weeks1-2_basic concepts of assessment_part 1

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Basic Concepts

in AssessmentPART 1

Abegail T. Sonas Weeks 1-2

November 22, 2010



Measurement

Part of the educational evaluation process

whereby some tools or instruments are used toprovide a quantitative description of theprogress of students towards desirable educationalgoals



Educational Measurement

First step towards elevating a field of study into

a science is to take measurements of thequantities and qualities of interest in the field.




In the field of educational measurement,

however, the quantities and qualities of interest aremore abstract, unseen and cannot be touched.

Thus makes the measurement process in

education much more difficult




K nowledge of the subject matter

Often measured through standardized testresults -> TESTING

Can also be measured in another way

x We can ask a group of experts to rate a student¶s (ora teacher¶s) knowledge of the subject matter in ascale of 1-5. -> PERCEPTION



Assessment

Once measurements are taken of an educational

quantity or quality of interest The next step is to assess the status of that educational phenomenon



Assessment

Example

Quantity of Interest ProposedMeasurement

Assessment

Level of Mathematics

performance of Grade V I pupils in a

school district

Test scores obtained by administering a

standardized achievement test

TARGET: Achievement level =

85%

Based on theachievement test

results, the schoolofficials can assess

whether their Grade VI pupils are within a

reasonable range of this target



Assessment

As part of the overall evaluation process, we

need specifically to find out if the learners areactually learning (changing their behavior) as aresult of the training.

This will show us whether the training has been

effective, which ultimately is the most importantissue.



Assessment

Assessment is a means of finding out what

learning is taking place. As well as specific knowledge and skills,

we might also like to measure other changes in behavior related to

x 'personality

',

x social skills,

x interests,

x learning styles, etc.



The measurement itself can be done in different ways:

x Ask the learner to recall facts or principles (e.g. What isµx¶?).

x Ask the learner to apply a given or recalled fact orprinciple (e.g. How does x help you solve this problem?).

x Ask the learner to select and apply facts and principles to

solve a given problem (e.g. What do you know that willhelp you solve this problem?).

x Ask the learner to formulate and solve his or her ownproblems by selecting, generating and applying facts andprinciples (e.g. What do I see as the problem here andhow can I reach a satisfying solution?).



Assessment

a practice of collecting evidence of student

learning should be so designed that it assesses

what students are expected to learn (i.e. learningtargets and content) and

the learning processes that lead there.



Assessment

The overall goal of assessment is to improve student learning.

Assessment provides students, parents/guardians,and teachers with valid information concerning student progress and their attainment of the expected curriculum.

Assessment should al ways be viewed asinformation to improve student achievement. Assessments are based on the levels of achievement

and standards developed for those curricular goalsappropriate for the grade.



The concept of assessment for learning is not new. It is underpinned by the confidence and belief that every student is unique andpossess the ability to learn, and that we should develop their

multiple intelligences and potentials. To promote better learning, assessment is conducted as an integral

part of the curriculum, learning and teaching, and feedback cycle.The curriculum has set out what students should learn in terms of the learning targets / objectives (e.g. knowledge, skills, values andattitudes). Assessment, a practice of collecting evidence of studentlearning, should be so designed that it assesses what students areexpected to learn (i.e. learning targets and content) and the learningprocesses that lead there. Different modes of assessment are to beused whenever appropriate for a comprehensive understanding of student learning in various aspects. Feedback can then be given tostudents and teachers to form basis on decisions as to what to do toimprove learning and teaching.



Formative vs. Summative Assessment

Assessment in school can be formative andsummative depending on the purpose for which the assessment is

designed.

Formative assessment is carried out informally orformally in daily classroom learning and teachingthroughout the school term/year. The primary purpose is to feedback learning and

teaching.

In contrast, summative assessment is conducted atthe end of the learning and teaching process. It focuses on the product of learning mainly and is

primarily used for measuring what a student has learnedand how much has been achieved at the end of theschool term/year.



Evaluation

Process of gathering and interpreting evidence

regarding the problems and progress of individuals in achieving desirable educationalgoals



Evaluation

Implies that measurements and assessments of

an educational characteristic had been doneand that it is now desired to pass on value judgment on the educational outcome.

In evaluating an outcome, we consider the

objectives of the educative process and analyzex w hether the outputs and outcomes satisfy the

objectives and

x to w hat extent these outputs and outcomes satisfy these objectives



Purposes of Evaluation

Chief:

To improve the individual learner Others

To maintain standard

To select students

To motivate learning To guide learning

To furnish instruction

To appraise educational instrumentalities



Well Defined System of Evaluation

C haracteristics

E

nable one to clarify goals Check upon each phase of development

Diagnose learning difficulties

Plan carefully for remediation

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