This document discusses measurement, assessment and evaluation in education. It defines these key terms and explains the differences between them. Measurement provides a quantitative description of student performance, while assessment gathers information on student progress and achievement. Evaluation makes a value judgment on performance and includes both quantitative and qualitative aspects. The document also outlines the objectives, need, role and principles of classroom assessment. Effective assessment reflects learning as multidimensional and revealed over time, with clear purposes and ongoing rather than episodic.
This document discusses measurement, assessment and evaluation in education. It defines these key terms and explains the differences between them. Measurement provides a quantitative description of student performance, while assessment gathers information on student progress and achievement. Evaluation makes a value judgment on performance and includes both quantitative and qualitative aspects. The document also outlines the objectives, need, role and principles of classroom assessment. Effective assessment reflects learning as multidimensional and revealed over time, with clear purposes and ongoing rather than episodic.
This document discusses measurement, assessment and evaluation in education. It defines these key terms and explains the differences between them. Measurement provides a quantitative description of student performance, while assessment gathers information on student progress and achievement. Evaluation makes a value judgment on performance and includes both quantitative and qualitative aspects. The document also outlines the objectives, need, role and principles of classroom assessment. Effective assessment reflects learning as multidimensional and revealed over time, with clear purposes and ongoing rather than episodic.
ASSESSMENT AND EVALUATION UNIT:1 C.C. :8602 B.Ed. OBJECTIVES
After studying this unit, the prospective teacher will be
able to: indicate the primary differences among the terms measurement, assessment and evaluation explain the types of assessment used in the classroom environment compare and contrast the assessment for learning and assessment of learning summarize the need for assessment highlight the role of assessment in effective teaching- learning process describe major characteristics of classroom assessment INTRODUCTION
In order to ensure and enhance the effectiveness of
teaching- learning process teachers need to get information regarding students’ performance. Based upon this information, teachers make critical instructional decisions for example whether to use a certain teaching method or not, whether the progress of students towards attainment of educational goals is satisfactory or not, what if a student is having learning deficiency, How to motivate a student etc. Cont. Measurement, testing, assessment and evaluation primarily aims to yield the information regarding students’ performance in order to help the teacher and/or stakeholders to determine a certain degree, to which a learner has acquired particular knowledge, has understood particular concepts or has mastered certain skill. This information is used to scaffold the next step in the learning process. Concept of Measurement, Assessment and Evaluation Measurement:
In general, the term measurement is used to determine the
attributes or dimensions of object. For example, we measure an object to know how big, tall or heavy it is. In educational perspective measurement refers to the process of obtaining a numerical description of a student’s progress towards a pre-determined goal. This process provides the information regarding how much a student has learnt. Measurement provides quantitative description of the students’ performance for example Rafaih solved 23 arithmetic problems out of 40. But it does not include the qualitative aspect for example, Rafaih’s work was neat. Cont. Testing:
A test is an instrument or a systematic procedure to
measure a particular characteristic. For example, a test of mathematics will measure the level of the learners’ knowledge of this particular subject or field. Test definition, the means by which the presence, quality, or genuineness of anything is determined; a means of trial. A test is a deliberate action or experiment to find out how well something works. Cont.
Assessment
Is the process of gathering, recording,
interpreting, using and communicating information about a child’s progress and achievement during the development of knowledge, concepts, skills and attitudes Assessment means Cont. Evaluation Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards. It gives the value judgment to the numerical value. It includes both tangible and intangible qualities Evaluation is much more comprehensive term than measurement and assessment. It includes both quantitative and qualitative descriptions of students’ performance. It always provides a value judgment regarding the desirability of the performance for example, Very good, good etc Cont. Need of Evaluation Evaluation helps us to know whether the instructional objectives have been achieved or not. As such evaluation helps planning of better strategies for education. A sound program of evaluation clarifies the aims of education and it helps us to know whether aims and objectives are attainable or not. Classroom Assessment Why to Assess: Teachers have clear goals for instruction and they assess to ensure that these goals have been or are being met. If objectives are the destination, instruction is the path to it then assessment is a tool to keep the efforts on track and to ensure that the path is right. After the completion of journey assessment is the indication that destination is ahead Cont. What to Assess: Teachers cannot assess whatever they themselves like. In classroom assessment, teachers are supposed to assess students' current abilities in a given skill or task. The teacher can assess students’ knowledge, skills or behaviour related to a particular field Cont. Who to Assess: It may seem strange to ask whom a teacher should assess in the classroom, but the issue is of great concern. Teachers should treat students as 'real learners', not as course or unit coverers. They should also predict that some students are more active and some are less active; some are quick at learning and some are slow at it. Therefore, classroom assessment calls for a prior realistic appraisal of the individuals Cont. Assessment as Learning Assessment as learning means to use assessment to develop and support students' metacognitive skills. This form of assessment is crucial in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning. Students develop a sense of efficacy and critical thinking when they use teacher, peer and self assessment feedback to make adjustments, improvements and changes to what they Characteristics of Classroom Assessment Effective assessment of student learning begins with educational goals. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. Assessment works best when it has a clear, explicitly stated purposes. Cont. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. Assessment works best when it is ongoing not episodic. Assessment is effective when representatives from across the educational community are involved. Assessment makes a difference when it begins with issues of use and illuminates questions that Role of Assessment
"Teaching and learning are reciprocal processes
that depend on and affect one another. Thus, the assessment component deals with how well the students are learning and how well the teacher is teaching" Kellough and Kellough, (1999) Cont. role of assessment in learning It fulfills student expectations • It is used to motivate students • It provide opportunities to remedy mistakes • It indicate readiness for progression • Assessment serves as a diagnostic tool • Assessment enables grading and degree classification • Assessment works as a performance indicator for students • It is used as a performance indicator for teacher • Assessment is also a performance indicator for institution • Assessment facilitates learning in the one way or the other Cont. functions of assessment : 1. Capturing student time and attention 2. Generating appropriate student learning activity 3. Providing timely feedback which students pay attention to 4. Helping students to internalize the discipline’s standards and notions of equality 5. Generating marks or grades which distinguish between students or enable pass/fail decisions to be made. 6. Providing evidence for other outside the course to enable them to judge the Principles of Classroom Assessment Assessment should be formative Should determine planning. Assessment should serve teaching Assessment should serve learning Assessment should be curriculum-driven. Assessment should be interactive. Assessment should be student-centered. Assessment should be diagnostic Assessment should be exposed to learners Assessment should be non-judgmental.(no praise or blame for a particular outcome of learning.) Cont. Assessment should lead to learner's autonomy. (Autonomy is a principle in which students come to a state of making their own decisions in language learning. They assume a maximum amount of responsibility for what they learn and how they learn) Assessment should involve reflective teaching. (Reflective teaching is an approach instruction in which teachers are supposed to develop their understanding of teaching (quality) based on data/information obtained and collected through ANY QUESTION
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