Basics of assessment for slide share
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The document discusses the concepts of measurement, assessment, and evaluation in the context of educational attainment, emphasizing their distinct roles. It outlines types of assessments, such as formative, summative, and self-assessment, while highlighting the qualities of good assessments including validity and reliability. Additionally, it addresses the importance of assessing students for feedback, improvement, and maintaining educational quality.
Basics of assessment for slide share
- 1. Mr. Adeel Abbas MB; MS; MRCS (Edinburgh); MRCS (Ireland) Basics of Assessment
- 4. Prof. A. Majeed Ch Prof. Abdul Sattar Memon Prof. Abul Fazal Ali Khan Prof. M. Amer Mian My Teachers
- 8. • Measurement? • Assessment? • Evaluation?
- 9. Measurement..? • Physical Term. • Objectivity Of Learning. • Results Represent Only Student Learning – Nothing Else … !!!!!
- 10. • Measurement Does Not Capture The Essence Of Educational Attainments. • What Qualities We Want Our Students To Develop Which Are Not Amenable To Accurate Measurement?
- 11. 1. Health Care Provider. 2. Decision Maker. 3. Communicator. 4. Community Leader. 5. Manager. 6. Researcher. 7. Life Long Learner.
- 12. Assessment..? • “Any Formal Or Intended Action To Obtain Information About The Competence And Performance Of A Student.” Van der Vleuten and Schuwirth 2010
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- 14. Assessment The act of judging or deciding the amount, value, quality, or importance of something, or the judgment or decision that is made Cambridge Advanced Learners Dictionary & Thesaurus © Cambridge University Press
- 16. • In Assessment: – Objectively Measure Some Aspects, Subjectively Interpret Others Form A Judgment.
- 17. • Evaluation? To judge or calculate the quality, importance, amount, or value of something Cambridge Advanced Learners Dictionary & Thesaurus © Cambridge University Press
- 18. Assessment • Used In Context Of Student Learning. Evaluation • Used In Context Of The Educational Programs.
- 21. • Assessment Of Students Is A Very Important Input To Judge The Value Of An Educational Program.
- 22. • Test? • Tool? • Score?
- 23. • Why Do We Need to Assess Students?
- 24. • Pass Or Fail. • Rank Ordering. • Measuring Improvement. • Providing Feedback To Students And Teachers. • Maintaining The Quality Of Educational Programs
- 25. • Types of Assessment?
- 26. 1. Formative Assessment. 2. Summative Assessment. 3. Self Assessment.
- 27. Formative Assessment • Primary Purpose Feedback. • Brings Out Strength And Weakness Of Student. • Should Happen As Often As Possible. • Should Not Be Used For Final Certification. • Need Not Be Graded..
- 28. Summative Assessment • Testing At The End Of Unit/Semester/Course. • Used For Certification And Registration Purposes. • Assessment Is Summative If Results Are Going To Be Used To Make Educational Decisions. • Tests That If Students Have Attained The Objectives.
- 29. Self Assessment • Student Chooses; – What He Or She Believes Is Important To Assess. – Selects How The Assessment Will Be Done. – Uses The Results To Confirm Strengths And Weakness.
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- 33. • Suggestions To Make Self-assessment Effective; i. Should Not Be Completely Self Selected. ii. Should Be Directly Linked To Educational Experiences. iii. Results Should Be Periodically Validated. • Galbraith et al 2008
- 35. • Qualities of a Good Assessment?
- 36. Qualities of Good Assessment 1. Validity. 2. Reliability. 3. Acceptability. 4. Consequences Of Assessment. Van der Vleuten & Schuwirth (2005)
- 37. Validity • Measuring What It Intend To Measure. • Interpretation That We Make Out Of Assessment Data. • Does Not Refer To The Tool Or Result.
- 38. • Degree To Which A Test Measures What It Purports (Apparently Appears) To Measure. Extent To Which Certain Inferences Can Be Made From Test Scores, Difficult To Quantitate, Qualitative Measurement From Different Sources.
- 40. Does It Include (All) The Right Items?
- 42. • How Can We Build A Validity?
- 43. • Assessment Should Match The Contents Of The Course. • Provide Proportional Weightage To Each Of The Contents. • Table Of Specification (TOS). • Faculty Training. • Screening of Items.
- 44. • Let The Student Know What Is Expected!!! • Neither Too Difficult Nor Too Easy. • Appropriate Wording To The Level Of Students.
- 45. Reliability • Reproducibility of the score. • Getting the same result under the same condition. • Test – retest • Equivalent form • Scorer / rater
- 46. Reliability Degree To Which A Test Is Consistent And Reproducible. Measure Of How Stable, Dependable, Trustworthy, And Consistent A Test Is In Measuring The Same Thing Each Time.
- 47. • To Be Valid, A Test Has To Be Reliable. • Reliability Is Precondition For Validity.
- 48. • Objective vs Subjective Assessment…
- 49. Objective Assessment • Have one or more clearly correct or incorrect responses. – MCQs. Subjective Assessment • Require judgments about a response. – SEQs.
- 54. The gem cannot be polished without friction, nor man perfected without trials or problems or exams..! 04:40 AM 54