THE CONCEPT OF

EDUCATIONAL ASSESSMENT
 EDUCATIONAL ASSESSMENT

What is Educational Assessment?

1.The process of documenting, usually in measurable terms,
knowledge, skill, attitudes, and beliefs. Assessment can focus on the
individual learner, the learning community (class, workshop, or other
organized group of learners), the institution, or the educational system
as a whole (also known as granularity).
2.Educational assessment is a qualitative and quantitative process of
documenting students’ knowledge, skills and
attitudes. Assessment can focus on the individual learner or
community learning.
 EDUCATIONAL ASSESSMENT

3.This is a method of formally determining

a student's standing in relation
to educational characteristics of interest.
4.Measuring and attributing values about
learners regarding their capabilities and
experiences within the context of
education and learning.
 EDUCATIONAL TESTING

Simply put, a test refers to a tool, technique, or method that is intended to

measure students’ knowledge or their ability to complete a particular task. In
this sense, testing can be considered as a form of assessment. Tests
should meet some basic requirements, such as validity and reliability.

Validity refers to the extent to which a test measures what it is supposed to

measure.
Reliability refers to the consistency of test scores when administered on
different occasions.
 EDUCATIONAL TESTING

There are different types of tests:

Placement tests: It is designed to help educators place a student into
a particular level or section of a language curriculum or school
Diagnostic tests: they help teachers and learners to identify strengths
and weaknesses.
Proficiency tests: they measure a learner’s level of language.
Achievement tests: they are intended to measure the skills and
knowledge learned after some kind of instruction.
 EDUCATIONAL MEASUREMENT

Educational measurement refers to the use of

educational assessments and the analysis of data such as
scores obtained from educational assessments to infer the
abilities and proficiencies of students.
Educational measurement is the assigning of numerals to
traits such as achievement, interest, attitudes,
aptitudes, intelligence, and performance.
The pattern of scores by individual students to individual
items is used to infer so-called scale locations of students,
the "measurements".
 EDUCATIONAL EVALUATION

Educational evaluation is acquiring and analyzing data to

determine how each student’s behavior evolves during their
academic career.
Evaluation is a continual process more interested in a student’s
informal academic growth than their formal academic
performance.
It is interpreted as an individual’s growth regarding a desired
behavioral shift in the relationship between his feelings, thoughts,
and deeds.
 IMPORTANCE OF EDUCATIONAL
EVALUATION
An educational evaluation comprises standardized tests that evaluate a child’s
academic aptitude in several topics.
 In the teaching-learning process, educational evaluation is crucial since it serves a
common goal.
Diagnostic: Evaluation is a thorough, ongoing process. It aids a teacher in
identifying problems and aids a teacher in solving problems with his students.
Remedial: By remedial work, we imply the appropriate resolution is found once
issues are identified. The development of a student’s personality and the desired
change in behavior can be achieved with a teacher’s help.
 IMPORTANCE OF EDUCATIONAL
EVALUATION
To make education goals clear: It’s also crucial to define the goals of schooling.
The purpose of education is to alter a student’s behavior. A teacher can demonstrate
how a learner’s conduct has changed through evaluation.
It offers guidance: A teacher can only provide advice if he is adequately informed
about his students. And only after a thorough assessment that considers all aspects
of aptitude, interest, intelligence, etc., can counsel be provided.
Classification aid: Evaluation is a way for teachers to classify their pupils and
assist them by determining their student’s intelligence, ability, and interest levels.
Beneficial for Improving the Learning and Teaching Process: A teacher can
enhance a student’s personality and learn through evaluation, and he can also know
the effectiveness of his instruction. As a result, it aids in enhancing the teaching and
learning process.
PRINCIPLES OF EDUCATIONAL EVALUATION

1. The principle of continuity: Evaluation is a continuous process as long as

the student is in school. Evaluation in education is an integral part of the
teaching-learning process.
 Whatever the learner does should be evaluated every day. Only then could
the learner have a better grasp of the language.
2. The principle of comprehensiveness: When we say “comprehensiveness,”
we look at all aspects of the learner’s personality. It cared about the child’s
development in all areas.
 PRINCIPLES OF EDUCATIONAL
EVALUATION
2. The principle of Objectives: Evaluation should be based on the
goals of education. It should help determine where the learner’s
behavior needs to be changed or stopped.
3. The principle of Learning Experience: Evaluation is also
related to the learner’s experiences.
 In this process, we don’t just look at the learner’s schoolwork but
his extracurricular activities. Both types of activities can help
learners gain more experience.
 PRINCIPLES OF EDUCATIONAL
EVALUATION
5. The principle of Broadness: Evaluation should be broad
enough to embrace all elements of life.
6. The principle of child-centeredness is: The child is at the
center of the evaluation process. The child’s behavior is the most
important thing to look at when judging.
 It helps a teacher know how much a child can understand and
how valuable the teaching material is.
 PRINCIPLES OF EDUCATIONAL
EVALUATION
7. The principle of Application: During the teaching and
learning process, a child may learn many things, but they
may not be helpful in everyday life. If he can’t use it, then
it’s useless to find. It can be seen through evaluation.
 Evaluation decides which student is better at using his
knowledge and understanding in different situations to
help him succeed.
Educational evaluations are meant to present
evidence-based arguments regarding whether
or not educational results may be improved
by implementing intervention measures. The
evaluation objectives are broadening along
with the parameters of educational
assessment.
 TYPES OF ASSESSMENT AND TESTS

BEFORE LEARNING
Pre-Assessment
What it is: Pre-assessment provides a way for teachers to gather
key information about what students know and are able to do
prior to instruction, as well as what student interests and learning
styles are. Pre-assessments can be paper and pencil tasks or
performance-based. They provide evidence to help teachers
effectively match instruction with the needs of students. This
includes decisions about content, pacing, materials, grouping,
and specific learning activities.
 ASSESSMENT DURING LEARNING

Assessments conducted during the learning process are usually

done to gauge where a learner is. These are helpful to pinpoint if
learners are progressing or have a misconception that needs to
be cleared up before the learner can grow.

These assessments are either formative or summative; graded

or not graded.
 ASSESSMENT AFTER LEARNING

 The post assessment is used to determine if

the learner met the learning outcomes or
objectives.
 It is either summative or formative.
 Many are summative.
 It is often completed for a grade.
 ASSESSMENT AFTER LEARNING

At the end of a unit, students need to show

what they have learned and teachers need to
know what students have learned and what
they will take with them from one unit to the
next. These assessments ask students to
demonstrate understanding and skill.
 TYPES OF TESTS

Diagnostic Tests
These tests are used to diagnose how much you know and what you know.
They can help a teacher know what needs to be reviewed or reinforced in
class. They also enable the student to identify areas of weakness.
Placement Tests
These tests are used to place students in the appropriate class or level.
For example, in language schools, placement tests are used to check a
student’s language level through grammar, vocabulary, reading
comprehension, writing, and speaking questions. After establishing the
student’s level, the student is placed in the appropriate class to suit his/her
needs.
 TYPES OF TESTS

Progress or Achievement Tests

 Achievement or progress tests measure the students’ improvement in
relation to their syllabus. These tests only contain items which the students
have been taught in class. There are two types of progress tests: short-
term and long-term.
Short-term progress tests check how well students have understood or
learned material covered in specific units or chapters. They enable the
teacher to decide if remedial or consolidation work is required.
Long-term progress tests are also called Course Tests because they
check the learners’ progress over the entire course. They enable the
students to judge how well they have progressed. Administratively, they are
often the sole basis of decisions to promote to a higher level.
 TYPES OF TESTS

Norm-referenced assessment
 Norm-referenced assessment, also called NRT tests, is a type of
assessment that significantly compares a learner’s knowledge and
performance to another.

 The comparison class is called the “norming group”, which typically

consists of a small group of test-takers that share specific characteristics,
like age, education, job position, and more. This assessment ranks
learners from highest to lowest to accentuate differences among them
and point out who is ahead or behind the norm. This information can
assist trainers and managers in determining which members of the team
require additional attention and guidance at work.
 TYPES OF TESTS

Criterion-referenced assessment
Criterion-referenced assessment is a type of assessment that measures
a learner’s progress or performance based on pre-determined and
agreed-upon criteria and standards.
Unlike the NRT tests, this evaluation doesn’t compare an individual
against their peers. A criterion-referenced assessment directly
measures up a person’s skills and abilities to the criterion, regardless of
how the other test takers perform on the assessment. This, in turn, will
help trainers and managers gather insights about an employee’s
strengths and areas for improvement.
 TYPES OF TESTS

Summative assessment
Summative assessment serves as a summary test provided at the end
of a learning course or training activity. This type of assessment helps
trainers and instructors define how much a learner has grown and
improved over time and record their overall achievement. In contrast to
the first two assessments, formative and summative assessments are
formal and highly evaluative. Plus, it usually involves clear instructions,
expectations, and grading rubrics. Frequently high stakes, both
instructors and students work extra harder to prepare for these
assessments.
 TYPES OF TESTS

APTITUDE TESTS
An aptitude test is an exam used to determine an individual's skill or propensity
to succeed in a given activity. Aptitude tests assume that individuals have
inherent strengths and weaknesses and have a natural inclination toward
success or failure in specific areas based on their innate characteristics.
Aptitude tests are generally used for job placement, college program entry, and
to help people to get an idea of where their interests and aptitudes can take
them regarding careers.
 VALIDITY AND RELIABILITY OF
ASSESSMENT TOOLS
The reliability of an assessment tool is the extent to which it consistently and
accurately measures learning.
The validity of an assessment tool is the extent by which it measures what it
was designed to measure.

Validity
Educational assessment should always have a clear purpose,
making validity the most important attribute of a good test.
The validity of an assessment tool is the extent to which it measures what it
was designed to measure, without contamination from other characteristics.
For example, a test of reading comprehension should not require
mathematical ability.
 VALIDITY AND RELIABILITY OF
ASSESSMENT TOOLS
There are several different types of validity:
Face validity - do the assessment items appear to be appropriate?
Content validity - does the assessment content cover what you want to assess?
Criterion-related validity - how well does the test measure what you want it to?
Construct validity: are you measuring what you think you're measuring?
Discriminant validity is a subtype of construct validity. In other words, it shows you
how well a test measures the concept it was designed to measure. Discriminant validity
specifically measures whether constructs that theoretically should not be related to each
other are, in fact, unrelated.
A valid assessment should have good coverage of the criteria (concepts, skills
and knowledge) relevant to the purpose of the examination.
 TYPES OF RELIABILITY ASSESSMENT

Reliability
Reliable assessment results will give you confidence that repeated or
equivalent assessments will provide consistent results. This puts you in a
better position to make generalized statements about a student’s level of
achievement, especially when you are using the results of an assessment
to make decisions about teaching and learning or reporting back to students
and their parents or caregivers. No results, however, can be completely
reliable. There is always some random variation that may affect the
assessment, so you should always be prepared to question results.
 TYPES OF RELIABILITY ASSESSMENT

Test-retest reliability
 Test-retest reliability measures the consistency of results when
you repeat the same test on the same sample at a different point in
time. You use it when you are measuring something that you
expect to stay constant in your sample.
 A test of color blindness for trainee pilot applicants should have
high test-retest reliability, because color blindness is a trait that
does not change over time.
 TYPES OF RELIABILITY ASSESSMENT

 Why it’s important

 Many factors can influence your results at different points in
time: for example, respondents might experience different moods,
or external conditions might affect their ability to respond
accurately.
 Test-retest reliability can be used to assess how well a method
resists these factors over time. The smaller the difference between
the two sets of results, the higher the test-retest reliability.
 TYPES OF RELIABILITY ASSESSMENT

How to measure it
 To measure test-retest reliability, you conduct the same test on the same group of
people at two different points in time. Then you calculate the correlation between
the two sets of results.
Test-retest reliability example
 You devise a questionnaire to measure the IQ of a group of participants (a property
that is unlikely to change significantly over time).You administer the test two
months apart to the same group of people, but the results are significantly different,
so the test-retest reliability of the IQ questionnaire is low.
 TYPES OF RELIABILITY ASSESSMENT

Interrater reliability
 Interrater reliability (also called interobserver
reliability) measures the degree of agreement
between different people observing or assessing
the same thing. You use it when data is collected
by researchers assigning ratings, scores or
categories to one or more variables, and it can help
mitigate observer bias.
 TYPES OF RELIABILITY ASSESSMENT

 Why it’s important

 People are subjective, so different observers’ perceptions of situations and
phenomena naturally differ. Reliable research aims to minimize subjectivity as
much as possible so that a different researcher could replicate the same results.

 How to measure it
 To measure interrater reliability, different researchers conduct the same
measurement or observation on the same sample. Then you calculate the correlation
between their different sets of results. If all the researchers give similar ratings, the
test has high interrater reliability.
 TYPES OF RELIABILITY ASSESSMENT

Internal consistency
 Internal consistency assesses the correlation between multiple items in a test that
are intended to measure the same construct.
 You can calculate internal consistency without repeating the test or involving other
researchers, so it’s a good way of assessing reliability when you only have one data
set.
 Why it’s important
 When you devise a set of questions or ratings that will be combined into an overall
score, you have to make sure that all of the items really do reflect the same thing. If
responses to different items contradict one another, the test might be unreliable.
 TYPES OF RELIABILITY ASSESSMENT

 How to measure it
Two common methods are used to measure internal consistency.
• Average inter-item correlation: For a set of measures designed to assess the same
construct, you calculate the correlation between the results of all possible pairs of
items and then calculate the average.
• Split-half reliability: You randomly split a set of measures into two sets. After
testing the entire set on the respondents, you calculate the correlation between the
two sets of responses.
 LANGUAGE TESTS OF LANGUAGE SKILLS

Diagnostic Test
 Diagnostic tests identify specific strengths and weaknesses within that skillset. Use
this type of test to identify specific ways to improve.

Achievement Test
 These tests are used exclusively in language learning environments. A placement
test measures skill in order to group similarly skilled learners together. An
achievement test measures a learner’s progress over a period of time.
 SUMMATIVE TEST

 A summative assessment is a check of what has been learned

at a specific point in time, such as at the end of a lesson, unit, or
course. It is based on cumulative learning experiences, tests for
achievement, and mastery of specific performance objectives. The
teacher’s role is to evaluate student performance. The assessment
is rigorous and the focus is on the result or product. Depending on
age and level, summative assessments may include performance
tasks, oral interviews, written reports, projects, and external
examinations.
 PROFICIENCY TESTS

 Proficiency testing measures a person’s level of

skill in a language, independent of how they
learned it. Whether someone grew up speaking
Spanish or took lessons as an adult, a proficiency
test should score that person the same. A
language proficiency test assesses the
language user's language skills.