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Assessment.pptx
This document discusses assessment types and characteristics. It begins by defining assessment and evaluation, and describing the types of assessment as diagnostic, formative, and summative. It then discusses important assessment fundamentals, including why, what, when, and how to assess. Specifically, it notes that assessment should determine if learning outcomes are met, support student learning, and be used for accountability. Assessment instruments should demonstrate validity, reliability, feasibility, and objectivity. The document emphasizes that learning should drive assessment and feedback, and that validity is the most important characteristic of good assessment.
Assessment.pptx
- 1. Afternoon Sessions –Day 2 • Introduction to Assessment • Formative, Summative and Internal Assessment • Assessment Planning and Quality assurance • Framing • Essay question • Short notes • MCQs
- 2. Assessment Types and Characteristics Dr BharathKumar Reddy A. Associate Professor Dept. of Forensic Medicine & Toxicology, Government Medical College, Nalgonda.
- 3. Learning Objectives • Defineassessment and evaluation • Know Types of assessment • Understand Characteristics of a good assessment • Validity • Reliability • Feasibility • Objectivity
- 5. Assessment Vs Evaluation •Assessment : Taking a measure of effectiveness. It is ongoing • Evaluation: Process of observing and measuring a thing for the purpose of judging it and of determining its value, either by comparison to similar things, or to a standard. • Done at the end of the course.
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- 10. Assessment Fundamentals • Whydo we assess? • What should we assess? • When should we assess? • How should we assess?
- 11. Why Do WeAssess? • Determine whether learning outcomes are met • Support of students’ learning • Certification and competency judgment • Teaching program development and implementation • Accountability • Understanding the learning process
- 12. Assessment Serves MultipleStakeholders • Students • Teachers • Department, Faculty, University, Administrators • Public, Governmental Agencies • Stakeholders’ interest in assessment is not necessarily aligned.
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- 14. Knowledge and Performance MillerGE. The assessment of clinical skills/competence/performance. Academic Medicine (Supplement) 1990; 65: S63-S7. Knows Shows how Knows how Does Professional authenticity Cognition Performance
- 15. Shows how Knows how Knows Does Factual tests Context-basedtests Performance Assessment in vitro Performance Assessment in vivo What Should We Assess?
- 16. Concept of Mastery ‘Allor none state’ – not really When Should We Assess? Date of Examination k n o w le d g e Time
- 17. • Assessment driveslearning • Is this not our current scenario
- 18. Continuum of Performance •‘Learning Curve’
- 19. A examination thatattempts to test students’ mastery at a given point of time is less preferable than one that tests the mastery over a span of time.
- 20. How Should WeAssess? • Assessment Instruments must be: • Validity • Reliability • Feasibility • Objectivity • Educational Impact
- 21. Validity • Truthfulness; Accuracy •Validity: Ability of the assessment instrument to test what it is supposed to test.
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- 23. Reliability • The degreeof consistency between two measures of the same thing. (Mehrens and Lehman, 1987 • The measure of how stable, dependable, trustworthy, and consistent a test is in measuring the same thing each time (Worthen et al., 1993)
- 24. Reliability • Reliability refersto the consistency of test scores and the concept of reliability is linked to specific types of consistency. • Over time • Between different examiners, • Different testing conditions • Instruments for student assessment needs high reliability to ensure transparency and fairness
- 28. Knowledge and Performance Knows Showshow Knows how Does Validity Cognition Performance Reliability
- 29. Principle One: “Learning>> Assessment >> Feedback” in that order! • Learning should drive assessment and feedback; not the other way round • Teaching is easy bit; defining the purpose of assessment is critical • Balance between “assessment of learning” and “assessment for learning”
- 30. Principle Two: Validity,Validity, Validity • Validity is the single most important determinant in in assessment • Our interest is in validity of inference; validity can not be compromised • Balance between educational needs and institutional needs
- 31. Principle Three: EducationalImpact • Any assessment is anxiety provoking for the students and now faculty… • Assessment has potential positive and negative steering effects on learning and professional development • “Curriculum instructs teacher what to teach; exam instructs students what to learn.” • Donald Melnick, 1991
- 32. Assessment is amoral activity. What we choose to assess and how shows quite starkly what we value. Knight, 1995
- 34. Conclusions • Importance toassessment • Assessment methods inline with the T/L methodologies • Formative over summative • Validity, Reliability and Feasibility • Meet the standards
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