Powerpontassessment1 150219064534 Conversion Gate02
Powerpontassessment1 150219064534 Conversion Gate02
Educational Measurement
The first step towards elevating a field of
study into a science is to take measurements of the
quantities and qualities of interest in the field.
Basic concepts in Assessment
As teachers, we are continually faced with the challenge of
assessing the progress of our students as well as our own
effectiveness as teachers.
Educational Measurement
The first step towards elevating a field of study into a
science is to take measurements of the quantities and qualities of
interest in the field.
Types of Measurement
A non- test is a question or activity which determines the interests, attitude and
other student’s characteristics whose answer or answers is/are not judged wrong or
incorrect. Examples: Personality inventory,” What is your favorite sports?”, “Why
do you prefer green vegetables?”
An examination is a long test which may or may be composed of one or more test
formats. Examples: Mid- term examination, Licensure Examination for Teachers,
comprehensive examination.
A test item is any question included in a test or examination. Examples: Who was
the President of the Philippines when World War 2 broke out? Is “Little Red Riding
Hood” a short story?
A quiz is a short test usually given at the beginning or at the end of a discussion
period.
Indicators, variables and Factors
OUTPUT OUTCOME
To maintain standard
To select students
To motivate learning
To guide learning
To furnish instruction
To appraise educational instrumentalities
Function of Evaluation
Prediction
Diagnosis
Research
Areas of Educational Evaluation
Achievement
Aptitude
Interest
Personality
A well defined system of evaluation:
Enable one to clarify goals
Check upon each phase of development
Diagnose learning difficulties
Plan carefully for remediation
Principles of Educational Evaluation
• Evaluation must be based on previously accepted
educational objectives.
• Evaluation should be continuous comprehensive and
cumulative process.
• Evaluation should recognize that the total individual
personality is involved in learning.
• Evaluation should be democratic and cooperative.
• Evaluation should be positive and action-directed
• Evaluation should give opportunity to the pupil to become
increasingly independent in self- appraisal and self- direction.
• Evaluation should include all significant evidence from every
possible source.
• Evaluation should take into consideration the limitations of
the particular educational situations.
Measurements
Is the part of the educational evaluation process
whereby some tools or instruments are use to provide a
quantitative description of the progress of students towards
desirable educational goals.
Test or Testing
Is a systematic procedure to determine the presence
or absence of certain characteristics of qualities in a learner.
Types of Evaluation
• Placement
• Formative
• Diagnostic
• Summative
Educational Assessment serves three important functions
(Bernardo, 2003):
1. Student selection and certification
-To make decisions, about which students get admitted, retained,
promoted, and certified for graduation.
2. Instructional monitoring
- To provide information about student learning and teaching
performance to help teachers monitor manage, and make
decisions about the instructional system.
3. For
- Public accountability and program evaluation
- Making decisions about the different aspects of the educational
process
- Helping make GOOD decisions, if they provide accurate,
authentic, reliable and valid information about educational:
LEARNING GOALS.
Principles of Educational Assessment
• Educational assessment always begins with educational values
and standards.
• Assessment is not an end in itself but a vehicle for attaining
educational goals and for improving on these educational goals.
• These educational goals (values and standards) should be made
explicit to all concerned from the very beginning.
• Desired learning competencies (skills, knowledge, values, ways
of thinking and learning) determine what we choose to assess.
• Educational values and standards should also characterize how we
assess.
• Assessment systems should lead educators to help students attain
the educational goals, values, and standards.
Characteristics of Assessment
• Assessment is not a single event but a continue cycle.
• Assessment must be an open process.
• Assessment must promote valid inferences.
• Assessment that matters should always employ multiple
measures of performance.
• Assessment should measures what is worth learning, not
just what is easy to measure.
• Assessment should support every student’s opportunity to
learn important mathematics.
Elements of the Assessment Process
Formative assessment
Formative assessment is an integral part of teaching and learning. It does
not contribute to the final mark given for the module; instead it
contributes to learning through providing feedback. It should indicate
what is good about a piece of work and why this is good; it should also
indicate what is not so good and how the work could be improved.
Effective formative feedback will affect what the student and the teacher
does next.
Summative assessment
Summative assessment demonstrates the extent of a learner's success in
meeting the assessment criteria used to gauge the intended learning
outcomes of a module or program, and which contributes to the final
mark given for the module. It is normally, though not always, used at the
end of a unit of teaching. Summative assessment is used to quantify
achievement, to reward achievement, to provide data for selection (to the
next stage in education or to employment).
Diagnostic assessment
Like formative assessment, diagnostic assessment is intended to improve the
learner’s experience and their level of achievement. However, diagnostic
assessment looks backwards rather than forwards. It assesses what the
learner already knows and/or the nature of difficulties that the learner might
have, which, if undiagnosed, might limit their engagement in new learning.
It is often used before teaching or when a problem arises.
Dynamic assessment
Dynamic assessment measures what the student achieves when given some
teaching in an unfamiliar topic or field. An example might be assessment of
how much Swedish is learnt in a short block of teaching to students who
have no prior knowledge of the language. It can be useful to assess potential
for specific learning in the absence of relevant prior attainment, or to assess
general learning potential for students who have a particularly disadvantaged
background. It is often used in advance of the main body of teaching.
Synoptic assessment
Synoptic assessment encourages students to combine elements of their learning from
different parts of a program and to show their accumulated knowledge and understanding
of a topic or subject area. A synoptic assessment normally enables students to show their
ability to integrate and apply their skills, knowledge and understanding with breadth and
depth in the subject. It can help to test a student's capability of applying the knowledge and
understanding gained in one part of a program to increase their understanding in other
parts of the program, or across the program as a whole. Synoptic assessment can be part of
other forms of assessment.
Criterion referenced assessment
Each student’s achievement is judged against specific criteria. In principle no account is
taken of how other students have performed. In practice, normative thinking can affect
judgments of whether or not a specific criterion has been met. Reliability and validity
should be assured through processes such as moderation, trial marking, and the collation of
exemplars.
Ipsative assessment
This is assessment against the student’s own previous standards. It can measure how well a
particular task has been undertaken against the student’s average attainment, against their
best work, or against their most recent piece of work. Ipsative assessment tends to
correlate with effort, to promote effort-based attributions of success, and to enhance
motivation to learn.
Evaluative assessment provides instructors with curricular
feedback (e.g., the value of a field trip or oral presentation
technique)
2. The multiple roles of assessment are recognized. The powerful motivating effect of
assessment requirements on students is understood and assessment tasks are designed to
foster valued study habits.
4. There is a clear alignment between expected learning outcomes, what is taught and
learnt, and the knowledge and skills assessed — there is a closed and coherent
‘curriculum loop’.
5. Assessment tasks assess the capacity to analyze and synthesis new information and
concepts rather than simply recall information previously presented.
6. A variety of assessment methods is employed so that the limitations of particular
methods are minimized.
7. Assessment tasks are designed to assess relevant generic skills as well as subject-
specific knowledge and skills.
9. There is provision for student choice in assessment tasks and weighting at certain
times.
10. Student and staff workloads are considered in the scheduling and design of
assessment tasks.
13. Grades are calculated and reported on the basis of clearly articulated learning
outcomes and criteria for levels of achievement.
15. Assessment tasks are checked to ensure there are no inherent biases that may
disadvantage particular student groups.
16. Plagiarism is minimized through careful task design, explicit education and
appropriate monitoring of academic honesty.
The Assessment Cycle