assessment for learning definition assessment any systematic method of obtaining evidence from...
TRANSCRIPT
ASSESSMENT FOR LEARNING
DEFINITION
Assessment
Any systematic method of obtaining
evidence from posing questions to draw inferences
about the knowledge, skills, attitudes, and other
characteristics of people for a specific purposeAssessment is the systematic process that allows us to
answer the question, “Are we accomplishing what we have set out to do?”
ASSESSMENT OF LEARNING
Assessment of learning refers to strategies
designed to
Confirm what students know,
Demonstrate whether or not they have met
curriculum outcomes or the goals of their
individualized programs, or
To certify proficiency and make decisions about
students’ future programs or placements.
ASSESSMENT FOR LEARNING
The term 'Assessment for Learning' (AfL)
was coined in 2002 by The Assessment
Reform Group (ARG), based on research
that had begun in 1998 by Black and
Wiliam.
ASSESSMENT FOR LEARNING
Assessment for learning is the process of
seeking and interpreting evidence for use
by teachers and learners
To decide, where learners are in there
learning
Where they need to go
How best to get there
CONCEPT OF ASSESSMENT
Assessment is inherently a process of professional judgement.
Assessment is based on separate but related principles of measurement evidence and evaluation
Assessment decision-
making is influenced
by a series of tensions
CONCEPT OF ASSESSMENT (Contd..)
Assessment influences student motivation and learning
Assessment contains error Good assessment enhances instructionGood assessment is valid
CONCEPT OF ASSESSMENT (Contd..)
Good assessment is fair and ethical Good assessments use multiple methodsGood assessment is efficient and feasibleGood assessment appropriately
incorporates technology
PURPOSES
Cont……. Compare learner performance to learning
outcome.
Help learners make decisions about their next
action.
Monitor students’ ongoing progress
Assess teaching methods
Revise the program
Cont…
Provide information to stakeholders.
Assess a learner’s background knowledge.
Determine learner satisfaction.
Develop self-assessment in learners.
Seven strategies for assessment for learning
KNOW WHERE THEY ARE GOING
1.Clear vision of the learning target
2. Example for the strong and weak work
KNOW WHERE THEY ARE NOW
3.Offer regarding descriptive feed back
4.Teach students to self assess and set goals
KNOW HOW TO CLOSE THE GAP
5. Focus on one aspect of quality at a time
6.Teach students focused revision
7.Engage students in self reflection
CRITERIA IN CHOOSING ASSESSMENT
Cont…….
It should be reliable
It should be valid
It should be simple to use and should not
to be costly
It should be seen by students and society
in general
It should be benefit all students
THE MEMBERS INVOLVED IN ASSESSMENT OF LEARNING
Cont…
The teacher
Student
Student’s peer
Administrator
Parents
DIFFERENCE BETWEEN ASSESSMENT OF LEARNING
AND ASSESSMENT FOR LEARNING
Cont….
PURPOSE
AOL AFL
To find out what students know understand and can do. To measure the progress they have made
To help the students learn . it enhances learning process
TIMING Terminal(after learning)
Ongoing (during learning)
EXAMPLES Test and exams Questioning FeedbackPeer and self assessment
CONTROL Teacher and external Teacher and student
ASSESSMENT PROCESS
FLOW CHART DESCRIBING THE ASSESSMENT PROCESS
PLAN
CONT..
Review information
Monitor change and compare results
Implement change
Provide feed back
Analyze results
Collect data DO
CHECKCHECK
ACTACT
TYPES OF ASSESSMENT OF LEARNING
Cont…. Need assessment
To determine the knowledge, skills, abilities
and attitudes
To assist with gap analysis and courseware
development
Determines the variance between what a
student knows and what they are required to
know.
Cont…
Criterion-referenced assessment
It is related to agreed criteria
Examples
Intended learning outcomes
level descriptions
Cont…
Norm-referenced assessment
To measure a student’s performance in
relation to the achievements of other
students.
Cont…
Reaction assessment
1. Assess the reactions and opinions of students
about their learning experience.
2. Gathers opinions from the students about what they
thought of the course materials, the instructor, the learning
environment,
3. The directions to the facility and any audio-visual support.
Cont…
Diagnostic assessment
An assessment that is used to identify
participants
The needs
Prior knowledge
Cont….
Formative assessment
Conducted throughout teaching and learning
Plan the next steps in instruction
Provide students with feedback
Help students see and feel how they are in control
of their journey to success
e.g. practice tests and exams
Cont…
Summative assessment
They sum up the knowledge or the skills of the
person taking the test.
Provides a quantitative grade and
Makes a judgment about a person’s knowledge
Which provide a quantitative score
THE STAKES OF AN
ASSESSMENT
Cont...
These stakes are identified as:
• High
• Medium
• Low
FACTORS DETERMINING THE STAKES OF AN ASSESSMENT
FACTORS DETERMINING THE STAKES OF AN ASSESSMENT
CONSEQUENCESLOW MEDIUM HIGH
Few Some Major
DECISIONS Few and easily reversed
Can be reversed Difficult to reverse
OPTIONS FOR PRACTIONER
Refine studies Pass fail or work hard
Pass or fail
MOTIVATION TO CHEAT
Low Medium High
ID INDIVIDUAL No important May be important Very importantPROCTORING REQUIRED
No Some times Always and constant
DEVELOPMENT EFFORT
Minor Medium Major
CHECK RELIABILITY AND VALIDITY
Rarely SME Psychometrician
ASSESSMENT TYPE
ASSESSMENT USE ASSESSMENT STAKES
EXAM SUMMATIVE MEDIUM,HIGH
TEST DIAGNOSTIC LOW ,MEDIUM
QUIZ FORMATIVE LOW
SURVEY NEEDS, REACTION & DIAGNOSTIC
LOW
NATURE OF ASSESSMENTS
ASSESSMENT METHODS
1. Direct assessment method
2. Indirect assessment method
Direct assessment method
Course-related assessment
Capstone Course
Assignments/projects
Case Studies
Classroom Assessment
Content Analysis
Cont…..
Course-embedded Questions and
Assignments
Portfolios
Essays
Theses, research and projects,
publications
Awards/grants received
Cont…
Standardized assessments
Other
Transcript analysis
Placement record of graduates
Indirect Assessment Methods
Institutional and Program Surveys
Alumni Surveys
Employer Surveys
Graduating Seniors and Graduates Surveys
Student Satisfaction Surveys
Cont…..
Other
Focus groups
Interviews( faculty members, graduating students,
alumni)
Interactive - eAssessment involves assessment
mediated through ICT, for instance quizzes, online texts,
etc. That allows students to demonstrate their advanced
skills, to role-play and to construct responses developed
through social interactions.
GUIDELINES FOR SELECTING ASSESSMENT METHODS
The evidence you collect depends on the
questions
Use multiple methods to assess each learning
outcome
Include both direct and indirect measures
Include qualitative as well as quantitative
measures.
Cont…
assessment should assess the strengths and
weaknesses of the program.
Enlist the assistance of assessment and testing
specialists to create, adapt, or revise assessment
instruments
Use established accreditation criteria for
assessment program
PRINCIPLES OF ASSESSMENT FOR LEARNING
PRINCIPLES OF ASSESSMENT FOR LEARNING
Cont….Emphasises the interactions between learning and
manageable assessment strategies that promote
learning
Clearly expresses for the student and teacher the
goals of the learning activity
Reflects a view of learning in which assessment
helps students learn better, rather than just achieve
a better mark
Cont…
Provides ways for students to use feedback from
assessment
Helps students take responsibility for their own
learning
Is inclusive of all learners
Levels of assessment
APPROACHES TO ASSESSMENT OF LEARNING
Cont….
1. Classroom assessment
2. Assessment of concept
3. Assessment of generalization
4. Assessment of attitudes
5. Assessment of habits and hobbies
6. Assessment of individuals
1.Classroom Assessment
Three issues are important for assessment for
student learning in the classroom.
Data: The data indicate whether learning has
occurred or not
The Reference : An assessment requires a
reference that is used for comparison
Cont…
Tools and Techniques :collected by using
Paper/pencil Tests
Systematic observation
Participant observation
Clinical Tools
2.Assessment of Concept
The assessment of a concept could be done by:
Seeking examples through the process of
recall or recognition;
Asking students to identify a non-example
from a given list;
Cont..
Seeking the characteristics /attributes of a
concept;
Asking students to identify similarities and
differences between two related /Unrelated
concepts;
Asking them to supply either part or full
definition of a concept
3.Assessment of Generalization
Relationships between two or more concepts or
statements about a concept.
Based on a set of observations, evidences,
events, and examples
Generalizations are abstractions made from
concrete experiences.
4.Assessment of Attitudes
The attitude towards
what they learn
how they learn,
teachers and peers,
the educational set up
5.Assessment of Habits and Hobbies
Behaviour which one acquires through repetitive
practice.
One would be aware and analytical at the time of
its acquisition
Most of our psychomotor behaviours' are
acquired through repetitive practice
6.Assessment of individuals
4 major approaches to the assessment of
individuals:
Psycho educational assessment
Include assessment of intelligence as well as
achievement.
Cont…
Assessment of behavior
Rely on direct observation of the behavior(s) of
concern using techniques
Assessment of adaptive behavior
Typically yields much detailed information about
the level of adaptive functioning
CONT…
Functional behavioral assessment
To identify relationships between
personal and/or environmental events
occurrence or non occurrence of target
behaviours.
THE BENEFITS OF COMPUTERISING ASSESSMENTS
Cont..
Possible to obtain valuable results almost instantly
Improves the quality of learning and satisfaction of
the learners
Provide practice exercises with instant feedback
Can have an enormous impact upon the bottom line and
regulatory compliance.
Improve customer service, improve response times,
CONCLUSION
Current assessment systems tend to be un-economical,
time consuming, not cost effective and
demotivating both for learners and teachers. They
generally do not take into account individual
learner differences and needs, Re-thinking
assessment forms part of a larger drive to effect
change across the curriculum.
