Assessment, types and purpose
- 1. Presented by: Dinesh Shrestha 1/26/2015 1
- 2. 1/26/2015 2 I believe, we are not like him……..
- 3. • The Word ‘assess’ comes from the Latin Verb ‘assidere’ meaning to ‘sit with’ • In assessment one is suppose to sit with the learner. This implies it is something we do ‘with’ or ‘for’ and not ‘to’ students. (Green, 1999) • Assessment is the process of gathering and analyzing the information regarding learning activities systematically to inform and improve learning or programs of student learning in light of goal oriented expectations. 1/26/2015 3
- 4. HISTORY DEVELOPMENT OF INTELLIGENCE TEST GERMAN 1. Ebbinghaus—quantitative memory 2. Kroeplin and Sommer– association test 3. William Stern– mental quotient MQ= MA/CA 4. Terman– Intelligent quotient IQ= (MA/CA)*100 ENGLAND 1. Galton– questioning method and theory of eugenics statistical and experimental method 2. Pearson– method of correlation(pearson- product-moment coefficient of correlation) 3. Spearman– rank correlation or Spearman Rho 4. Spearman-brown formula—reliability of full test. 5. Split-half method—half of the odd and even 1/26/2015 4
- 5. FRANCE 1. Esquirol– mental disabilitiy and insanity 2. Sequin– board for mentally defectiveness using ten different sizes and shapes to be inserted in the hole. 3. Binet– extensively used test for intelligence and “whos” thinking were influence. AMERICAN APPLIED PSYCHOLOGY 1. James Mckeen Cattel– father of mental testing. 2. Thorndike—father of educational measurement. 3. Wechsler– adult intelligent and deviation quotient 4. Raymond Cattel– advance statistical thecnique, cuturre free or culture fair-intelligence test. 5. Safran– culture reduce intelligence test 1/26/2015 5
- 6. DEVELOPMENT OF ACHIEVEMENT TEST Horrace Man—written and oral examination Fisher– first objective test J.M. Rice– comparative test Stone– first standardize test in arithmetic Call– objective test which is extensively used today Taylor– evaluative test Gates– basic reading test for grade 3-8 DEVELOPMNET OF CHARACTER AND PERSONALITY MEASUREMENT Fernald– first to measure character by test Voelker– some actual situations for testing character Symonds– scientific study of personality Rorschach—personality test using ink blots 1/26/2015 6
- 7. Test, Measurement and Assessment Test process in which a sample of an individual behavior is obtained, evaluated and scored using standardized procedures (set of questions) Measurement process of obtaining numerical description of the degree of individual possesses. Quantifying of how much does learner learned. Assessment process by which evidence of student achievement is obtained and evaluated. Process of gathering and organizing data-the basis for decision making (evaluation). Knowing (what he learned, how he learned) 1/26/2015 7
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- 9. • True-False item • Multiple choice • Completion • Short Answer • Essay • Practical Exam • Paper/Reports • Projects • Questionnaires • Inventories • Checklist • Peer Rating • Self Rating • Journal • Portfolio • Observations • Discussions • Interviews 1/26/2015 9
- 10. Five Keys to Quality Assessment Identify the Purpose Clarify the Targets Use Sound Design Involve Students Provide Effective Feedback Where Am I Going? Where Am I Now? How Do I Close the Gap? 1/26/2015 10
- 11. Key Steps 1/26/2015 11 Where the learner is going Where the learner is right now How to get there Educational goal
- 12. What assessment does: • Provides information on student’s learning • Engages you and other’s in analyzing and using this data/information to confirm and improve teaching and learning • Provides evidence of student’s learning to meet set goals • Guides in making educational and institutional improvements • Evaluates whether changes made improve student learning • Document the learning and your efforts 1/26/2015 12
- 13. What can be assessed • Student learning characteristics - Ability differences - Learning differences • Student motivational characteristics - Interest - Self-efficacy - goal orientation 1/26/2015 13
- 14. Continue…. • Learning - content knowledge - Ability to apply content knowledge - Skills - Dispositions and attitudes tendency to act or think in a particular way - performances 1/26/2015 14
- 15. Criteria in choosing assessment method • It should be reliable:- reliable assessment should achieve same result time and again with the same level of student. • It should be valid:- e.g. Driving skill can not be assessed through written test only. • It should be simple to operate, and should not be too costly • It should be seen by student’s and society in general • It should benefit all students 1/26/2015 15
- 16. Who should be involved in assessment • The teacher • The student • The student’s peer • Administrator • Parents 1/26/2015 16
- 17. How can we assess students • Traditional assessment: assess student knowledge and skills in isolation from real world context Traditional assessment practices reflect what students are able to recall from through various means, such as, multiple choice, true/false, fill in the blanks, and matching questions…. • Authentic assessment: assesse student’s ability to use what they’ve learned in tasks similar to the outside world Occurs when authenticity of student learning has been observed. It requires information from a variety of source such as content work samples, observation during class activities, and conferences with students. 1/26/2015 17
- 18. Ideal assessment • Provides accurate demonstration of student proficiency • Yields information for faculty planning • Is valid as a learning experience in and of itself An assessment of, for and as learning 1/26/2015 18
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- 20. Purpose of Assessment Why? • Identify what children know (knowledge) • Identity what the children can do and how well can they do it (skill; performance) • Find appropriate process for students to involve them in learning process • Identify children’s specific needs • Select appropriate curriculum to meet children’s individual needs • Determine how well and to what extent programs and service children receive are beneficial and appropriate 1/26/2015 20
- 21. Continue…. • Inspect the progress of children toward achieving educational goal • Make policy regarding what is and what is not appropriate for children • Communicate with parents to provide information about their children’s progress and learning • Helping teachers to make lesion and activity plan • Inform the effectiveness of project or program and diagnose a place for improvement 1/26/2015 21
- 22. The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer. Alice Wellington Rollins 1/26/2015 22