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Advanced assessment and evaluation (role of assessment and measurement in teaching)
- 1. Advanced Assessment andEvaluation MPhil Education Huma Zahid Div of Education
- 2. AGENDA Role of Measurementand Assessment in Teaching
- 3. INDEX Definition and Conceptof Assessment and Measurement Need for Assessment Instructional Decisions Requiring Assessment Data General Principles of Assessment Types of Assessment with Respect To: a. Functional roles in instruction b. Performance c. Interpretation of result d. Form of assessment
- 4. Definition and Conceptof Assessment • ANY PROCEDURE (FORMAL OR INFORMAL) USED TO OBTAIN INFORMATION ABOUT STUDENT PERFORMANCE. USED TO MAKE A VALUE JUDGMENT ABOUT LEARNING, ETC.
- 5. Definition and Conceptof Measurement • PROCESS OF QUANTIFYING INDIVIDUAL’S ACHIEVEMENT, PERSONALITY, ATTITUDES, HABITS AND SKILLS • QUANTIFICATION APPRAISAL OF OBSERVABLE PHENOMENA
- 6. Need for Assessment •We need assessment for A. Identification of learning goals B. Judgment concerning how well goals have been attained
- 7. Instructional Decisions RequiringAssessment Data 1.How realistic are my plans for these students? 2.How should i group students? 3.Are my students ready for the next learning experience? 4.How well are my students meeting my learning goals for them? 5.How far are my students progressing beyond the minimum? 6.When would a review be most useful?
- 8. Instructional Decisions RequiringAssessment Data contd. 7. What learning problems are students having? 8. Which students need to be referred for help? 9. Which students have poor insight into their performance? 10. What grades should i assign? 11. What do I tell parents about their children’s progress? 12. How effective was my teaching??
- 9. General Principles ofAssessment 1. Clearly stating what is to be assessed is of highest priority -Math reasoning is very different from math computation
- 10. General Principles ofAssessment (Contd.) 2. An assessment procedure should be selected because of its relevance to the characteristics or performance to be measured. - The learning objective/test purpose defines the type of assessment you use. -E.G., “Describe” requires that we use essay or oral test; “select” suggests multiple choice; “organize” suggests a supply-type assessment
- 11. General Principles ofAssessment (Contd.) 3. Comprehensive assessment requires a variety of procedures -Different levels/types of learning require different types of assessment -Let’s look at one way of categorizing learning -Bloom’s taxonomy -Knowledge, understanding, application -Analysis, synthesis, evaluation -These different types of learning require different
- 12. General Principles ofAssessment (Contd.) 5. Assessment is a means to an end, not an end in itself • Assessment information helps us make decisions about students, instruction, curriculum. • Assessment information never should be used just to give a grade (though even that is a purpose) • Everyone should understand what the purpose of a specific type of assessment is! • What if you find out that children cannot “classify”?
- 13. Types of Assessmentwith Respect to: ASSESSMENT PROCEDURES CAN BE CLASSIFIED BY Functional role in instruction Performance Interpretation of results Form of assessment
- 14. Functional Role inInstruction 1. Placement Assessment 2. Formative Assessment 3. Diagnostic Assessment 4. Summative Assessment
- 15. Placement Assessment To determinestudent performance at the beginning of instruction Typically focus on question such as does the student possess the knowledge and skills needed to begin the planned instruction?
- 16. Formative Assessment Tomonitor learning process during instruction Its provide continuous feedback to both student and teacher concerning learning successes and failures
- 17. Diagnostic Assessment Todiagnose learning difficulties during instruction it involves the use of specially prepared diagnostic test as well as various observational techniques
- 18. Summative Assessment Toassess achievement at the end of instruction It is primarily for assigning course grades or for certifying student mastery of the intended learning outcomes
- 19. Assessment Procedures Classifiedby Performance 1. Maximum Performance 2. Typical Performance 3. Fixed Choice 4. Complex-performance Assessment
- 20. Maximum Performance Maximum Performance •Test of the "can do" (e.g., Aptitude, ability, and achievement tests) • Right/wrong answers
- 21. Typical Performance Typical performance •Assessment of the "will do" (e.G., Vocational interest or personality inventories) • No right or wrong answers
- 22. Fixed Choice Fixed-choice • "Selection"item • Objective • Reliable • Efficient • Cost effective • Cannot measure complex performance • Requires reproduction only, not production
- 23. Complex-performance Assessment COMPLEX PERFORMANCE •"SUPPLY" ITEM • SUBJECTIVE • NOT STATISTICALLY RELIABLE • COSTLY IN TIME • MEASURES COMPLEX PERFORMANCE • REQUIRES PRODUCTION, NOT JUST REPRODUCTION
- 24. Interpretation of results 1.Norm-referenced 2. Criterion-referenced
- 25. Norm-referenced It comparesa student’s performance with the performance of other students in the class It uses the normal curve in distributing grades of students by placing them either above or below the mean. The teacher’s main concern is the variability of the score. The more variable the score is the better because it can determine how individual differs from the other. Uses percentiles and standard scores. It tends to be of average difficulty.
- 26. Criterion-referenced It servesto identify on what extent the individual’s performance has met in a given criterion. (Ex. A level of 75% score in all the test items could be considered a satisfactory performance) It points out what a learner can do, not how he compares with others It identifies weak and strong points in an individual’s performance It tends to focus on sub skills, shorter, mastery learning it could be both diagnostic and prognostic in nature.