Assessment of Learning 1

Reasons for Assessment

1.Student selection and certification

2.Instructional Monitoring

3. For:

Public accountability and program evaluation

Making decisions about different aspects of the educational process

Helping make GOOD decisions, if they provide accurate, authentic, reliable and valid information about educational LEARNING GOALS

To summarize; Educational Assessment, Measurement and Evaluation serve the following purposes :

Improvement of Student Learning Identification of Students’ Strengths and Weaknesses Assessment of the Effectiveness of a Particular Teaching Strategy Appraisal of the Effectiveness of the Curriculum Assessment and Improvement of Teaching Effectiveness Communication with and Involvement of Parents in their children’s learning

Principles of Educational Assessment

The principles can be summarized into:

1.Educational assessment should be based on goals, objectives or standards which are clearly stated.

2.It has to relate to student’s learning with these standards.

3.It has to be continuous and on-going.

4.It should provide feedback about students’ performance.

ASSESSMENT CYCLEArticula

te Learning Goals

Design

Strategies

Determine

student activities

Select assessme

nt Methods

Gather Assessment data,

Summarize,

Interpret

Use the

Results to

Improve

ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

Enhances learning in the instructional process if the results provide feedback to both teachers and students Used to evaluate the teaching methodologies and strategies of the teacher Used to make teaching decisions Results are used to diagnose the learning problems of the students

ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

Teachers make decisions from the beginning up to the end of instruction. 1. Beginning of Instruction

Placement Assessment- determine the pre-requisite skills, degree of mastery of the course objectives and the best mode of learning

ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

2. During Instructiona. Formative Assessment-

used to monitor the learning progress during instruction,

provide immediate feedback, re: success and failures of learning,

Identify learning errors, How to modify instruction Improve learning and instruction

ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

b. Diagnostic Assessment- given at the beginning or during instruction identify the strengths and weaknesses of the students, determine the level of competence of the students, identify students with prior knowledge, determine the causes of learning problems not revealed by formative assessment, formulate a plan for remedial action

ROLE OF ASSESSMENT IN CLASSROOM INSTRUCTION

3. End of InstructionSummative Assessment- given at the end of the course or unit

Determine the extent of achieving the objectives set

Certify student mastery and assigning grades

Provide information for judging appropriateness of instructional objectives

Determine the effectiveness of instruction

TYPES OF ASSESSMENT PROCEDURES

A.Nature of Assessment1. Maximum Performance- determine what individuals can do when performing at their best

e.g. Aptitude and achievement tests2. Typical Performance- determine what individuals will do under natural conditions

e.g. Attitude, interests, personality inventories, observational techniques and peer appraisal

TYPES OF ASSESSMENT PROCEDURES

B. Format of Assessment 1. Fixed-choice Test- measure knowledge and skills effectively and efficientlye.g. Standard multiple-choice test 2. Complex-performance Assessment- measure the performance of learners in context and on problems valued in their own rightse.g. Hands-on laboratory experiments, projects, essays, oral presentation

SOURCES OF EVALUATIVE INFORMATION

To make correct judgment, teachers need to gather accurate information. Cumulative Record- permanent records Personal Contact- observational information like:

- Can the student read well or not?- Does the student understand

concepts?- Does the student follow specified

instructions?- Does the student stay on task?- Does the student participate actively

in learning activities?- Does the student use the material

correctly?

SOURCES OF EVALUATIVE INFORMATION

Analysis- teachers need to file samples of students’ work for discussion during P-T conference Open-ended Themes and Diaries- questions like the following can be asked:

- What things do you like and dislike about school?

- What subjects do you find interesting? Uninteresting?

- How do you feel about your classmates- What personal accomplishments are you

so proud of?

SOURCES OF EVALUATIVE INFORMATION

Conferences with parents and previous teachers

Testing

METHODS OF INTERPRETING THE RESULTS

1. Norm-referenced Interpretation Describes student’s performance or

progress in relation to others of the same peer group, age or ability

May involve ranking or scaling a pupil to help with streaming classes

May look at cross-school achievements to compare achievement in particular groups, subjects and years wit local and national levels of attainment

Norm-referenced Interpretation

e.g. Franco’s score in the periodical exams is below the mean Sam ranked 5th in the unit test in Physics Scion’s percentile rank in the Math achievement test is 88.

METHODS OF INTERPRETING THE RESULTS

2. Criterion-referenced Interpretation-describes student performance according to a specified domain or clearly defined learning tasks e.g. divide three-digit whole numbers correctly and accurately, multiply binomial terms correctly

Concerned with national examination and other assessment bodies

Used in the assessment of vocational and academic qualifications

Results are given on a pass/fail, competent/not competent basis

Results are conclusive and usually open to review

Criterion-referenced Interpretatione.g. Hannah can construct a pie graph with 75% accuracy Hyacinth scored 7 out of 10 in the spelling test Ophie can encode an article with no more than 5 errors in spelling