Laos Session 1: Introduction to Modern Assessment Theory (EN)

Session 1: Introduction to Modern
Assessment Theory
Professor Jim Tognolini

Introduction to Modern Assessment
Theory: A basis for all assessments
During this session we will
•define the terms assessment, testing, evaluation and
measurement, summative assessment, formative assessment,
school-based assessment, assessment-for and assessment–of
learning;
•introduce the concept of an image in assessment;
•consider ways that marks are given meaning;
•introduce the concept of a developmental continuum; and,
•articulate the purposes of educational assessments;
Capacity Development Workshop: Test and
Item Development and Design, Laos,
September 2016

TERM
No. of
Term for
Definition
DEFINITION
1. Formative Assessment
is the process of making a value judgement about the quality of the
information collected.

2.School Based Assessment
2
refers to a system of teacher assessment of a student that covers all
aspects of student development
4. Assessment
is one relatively formal way of collecting information about students’
abilities of completing tasks.
4. Summative Assessment
involves professional judgement based upon an image formed by the
collection of information about student performance
5. Evaluation is typically used to assess achievement at the end of a course.
6. Testing
is an assessment which is embedded in the teaching and learning
process.
7. Measurement
is the process of seeking and interpreting evidence for use by learners
and their teachers to decide where the learners are in their learning,
where they need to go and how best to get there.
is the process of ascribing a number which summarises how much of
the property (construct) is present in the object..
Assessment Task 1

Less formal More formal
Unstructured
•chance meetings
•conversations
Most structured
•examinations
•standardised tests
•published aptitude
tests
Slightly structured
•questionnaires
•observation
•student self-
assessment
More structured
•classroom tests
•checklists
•practical work
•project work
•case studies
Assessment involves professional judgement based
upon an image formed by the collection of information
about student performance.
Definition of assessment
September 2016

Principals: Unlocking the Power of Assessment, January 2016
The image
Teachers build images of what students know and can do
based upon all the information that is collected from various
assessment techniques.
The IMAGE is critical to teaching/learning and standard settings.
September 2016

Assessment Types: Assessment for
Learning and Assessment of Learning
• Assessment for Learning is the process of seeking and
interpreting evidence for use by learners and their
teachers to decide where the learners are in their
learning, where they need to go and how best to get
there. (Assessment Reform Group (2002)
• Assessment of learning is the process of evaluating
the extent to which participants in education have
developed their knowledge, understanding and abilities.
September 2016

What meaning does a mark have?
What does a mark really mean?
If someone gets a mark of 88,
what does it REALLY mean?
September 2016

Interpreting Scores
• Marks are given meaning by referencing them to the performance
of the cohort [Norm Referencing]
• Movement away from referencing marks to norms towards
referencing them to criteria [Criterion Referencing] – some
systems haven’t moved past here except in nomenclature
• Currently there is a move towards referencing marks to pre-
determined standards [Standards Referencing].
September 2016

• Assessment is viewed as the process of monitoring a child’s
progress along a developmental continuum.
• The focus shifts from comparing one individual with another,
towards monitoring what students know and can do.
• It is a model based on growth.
A new way of thinking about
assessment
September 2016

The developmental continuum
A developmental continuum
attempts to capture in words what
it means to make progress or to
improve in an area of learning or
domain of knowledge.
September 2016

Developmental sequence for
Whole numbers
Counts, orders, reads and records numbers up
to and including four digits
Counts, orders, reads and represents
two- and three-digit numbers
Counts to 30 and orders, reads and
represents numbers in the range 0 to 20.
Orders, reads and writes numbers of
any size
Higher
Lower
September 2016

Developmental sequence for
problem solving
Draws on past experience when solving
problems
Seeks help as needed when faced with simple problems
Has little idea of how to go about
solving problems
Suggests, considers and selects
appropriate alternatives when resolving
problems
Higher
Lower
September 2016

Developmental continuum for showing GROWTH
in an area of learning.
September 2016

September 2016

Example developmental continuum for
mathematics
2 + 2 =
17 + 29 =
76 – 29 =
What is the difference between the
largest and second largest numbers that
can be made from the following digits:
3,7,4 and 6?
How can you calculate the area of
this shape?
∫ − dxx n
)1(sin
September 2016

The teachers and examiners task …
… is to locate the student on the developmental
continuum by constructing items, questions and tasks
that give the students the opportunity to
demonstrate what it is they know and can do in
relation to the indicators which emerge from
the standards. The further to the right the student is
on the continuum, the more deep is the knowledge
that they have in the area of the curriculum.
September 2016

Laos Session 1: Introduction to Modern Assessment Theory (EN)

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Laos Session 1: Introduction to Modern Assessment Theory (EN)