. • This assessment provides students with the timely, specific feedback that they need to enhance their learning. • The essence of formative assessment is that the information yielded by this type of assessment is used on one hand to make immediate decisions and on the other hand based upon this information; timely feedback is provided to the students to enable them to learn better. • If the primary purpose of assessment is to support high-quality learning then formative assessment ought to be understood as the most important assessment practice.
- 31. Garrison, & Ehringhaus,(2007) identified some of the instructional strategies that can be used for formative assessment • Observations. • Observing students’ behaviour and tasks can help teacher to identify if students are on task or need clarification. Observations assist teachers in gathering evidence of student learning to inform instructional planning. • Questioning strategies. • Asking better questions allows an opportunity for deeper thinking and provides teachers with significant insight into the degree and depth of understanding. Questions of this nature engage students in classroom dialogue that both uncovers and expands learning
- 32. Cont….. • Self andpeer assessment. • When students have been involved in criteria and goal setting, selfevaluation is a logical step in the learning process. With peer evaluation, students see each other as resources for understanding and checking for quality work against previously established criteria. • Student record keeping It also helps the teachers to assess beyond a "grade," to see where the learner started and the progress they are making towards the learning goals.
- 33. Assessment of Learning(Summative Assessment) • Assessment of Learning (Summative Assessment) Summative assessment or assessment of learning is used to evaluate students’ achievement at some point in time, generally at the end of a course. • The purpose of this assessment is to help the teacher, students and parents know how well student has completed the learning task. • In other words summative evaluation is used to assign a grade to a student which indicates his/her level of achievement in the course or program.
- 34. Assessment of Learning(Summative Assessment) • Assessment of learning is basically designed to provide useful information about the performance of the learners rather than providing immediate and direct feedback to teachers and learners, therefore it usually has little effect on learning. • Though high quality summative information can help and guide the teacher to organize their courses, decide their teaching strategies and on the basis of information generated by summative assessment educational programs can be modified.
- 35. Assessment for Learning(Formative Assessment) • Checks how students are learning and is there any problem in learning process. it determines what to do next. • Is designed to assist educators and students in improving learning? • Usually focuses on improvement, compared with the student's own previous performance Assessment of Learning (Summative Assessment) • Checks what has been learned to date. • Is designed to provide information to those not directly involved in classroom learning and teaching (school administration, parents, school board), in addition to educators and students? • Usually compares the student's learning either with other students' learning (norm- referenced) or the standard for a grade level (criterion referenced)
- 36. Assessment as Learning •Assessment as Learning means to use assessment to develop and support students' metacognitive skills. • This form of assessment is crucial in helping students become lifelong learners. • As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning. • Students develop a sense of efficacy and critical thinking when they use teacher, peer and self-assessment feedback to make adjustments, improvements and changes to what they understand.
- 37. Characteristics of ClassroomAssessment • Effective assessment of student learning begins with educational goals. • Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. • Assessment works best when it has a clear, explicitly stated purposes. • Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. • Assessment works best when it is ongoing not episodic. • Assessment is effective when representatives from across the educational community are involved.
- 38. Principles of ClassroomAssessment • Hamidi (2010) described following principles of classroom assessment; • Assessment should be formative • Should determine planning • Assessment should serve teaching • Assessment should serve learning. • Assessment should be curriculum-driven • Assessment should be interactive • Assessment should be student-centered
- 39. Principles of ClassroomAssessment (Continue) • Assessment should be diagnostic • Assessment should be exposed to learners • Assessment should lead to learner's autonomy • Assessment should involve reflective teaching • Note: Content has been selected from AIOU 8602 as well as some other websites