Basics of Assessment
- 2. UNIT I BASICS OF ASSESSMENT O P Fousiya Assistant prof. in Education ATCW,Perumbilavu 6/9/2020fousimohd76@gmail.com 2
- 4. Evangeline Harris Stefanakis (2002), "The word assess comes from the Latin assidere, which means to sit beside. Literally then, to assess means to sit beside the learner." 6/9/2020fousimohd76@gmail.com 4
- 5. Meaning and Definition Assessment involves the use of empirical data on student learning to refine programs and improve student learning. (Allen 2004) Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development. (Erwin 1991) 6/9/2020fousimohd76@gmail.com 5
- 6. Importance of assessment To find out students’ knowledge, skill,performance,process etc. To find out how students feel about their work Assessment is a key component of learning because it helps students learn. Assessment can also help motivate students. Just as assessment helps students, assessment helps teachers. Assessment is a critical step in the learning process. It determines whether or not the course's learning objectives have been met. Assessment affects many facets of education, including student grades, placement, and advancement as well as curriculum, instructional needs, and school funding. 6/9/2020fousimohd76@gmail.com 6
- 7. Purpose of assessment Provides diagnostic feedback Helps educators set standards Evaluates progress Relates to a student's progress Motivates performance 6/9/2020fousimohd76@gmail.com 7
- 8. The Functions of Assessment Formative assessment provides diagnostic feedback to students and instructors at short-term intervals (e.g., during a class or on a weekly basis) Summative assessment provides a description of students' level of attainment upon completion of an activity, module, or course Evaluative assessment provides instructors with curricular feedback (e.g., the value of a field trip or oral presentation technique) Educative assessment Integrated within learning activities themselves, educative assessment builds student (and faculty) insight and understandings about their own learning and teaching 6/9/2020fousimohd76@gmail.com 8
- 10. An examination, commonly known as exam, is a test to see how good somebody is at something. In education an examination is a test to show the knowledge and ability of a student. 6/9/2020fousimohd76@gmail.com 10
- 11. Definition In the view of Balogun (1999), examination is the process through which students are evaluated or tested to find out the quality of knowledge they have acquired within a specified period. Crowther (1995) define examination as a formal test of somebody knowledge or ability in a particular subject, especially by means of written questions or practical exercises 6/9/2020fousimohd76@gmail.com 11
- 12. Measurement Assertain the quantity of something Assignment of numerical index DEFINITION In its broadest sense measurement is the assignment of numerals to objects or events,according to rules(Stevens 1951) Measurement as the assignmentof numerals to entities according to rules(Stuffebeam , DL 1968) 6/9/2020fousimohd76@gmail.com 12
- 13. Evaluation Judge the quality of something Evaluation Quantitative description of lr’s achievement Qualitative description of lr’s ability Value judgment about achievement and ability 6/9/2020fousimohd76@gmail.com 13
- 14. Definition of evaluation Education (1963) of NCERT considers eval. as the process of determining: The extent to which an objective is being attained The effectiveness of the lg experience provided in the classroom How well the goals of edn have been accomplished 6/9/2020fousimohd76@gmail.com 14
- 15. Definition Cronbach and others (1980) perceive evaluation as a systematic examination of educational or social programmes Stuffebeam and others (1971) regard evln as providing informaion for decision making 6/9/2020fousimohd76@gmail.com 15
- 16. Purpose of evaluation Appraises status of &changes in pupil behaviour Disclose pupil’s needs and possibilities Aids pupil teacher planning Expand the concept of goals beyond pure achievement Improves school community relationship Appraises the teacher’s competence 6/9/2020fousimohd76@gmail.com 16
- 17. Familiarize the teacher with the nature of pupil learning,development & progress Facilitates the selection and improvement of measuring instruments Appraises the supervisor’s competence Enhances the quality of teaching Helps in clarifying the objectives Motivates the learner Can help in bringing changes in the curriculum Can provide guidance 6/9/2020fousimohd76@gmail.com 17
- 18. Components of evaluation audience purpose questions scope resources 6/9/2020fousimohd76@gmail.com 18
- 19. Steps of student evaluation The criteria (acceptable level of performance) of the educational objectives Development and use of measuring instruments Interpretation of measurement data Formulation of judgments and taking of appropriate action 6/9/2020fousimohd76@gmail.com 19
- 21. Relationship between Measurement & Evaluation Evaluation is integrated with the entire task of education and not only with the examinations, tests and measurement Evaluation encompasses tests and measurement but also goes beyond them Measurement is only a tool to be used in evaluation. By itself is meaningful but without it evaluation is likely to be little significance Sound evaluation is based upon the results of accurate and relevant measurement. It is also to be remembered that not all uses of a test or measurement in education can be considered evaluation for evaluation is always in the light of some particular goal, purpose or value6/9/2020fousimohd76@gmail.com 21
- 22. Differences between Measurement & Evaluation Quantitative Determines how much an individual’s performance has been Describes a situation Is objective and impersonal Precise and scientific Not a continuous process. It is occasional Is independent of evaluation Limited scope Qualitative Judges how good or how satisfactory an individual’s performance has been Judges its worth or value Is subjective and personal to a great extent Interpretative and philosophical Is a continuous process. Correct evaluation depends on correct measurement Wide scope 6/9/2020fousimohd76@gmail.com 22
- 24. Fenton (1996), "Assessment is the collection of relevant information that may be relied on for making decisions. Evaluation is the application of a standard and a decision-making system to assessment data to produce judgments about the amount and adequacy of the learning that has taken place." 6/9/2020fousimohd76@gmail.com 24
- 25. Every Assessment Rests on Three Pillars A model of how students represent knowledge and develop competence in a content domain • Tasks or situations that allow one to observe students’ performance • An interpretation method for drawing inferences from performance evidence 6/9/2020fousimohd76@gmail.com 25
- 28. Basis for Comparison Assessment Evaluation Meaning Assessment is a process of collecting, reviewing and using data, for the purpose of improvement in the current performance. Evaluation is described as an act of passing judgement on the basis of set of standards. Nature Diagnostic Judgemental What it does? Provides feedback on performance and areas of improvement. Determines the extent to which objectives are achieved. Purpose Formative Summative Orientation Process Oriented Product Oriented Feedback Based on observation and positive & negative points. Based on the level of quality as per set standard. Measurement Standards Absolute Comparative 6/9/2020fousimohd76@gmail.com 28
- 29. ROLE OFASSESSMENT Levels of Assessment • Classroom level – Assessment for learning, assessment as learning and assessment of learning all occur here. It involves students, parents and teachers • Whole School Level – Assessment of learning and Assessment for learning • At system level - Assessment of learning: 6/9/2020fousimohd76@gmail.com 29
- 30. Assessment for, as and of learning are all important in student learning. Assessment for learning and assessment as learning are both referred to as formative assessment. Assessment of learning is referred to as summative assessment. 6/9/2020fousimohd76@gmail.com 30
- 33. FORMATIVE AND SUMMATIVE ASSESSMENT Honer Michael Seriven coined the terms formative and summative evaluation in 1967, and emphasized their differences both in terms of the goals of the information they seek and how the information is used. Benjamin Bloom took up the term in 1968 in the book Learning for Mastery to consider formative assessment as a tool for improving the teaching-learning process for students. 6/9/2020fousimohd76@gmail.com 33
- 34. Formative evaluation is used during the teaching learning process to monitor the learning process Formative evaluation is developmental in nature. The aim of this evaluation is to improve student’s learning and teacher’s teaching. Generally teacher made tests are used for this purpose. The test items are prepared for limited content area. Summative evaluation is used after the course completion to assign the grades Summative evaluation is terminal in nature. Its purpose is to evaluate student’s achievement. Generally standardized tests are used for the purpose The tests items are prepared from the whole content area It helps to judge the appropriateness of the instructional objectives. 6/9/2020fousimohd76@gmail.com 34
- 35. It helps to know to what extent the instructional objectives has been achieved. It provides feed-back to the teacher to modify the methods and to prescribe remedial works Only few skills can be tested in this evaluation. It is a continuous and regular process. It considers evaluation as a process. It answers to the question, whether the progress of the pupils in a unit is successful? It helps the teacher to know the effectiveness of the instructional procedure. Large number of skills can be tested in this evaluation It is not regular and continuous process. It considers evaluation as a product. It answers to the question, the degree to which the students have mastered the course content. 6/9/2020fousimohd76@gmail.com 35
- 36. PRINCIPLES OF ASSESSMENT A.General principles of assessment valid reliable and consistent Information about assessment should be explicit, accessible and transparent Assessment should be inclusive and equitable Assessment should be an integral part of programme design and should relate directly to the programme aims and learning outcomes The amount of assessed work should be manageable 6/9/2020fousimohd76@gmail.com 36
- 37. Formative and summative assessment should be included in each programme Timely feedback that promotes learning and facilitates improvement should be an integral part of the assessment process Staff development policy and strategy should include assessment 6/9/2020fousimohd76@gmail.com 37
- 38. B.Specific Principles of Assessment Principles related to Selection of Methods for assessment Principles related to Collection of assessment information Principles related to Judging and Scoring Student Performance Principles related to Summarizing and Interpreting Results Principles related to Reporting Assessment Findings 6/9/2020fousimohd76@gmail.com 38