Advanced assessment and evaluation

1. Advanced Assessment and Evaluation
MPhil Education
Huma Zahid
Div of Education

2. AGENDA
Role of Measurement and Assessment
in Teaching

3. INDEX
Definition and Concept of Assessment and Measurement
Need for Assessment
Instructional Decisions Requiring Assessment Data
General Principles of Assessment
Types of Assessment with Respect To:
a. Functional roles in instruction
b. Performance
c. Interpretation of result
d. Form of assessment

4. Definition and Concept of Assessment
• ANY PROCEDURE (FORMAL OR INFORMAL) USED TO
OBTAIN INFORMATION ABOUT STUDENT PERFORMANCE.
USED TO MAKE A VALUE JUDGMENT ABOUT LEARNING,
ETC.

5. Definition and Concept of Measurement
• PROCESS OF QUANTIFYING INDIVIDUAL’S ACHIEVEMENT,
PERSONALITY, ATTITUDES, HABITS AND SKILLS
• QUANTIFICATION APPRAISAL OF OBSERVABLE PHENOMENA

6. Need for Assessment
• We need assessment for
A. Identification of learning goals
B. Judgment concerning how well goals have been attained

7. Instructional Decisions Requiring Assessment Data
1.How realistic are my plans for these students?
2.How should i group students?
3.Are my students ready for the next learning experience?
4.How well are my students meeting my learning goals for them?
5.How far are my students progressing beyond the minimum?
6.When would a review be most useful?

8. Instructional Decisions Requiring Assessment Data
contd.
7. What learning problems are students having?
8. Which students need to be referred for help?
9. Which students have poor insight into their performance?
10. What grades should i assign?
11. What do I tell parents about their children’s progress?
12. How effective was my teaching??

9. General Principles of Assessment
1. Clearly stating what is to be assessed is of highest priority
-Math reasoning is very different from math computation

10. General Principles of Assessment (Contd.)
2. An assessment procedure should be selected because of its
relevance to the characteristics or performance to be measured.
- The learning objective/test purpose defines the type of
assessment you use.
-E.G., “Describe” requires that we use essay or oral test; “select”
suggests multiple choice; “organize” suggests a supply-type
assessment

11. General Principles of Assessment (Contd.)
3. Comprehensive assessment requires a variety of procedures
-Different levels/types of learning require different types of assessment
-Let’s look at one way of categorizing learning
-Bloom’s taxonomy
-Knowledge, understanding, application
-Analysis, synthesis, evaluation
-These different types of learning require different

12. General Principles of Assessment (Contd.)
5. Assessment is a means to an end, not an end in itself
• Assessment information helps us make decisions about students,
instruction, curriculum.
• Assessment information never should be used just to give a grade (though
even that is a purpose)
• Everyone should understand what the purpose of a specific type of
assessment is!
• What if you find out that children cannot “classify”?

13. Types of Assessment with Respect to:
 ASSESSMENT PROCEDURES CAN BE CLASSIFIED BY
 Functional role in instruction
 Performance
 Interpretation of results
 Form of assessment

14. Functional Role in Instruction
1. Placement Assessment
2. Formative Assessment
3. Diagnostic Assessment
4. Summative Assessment

15. Placement Assessment
To determine student performance at the beginning of instruction
Typically focus on question such as
 does the student possess the knowledge and skills needed to begin
the planned instruction?

16. Formative Assessment
 To monitor learning process during instruction
Its provide continuous feedback to both student and teacher
concerning learning successes and failures

17. Diagnostic Assessment
 To diagnose learning difficulties during instruction
 it involves the use of specially prepared diagnostic test as
well as various observational techniques

18. Summative Assessment
 To assess achievement at the end of instruction
It is primarily for assigning course grades or for certifying
student mastery of the intended learning outcomes

19. Assessment Procedures Classified by
Performance
1. Maximum Performance
2. Typical Performance
3. Fixed Choice
4. Complex-performance Assessment

20. Maximum Performance
Maximum Performance
• Test of the "can do" (e.g., Aptitude, ability, and achievement tests)
• Right/wrong answers

21. Typical Performance
Typical performance
• Assessment of the "will do" (e.G., Vocational interest or personality
inventories)
• No right or wrong answers

22. Fixed Choice
Fixed-choice
• "Selection" item
• Objective
• Reliable
• Efficient
• Cost effective
• Cannot measure complex performance
• Requires reproduction only, not production

23. Complex-performance Assessment
COMPLEX PERFORMANCE
• "SUPPLY" ITEM
• SUBJECTIVE
• NOT STATISTICALLY RELIABLE
• COSTLY IN TIME
• MEASURES COMPLEX PERFORMANCE
• REQUIRES PRODUCTION, NOT JUST REPRODUCTION

24. Interpretation of results
1. Norm-referenced
2. Criterion-referenced

25. Norm-referenced
 It compares a student’s performance with the performance of other students in the class
 It uses the normal curve in distributing grades of students by placing them either above or
below the mean.
 The teacher’s main concern is the variability of the score.
 The more variable the score is the better because it can determine how individual differs
from the other.
 Uses percentiles and standard scores. It tends to be of average
difficulty.

26. Criterion-referenced
 It serves to identify on what extent the individual’s performance has
met in a given criterion. (Ex. A level of 75% score in all the test
items could be considered a satisfactory performance)
 It points out what a learner can do, not how he compares with
others
 It identifies weak and strong points in an individual’s
performance
 It tends to focus on sub skills, shorter, mastery learning it could be both
diagnostic and prognostic in nature.