MEANING OF ASSESSMENT e Assessment for learning is an approach to teaching and learning that creates feedback which is then used to to improve students performance. e The word ‘Assess’ is used in education to judge the extent of students learning. e The international dictionary of education explains: In education the process by which one attempts to measure the quality and the quantity of learning and teaching using various assessment techniques assignments projects continuous assessment and objective type test.DEFINITION OF ASSESSMENT According to Wallace Larsen and Elksnin (1992): “Assessment refers to the process of gathering and analysing information in order to make instructional ,administrative and/or guidance decision about or for an individual”. According to wakeford, (2003): “Assessment is the feedback to the teacher for the purpose of improving instruction and other aspect of the teaching process”.Contd... e According to Ghate P.,Huddar A.,etal (2006): “Assessment it is the process of finding out present status of skills /knowledge /development/ functioning of an individual or a group which can be used purposefully in future”. e “Assessment is any systematic procedure for collecting information that can be used to make inference about the characteristic of people object"(AERA etal.,1999)Nature of Assessment 1. Process: assessment is a complex process involving various steps like preparing ,selecting ,adapting the rule, planning and administrating the test analysis and interpretation and documentation of results and giving a feedback. 2. Find out present status: The purpose of assessment is always to explore the status at the time of assessment. 3. Individual or group :Assessment can be done for an individual or could be done for a group. 4. Skill.knowledge development and functioning : During assessment we are assessing skill ,knowledge ,development and functioning of a individual aur child in a particular area.Use of assessment in various classroom situations Educational assessment provide information that promote self understanding and help students plan for the future. Appropriate assessment procedure can provide information that allow teachers to to modify and improve their instructional practices. Capturing student time and attention. Providing timely feedback which pay students attention to act on feedback. Educational test and assessment provide useful information to help educator select ,place and classify students. Generating appropriate student learning activity.CHARACTERISTICS OF CLASSROOM ASSESSMENT 1. Learner-centered-lts focus is on observing and improving learning, rather than on observing and improving teaching. 2. Mutually beneficial-Students rain force course content and strengthen their self assessment skills 3. Teacher -directed-The teacher decides what Assess, how to assess and how to respond to the information gained through the assessment. 4. Context-specific-The assessment technique is chosen to fit the subject matter and the need of the particular class 5. Ongoing-The process is creating and maintaining a classroom ‘feedbackContd... 6. Formative-Its purpose is to improve the quality of students learning no to provide evidence for evaluating for grading students 7.SMART-. Assessment should be SMART S---—---- ‘specified M-----------I Measurable Born) Achievable ---Relevant ---Time RestrictedRELATED TERMS 1. MEASUREMENT “Measurement is defined as the assignment of one of a set of numbers to each of a set of persons or objects according to certain established rules. The set of numbers depends upon the the nature of the characteristics being measured and upon the type of measuring instrument used” (Prof.Richard H.Lideman)FUNCTIONS OF MEASUREMENT Measurement helps in and classification and comparison Measurement helps in selection. Measurement helps in classroom instruction. Measurement helps in research. Measurement helps in predicting the performance. Measurement helps in guidance and counselling. Prsbett ct sdbeernatttsabeet eaten Measurement helps in making comparative study.2. Evaluation e Evaluation is the process by which we judge the value of thing. e Evaluation is the systematic assessment of the merit or worth of some objects. * Evaluation is a systematic process of determining the extent to which instructional objectives are achieved by pupil". ------- GRONLUND “ Evaluation as a systematic collection and interpretation of evidence leading as a part of process of judgement of value with a view of action." -------- CE BEEBYVu FUNCTIONS OF EVALUATION Evaluation enhances the quality of teaching. Evaluation helps in clarifying the objectives. Evaluation motivates learners. Guidance can be given on the basis of evaluation. Evaluation can help in bringing changes in the curriculum.TYPES OF EVALUATION e Formative Evaluation. e Summative Evaluation. FORMATIVE EVALUATION : % Content to be taught is presented in the form of small teaching points.At the end of each such items students are evaluated with respect to the anticipated objectives. This type of evaluation is termed as formative evaluation. * — It provides immediate feedback leading to knowledge of results diagnosis and remediation and the resulting reinforcement and motivation.SUMMATIVE EVALUATION : * Summative evaluation is done at the end of something attempted,It can be at the end a unit it may be at the end of a term. %* Annual exams are summative in nature. Formative and summative evaluations differ in their nature and their functions are complementary to each other.CONCEPT OF ASSESSMENT, MEASUREMENT AND EVALUATION e MEASUREMENT : Assigning numbers to individual or characteristics as per rules e ASSESSMENT _ : Gathering information or evidence. e EVALUATION : Use of that information or evidence to make judgement Marks = Measurement Marks + Meaning to marks = Assessment Marks + Meaning to marks + value judgement = EvaluationINTER-RELATIONSHIP BETWEEN MEASUREMENT, ASSESSMENT AN ALUATION Measurement Assessment Evaluation3. TEST e Itis the means through which we evaluate students performance. e Itis used to measure intelligence,attitude,inherent aptitude,personality etc. e Itis a type of assessment consists of a set of questions administered during a fixed period of time. “Test is an instrument or a systematic procedure for measuring a sample of behaviour." --------- NE GRONLUND4. EXAMINATION It is the act of examining or a state of being examined. It refers to written exercises,oral questions or practical tasks set to testa student's knowledge and skill on an examination paper. HC Barnard and J A Lauwerys explains the concept of examination as, a test of knowledge acquired or more generally a means of assessing intellectual capacity or abilityeeee ASSESSMENT FOR LEARNING It is a type of formative assessment. It includes teacher assessment,student self and/or peer assessment. It is a ongoing process. The assessment for learning involves increased level of student autonomy, but not without teacher guidance and collaboration. It is for diagnostic purpose. There is more emphasis towards giving useful advice to the student and less emphasis on the giving of marks and the grading function.CHARACTERISTICS OF ASSESSMENT FOR LEARNING e It should be integral to instruction. e It should be collaborative involving students in the process. e It should be based on meaningful task,learning processes and contextual to a student. e It focuses on strength and knowledge of learner. e Itis continuous and comprehensiveeoeoeceeee TEACHERS ROLE IN ASSESSMENT FOR LEARNING Designs learning. Designs assessment with feedback to the student. Arranging instructions properly. Identifying learning needs of students. Selecting and adapting learning materials and resources. Providing suitable learning opportunities for students. Enhancing students motivation to learning. Providing immediate feedback to students.ASSESSMENT AS LEARNING Learning take place through self assessment. It focuses on teaching students the metacognitive process to evaluate their own learning and adjustments. Assessment as learning is the use of ongoing self assessment by students in order to monitor their own learning. In this assessment teacher and students co-construct learning, assessment and learning progress map. The learner become aware of how to learn more effectively through this.TEACHER ROLE IN ASSESSMENT AS LEARNING Guide students through the process of understanding their own cognitive processes so that students learn to monitor their own learning and make adjustments. Guide students in setting their own goals and monitoring their progress towards them. Work with students to develop clear criteria of good practice. Guide students in developing internal feedback or self monitoring mechanisms to validate and question their own thinking.. Monitor students metacognitive processes as well as their learning and provide descriptive feedback.ASSESSMENT OF LEARNING Assessment of learning is a summative assessment used primarily to compare one students achievement with standard. It is conducted at the end of particular learning stage. For grading purpose. Assessment of learning is the assessment about how well students are learning and is accompanied by a number or letter grade. Teacher direction is supreme and the student has little involvement in the design or implementation of the assessment process. It is designed to provide evidence of achievement to teachers,students and parents as well as the broader educational community in order to celebrate success, plan intervention and support continual progress.TEACHERS ROLE IN ASSESSMENT OF LEARNING e Arationale for undertaking a particular assessment of learning at a particular point in time. Clear descriptions of the intended learning. Alternative mechanisms for assessing the same outcomes. Transparent approach to make judgements and interpretations . Descriptions of the assessment process. eeeeFORMATIVE ASSESSMENT Formative assessment is used to monitor learning progress during instruction. It is a tool used by the teacher to monitor student progress in a non threatening,supportive environment. It involves regular descriptive feedback,a chance for the student to reflect on the performance,take advice and improve upon it. It is also carried out for taking decisions regarding appropriate modifications in the transactional procedures and learning activities.PURPOSE To provide feedback to both student and teacher. To identify the specific learning error and misconceptions that need correction. To provide information to the teachers for modifying instruction and for prescribing group work and individual work. CHARACTERISTICS Administered during the lesson taught or instruction imparted It is diagnostic and remedial Makes provision for effective feedback Provides a platform for the active involvement of students in their own learning.e Offers an opportunity to students to support their peer group and vice- versa. Incorporates varied learning styles to decide how and what to teach. Builds on students prior knowledge and experience in designing what is taught. e It should be no way be used by the teacher for making comparison among students or for making certifying judgements. Observation during class activities ,Homework,quizzes,question- answers, assignments,tests,conferences,class activities are the different types formative assessment.ADVANTAGES Helps in informing the students about their progress chiefly about the amount they have yet to learn before achieving the set objectives. Useful in planning remedial instruction,guiding the students and prompting them to ask for necessary help. Enables teacher to adjust teaching by taking into account the result of assessment. Encourages students to understand the criteria that will be used to judge their work. Provide feedback to students,raises self esteem. Learning the subject matter,mastery of learning..SUMMATIVE ASSESSMENT Summative assessment is used to assess achievement at the end of instruction. It is used to determine the extent to which the instructional goals have been achieved and is used primarily for assigning course grades or for certifying student mastery of the intended learning outcomes. Summative assessment has increasingly seen used to sum up learning(Black and Wiliam-1999) Final test or measure of the students progress.PURPOSE To pass or fail a student To grade or rank a student To allow progress to further study To assure suitability at work To predict success in future study and work. CHARACTERISTICS Summarizes the final progress of the students as a result of a course of learning. Carried out less frequently than formative assessment usually at the end of a course of instruction.e The result may be safely used for making comparison among students,planning them in order of merit or taking decision about their promotion and awarding degree. e Usually a graded test. Teacher made achievement tests,practical exams, portfolio,assignments and projects,instructor self evaluation are different types of summative assessment.ADVANTAGES Grading or certification of student achievement Providing information for judging the appropriateness of the course objectives Evaluating the effectiveness of instruction. Helps to demonstrate the sum of what they have or have not learned Used to making comparison among students. Certifies the level of achievement Helps to taking decision about promotion and awarding degreePURPOSES OF ASSESSMENT Purposes of assessment can be grouped under five headings as: 1) TO SELECT e Assessment helps for selection.Selection can be independent of the learners wishes. e Selection can help the learner to make a choice. e eg:Between options at a certain stages in their school career. 2) TO CERTIFY e Assessment used for certification , progress and transfer needs to be served on both an institutional and individual level.Assessment certifies that a particular level of performance has been achieved. This may be in the form of a simple pass or fail or whether competent or not yet competent.. Certification is necessary to endorse attainment of certain skills and knowledge. It serve as the entrance to the next grade or level of learning. 3)TO DESCRIBE The outcome of assessment has been described as what a student has learned or can do in greater detail. This can be done in the form of a profile.4)TO AID IN LEARNING Assessment can helps students to learn actively It can stimulate learning activity and directs it towards the learning task to be assessed. Assessment feedback helps students to recognise their strength and weakness. Receiving feedback is a motivating experience and an aid to future planning. 5)TO IMPROVE TEACHING Assessment information helps to review the effectiveness of learning arrangement. It helps to know the impact of teaching and make adjustments accordingly. It helps to provide works , activities , remedial courses etc according to students capacity.FUNCTIONS OF ASSESSMENT FOR STUDENTS 4)DIAGNOSTIC e To enable students to find out their level of competency , knowledge, understanding etc at the beginning of the course. e It detects all the activities during learning process. From making plans to estimating the results all activities are closely watched. e Italso helps in improving performance and achieving desired results. 2)FEEDBACK / RESPONSE e This process hepls to validate how student's marks are derived. e Itidentifies and prizes specific character in students work.e It guides students to make improvement in their work. 3)LEARNING OPPORTUNITIES e To provide students with the opportunities to develop their mastery of ideas, practices ,skills and competencies through articulating them in writing or oral work or other forms of expression. 4)MAKING DECISION e To decide what has to be done for improvement. e Ithelps to focus on improvements. 5)SCREENING e The teacher can assess the probable incidence of the learning problem.e Assessment defines the problem, while screening it identifies and treats it. 6)INSTRUCTIONAL PLANNING e Itis a process for changing teaching. e Ithelps the teachers to make a plan to target the course of study. e Ithelps to address the diverse need of students. 7)SELF EVALUATION e To encourage students to make judgement about the quality of their own work, 8)MOTIVATION e Assessment task can enhance student motivation by providing framework for developing , reviewing or extending their understanding.e It provides information about the type of environment and task which helps in teaching - learning process. 9)PREPARATION FOR LONG TERM LEARNING e Formative assessment can be used to help students develop the capacity to self evaluate, an important competent for any future occupation. 10)STUDENTS CAN EVALUATE THEIR STATUS. e |fastudent's evaluation is below average , remedial courses should be provided for them. FOR TEACHERS 1)DIAGNOSTIC e Teacher can use assessment task to ascertain what student bring into a coursee It helps to make the teaching and learning responsive to students needs and build on existing knowledge. e Ithelps the teachers to know what the strength of student,what he need to learn. 2)FORMATIVE e Provides information about the learning progress during the instruction. e Helps to recognize where students are struggling and address problems immediately. e Helps to determine the next step during the learning process. e Helps to take remedial measures. 3)SUMMATIVE e It provide information about how well the student did at the end of a unit or task.4)FEEDBACK e Teachers can gain feedback on students learning , detect misunderstanding , assess the effectiveness of their teaching and make appropriate modifications and adaptations. 5)TEACHING AND LEARNING e Teacher can use assessment task as teaching learning tool both through the nature of the task themselves and through formative feedback. 6)PROMOTING SELF EVALUATION e Teacher can assess the quality of their instruction which helps in improving the teaching learning strategies. e It encourages to make judgement about the quality of their own work and prepare them for future participation in the workforce.PRINCIPLES OF ASSESSMENT PRACTICES 1)PRINCIPLES RELATED TO SELECTION OF METHODS FOR ASSESSMENT e Assessment methods should be developed or chosen so that inferences drawn from the knowledge , skills , attitude and behaviours possessed by each student are valid and not open to misinterpretation. e Assessment methods should be clearly related to the goals and objectives of instructions,and be compatible with the instructional approaches used. e Consideration should be given to the consequences of the decisions to be made in light of the obtained information. e Should be used to ensure comprehensive and consistent indications of student performance. e Assessment method should be suited to the backgrounds ant prior experiences of students.. Content and language should not make any controversy. 2)PRINCIPLES RELATED TO COLLECTION OF ASSESSMENT INFORMATION Students should be told why assessment information being collected and how this information will be used. Assessment procedure should be used under conditions suitable to its purpose and form. In assessment involving observations, checklists or rating scales the number of characteristics to be assessed at one time should be small enough and concretely described so that the observations can be made accurately. The directions provide to students should be clear, complete and appropriate for the ability , age and grade level of the students. In assessment involving selection items (eg:true-false, multiple choice),the direction should encourage students to answer all items without a threat of penalty.3)PRINCIPLES RELATED TO JUDGING AND SCORING OF STUDENT PERFORMANCE A procedure for scoring should be prepared to guide the process of judging the quality of a performance or product, the appropriateness of an attitude or behaviour, or the correctness of an answer. Students should be told how their responses or the information they provide will be judged or scored. Care should be taken to ensure that results are not influenced by factors that are not relevant to the purpose of the assessment. Comments formed as part of scoring should be based on the responses made by the students and presented in a way that students can understand and use them. Any changes made during scoring should be based up on a demonstrated problem with the initial scoring procedure. The modified procedure should then be used to restore all previously scored responses.An appeal process should be described to students at the beginning of each schor year or course of instruction that they may used to appeal a result. 4)PRINCIPLES RELATED TO SUMMARISATION AND INTERPRETATION OF RESULTS Procedures for summarising and interpreting results for a reporting period should t guided by a written policy. The way in which summary comments and grades are formulated and interpreted should be explained to students and their parents . The individual results used and the process followed in deriving summary comments and grades should be described in sufficient detail so that the meaning a summary comment or grade is clear. different kinds of results should be graded separately. Summary comments and grades should be based on more than one assessment result.e Interpretations of result should be made with due regard for limitations, problems. encountered etc in method used, collecting, judging and scoring information. e Assessment results that will be combined into summary comments and grades should be stored in a way that ensures their accuracy at the time they are summarized and interpreted. e The basis for interpretation should be carefully described and justified. e Interpretations of assessment results should take account of the background and learning experiences of the students. 5)PRINCIPLES RELATED TO REPORTING OF ASSESSMENT FINDINGS e The reporting system should be guided by written policy which is consistent with applicable laws and with basic principles of fairness and Human Rights and its confidentiality should be ensured.The report should contain a description of the goals and objectives of instruction. Report should be complete in their descriptions of the strengths and weaknesses of students so that strength can be build upon and problem areas addressed. The reporting system should provide discussions with teachers, parents and students. An appeal process should be described to students and parents so that they may use to appeal a report. The report should be clear , accurate, and of practical value to the audiences for whom they are intended.TRANSMISSION RECEPTION (Behaviouristic) MODEL It is teacher centred model of education Here direct instructions are given by teacher Teaching is mainly focussed on passive students Learning is considered as, simply remembering and restating what is taught e The role of teacher is to supply the body of knowledge in a predetermined order and the students are only the receiverFeatures of behaviouristic model eoeoeoeeeeeee Teacher centred education Content oriented Emphasises learning Learner as a receiver of knowledge Learner viewed as an empty vessel Rewards, punishment, reinforcement make learning effective Learning is behaviour modification Importance to product of learning Teachers role is a trainer Foundation of behaviouristic theories of learning Learning is a mechanical processv Assessment _in Transmission Reception model e Assessment is done on the basis of predetermined instructional objectives according to Blooms taxonomy e The evidence for achievement are learner’s ability to demonstrate and replicate the knowledge back to the teacher e Tests and Examinations are considered as act or techniques for assessment e Basically tests measures the extend of learning of students.Drawbacks of this system Importance is given to academic achievement Emphasis is given to summative assessment Importance to low level cognitive areas Mental process of learner are not considered Importance to product aspects . Higher level cognitive process can not be sufficiently evaluated It is a teacher structured teacher directed method It enhances rote learning Sometime it destruct confidence of learnerChanging Assessment Practices Q SHIFT FROM TRADITIONAL VIEW TO CONSTRUCTIVIST VIEW OF EVALUATION. «In constructivist classroom student actively involved in the process of learning +Traditional assessments are designed to examine whether the information transmitted by teacher is effective or not. -Traditional classrooms are converted to constructivism classrooms *As a result there is a shift from teacher centered to learning centered rather than just learner centered education. «Now assessment paradigm have shifted from testing learning of students to assessing for student learning.Assessment in constructivist Approach MAJOR IDEAS OF CONSTRUCTIVISM 1. Learning is an active process 2. The learner has prior knowledge 3. The learner takes responsibility for their own learningAssessment in constructivist Approach Constructivist believe that assessment should be used as a tool to enhance both the student's learning and the teacher's understanding of the student's current understanding. Brooks and Brooks(1993) describe what assessment in a constructivist classroom look like:Rather than saying “No” when a student does not give the exact answer being sought,the constructivist teacher attempts to understand the student's current thinking about the topic.MAJOR IDEAS IN ASSESSMENT e During assessment the process of learning does not stop. e Variety of techniques can be used. e It includes inquiry . e The application reflect the knowledge of students.CHARACTERISTICS OF ASSESSMENT In the context of constructivistic approach .. It is formative rather than summative Learning outcomes include conceptual understanding abilities to perform scientific inquiry and understanding about concept. Assessment is a continuous process .STEPS INVOLVED IN ASSESSMENT PROCESS e The criteria by which the work will be judged should make clear right from the beginning e Student must write or document their work e Student came to know the complex nature of judging and improving their work.ASSESSMENT PRACTICES e Constructivism calls for a reconsideration of evaluation and grading procedures. e Evaluation of the student understanding and performance should be ongoing and cumulative rather than the summative evaluation. e Constructivist evaluation is that form of evaluation which views knowledge as the outcome of experience mediated by one’s own prior knowledge and the experience of others.ASSESSMENT PRACTICES An evaluator should take into consideration of the following: * What should be evaluated?ie.,the areas to be evaluated. e How should it be evaluated?ie., the tools and techniques to be used for assessing the output forward by the learner. e Who should be evaluate? ie., the person who is engaged to know the results for further application. e What for the result should be evaluated? ie., for evaluating the performance. e When should be it evaluated? e How the results should be recorded?CONTINUOUS AND COMPREHENSIVE EVALUATION(CCE) “CCE refers to a system of school based evaluation of student that cover all aspect of student personality. + It is a curricular initiative, attempting to shift emphasis from mere testing to holistic learning. «lt is a school based assessment with the coverage of all aspects of students development «This process includes continuity of testing with reasonable intervals and covering different aspects of curricular and co-curricular areas so as to help the studentsKey words..C Continuous elt refers to continuity and regularity of assessment during the whole session. The frequency of class tests, unit tests can make the evaluation regular. The tests may be followed by the diagnosis of the hard spots of learners and remedial intervention to correct them. *Retesting and getting feedback may help the teachers and for their self evaluation.Comprehensive-C «lt refers to the areas of assessment which includes both scholastic and co-scholastic aspects of pupils growth helping the all round development of child. «Scholastic aspect include curricular area or subject specific areas and Co-scholastic aspects include life skills,co-curricular activities, attitudes and values. *The scholastic areas can be tested through written and oral tests, whereas co-scholastic areas can be assessed basically through observation and similar techniques...E?Objectives of CCE CORE OBJECTIVE: Continuity in evaluation and assessment of broad based learning and behavioral outcomes. *To make evaluation an integral part of teaching learning process *To develop skills (Cognitive, psychomotor & affective) +To lay emphasis of thought process & de-emphasize memorization. +To use evaluation for improvement of students achievements. *To guide teaching learning strategy on the basis of regular diagnosis followed by remedial instructions. *To make the process of teaching & learning a ‘Learner Centered Activity’. *To maintain desired standard of attainment.Benefits of CCE Use of grade in place of marks in determining the level of pupils performance and proficiency. «Introduction of desired changes in instructional material and methodology.(helps teachers to organize effective teaching strategies) *Functional and meaningful declaration of results for effective use by all. -Wider use of tests results for improvement through diagnosis and remedial program . +Encouragement of comprehensive evaluation covering scholastic and co-scholastic aspects. *Continuous evaluation provide scope of self evaluation. *De-emphasis of memorization.Drawbacks/Challenges of CCE Time consuming *Heavy workload of teachers. Incomplete without external examination +Large class strength High Pupil/Teacher ratio -Absenteeism(Pupil/Teacher) +Diversity of learners *Monitoring and feedback *Remediation and enrichmentEVALUATION Evaluation is the systematic collecting, analyzing and reporting of information about a students knowledge , attitudes, skills, intentions and behaviours regarding specific content ,issues ,experience. Two kinds of evaluation *FORMATIVE :Evaluation for learning. *SUMMATIVE : Evaluation of learning.SCHOLASTIC AND CO-SCHOLASTIC EVALUATION Scholastic and Co-scholastic evaluation is a part of comprehensive evaluation which is carried out regularly covering all aspects of student learning. CCE ASSESS 3 DOMAINS OF LEARNER We emcee cul Coa to amon practical test) omer We (Observation , eae Ae Cire mel lce) NON-SCHOLASTIC (neue Cnet)PROJECT Project is a method of building a comprehensive unit around an activity which may be carried on in the school or outside Criteria for assessment of project — *Planning identification of problem -Relevance of topic -Selection of appropriate tools for development of topic *Data collection *Analysis & Interpretation*Presentation of report *Timeline SEMINAR Seminar may be defined as a gathering of people for the purpose of discussing a stated topic. Such gatherings are usually interactive sessions where the participants engage in discussions about the delineated topic Criteria for assessment of seminar *Planning & organisation *Data collection *content*Preparation of Content *Presentation of paper ASSIGNMENT Assignment refers to tasks assigned to students by their teachers to be completed outside of class. Criteria for assessment of assignments *Understanding the content *Comprehensiveness of content *Ability to present *Conclusion *TimelinePORTFOLIO Portfolios are purposeful, organized, systematic collections of student work that tell the story of a student's efforts, progress, and achievement in specific areas. *The materials which can be included in the portfolio are:notes or drawings,extracts from diaries or journl,laboratory or project reports,charts,posters ,maps,diagrams,designs, painting, photographs, artworks, artifacts,completed assignments and othersPORTFOLIO ASSESSMENT Portfolio assessment is the systematic purposeful collection of students work created in response to specific objectives and evaluated in relation to some criteria. «Assessment is done by measuring the individuals work as well as portfolio as a whole against specified criteria with a specific purpose.Criteria for portfolio assessment *Quality appropriateness of students work *Reflective analysis of growth process *Description of action potential outcome in school *Balance of growth in multiple key capacities *CreativityWorking Portfolios: This type is also known as documentation portfolios.It is a planned compilation of work done by student which is to be assessed for attainment of learning objectives.One of the purpose of a working portfolio is diagnosis and the teacher will be able to trace the students level of understanding of the content area’s best evaluating the samples submitted.Showcase Portfolios : This type of portfolio highlights the best products over a particular time period or course.It contains what the students selects as their exemplary work.it displays the best work of a student, by discussions between student and teacher.showcase portfolios displays photographs, videotapes and electronic records of students completed works.It also includes written analysis and reflections by the students on why he choose those items.Evaluation Portfolios: Evaluation portfolios or assessment portfolios documents what the students have learned through the year.Tests, experiments,laboratory —records,descriptive answers,articles,projects and other artifacts etc can be included in the assessment portfolio. This type of portfolio records students learning on specific curriculum outcomes.It is designed to help teachers determine whether the students have met the standards of performance.STEPS IN CONSTRUCTION OF PORTFOLIOS Determine the purpose of portfolio Determine what type of portfolio Designing the portfolio e e e e Procedure establishingMERITS e Students are actively involved Develops self assessment skills e Strengthens relationships between teachers and students e Focus on self improvement e Collaborate assessment among teachers and studentsDEMERITS Time consuming Not suitable for all types of skills It is difficulty to fix standards Implementation and recommendation is difficult Burden for studentsGRADING Grading is a process of classifying students based on their performance into groups with the help of predetermined standards,expressed in symbolic form ie,letters in English alphabet. As the grades are corresponding symbols are predetermined and_ well defined, everyone would understand them uniformly.TYPES OF GRADING Gradin a Eas | Direct Grading ] {Indirect Grading as / Zi Absolute Grading Relative GradingDirect Grading It is the process by which any given phenomenon (eg:achievements, personality traits, physical abilities etc)with respect to each individual of the group concerned,is adjudged by the evaluator in terms of most appropriate letter grade only(A,B,C....) without assigning scores.In exams,this would involve awarding of particular grades to the answer of each question on the basis of quality judged by evaluator. The Grade Point Average(GPA) will then have to be calculated for obtaining the overall grade of students in a particular script asgiven below. Letter Grade A|B/C|D/E |F |G{\H]I Numerical value of The grade Suppose there are 15 questions in a question paper and the grades obtained by a student on the test is presented in the following tableQuestion no 12/3 4 (5 6 7 |B 9 (10 11/12 13 | 14 | 15 Obtained grade FEA GDH E/E BF CB E|D |B Grade points 4 \8 |9 |3 |e |2 |5 |5 |8 |4 |7 Ja |5 |6 |8 Grade Point Average (GPA) can be calculated as follows GPA=4+8+9+3+6+2+5+5+8+4+7+8+5+6+ =5.86~6 15 GRADE =DIndirect Grading It is the process of awarding grades through marks. In this procedure marks are first awarded as usual.The marks are awarded to the individual questions on the basis of the prescribed marking scheme and total score for the paper arrived at. The conversion of marks into grades are done in two ways 1)Absolute Grading 2) Relative GradingAbsolute Grading In absolute grading some fixed range of scores is determined in advance for each grade. On the basis of this, the score obtained by a candidate in a subject is converted to the grade concerned. It is a type of criterion referenced grading Example:Range of marks | Letter grade Numericalvalue f the grade Be ination 91-100 71-90 51-70 11-30 Below Average BelowAverage c 1 UnsatisfactoryRelative Grading Relative grading allows for the teacher to interpret the results of an assessment and determine grades based on student performance. One example of this is grading “on the curve.” In this approach, the grades of an assessment are forced to fit a “bell curve” no matter what the distribution is. A hard grade to the curve would look as follows.A= Top 10% of students B = Next 25% of students C = Middle 30% of students D = Next 25% of students F = Bottom 10% of studentsTYPES OF ASSESSMENT a)PRACTICE BASED ASSESSMENT DEFENITION Practice based Assessment may be considered as aset of stratagies to prepare students for practice environment. Eg.written examination Viva Reports Reflective portfoliosMerits . It provides formative information about how learning is progressing . Allow errors to be diagnosed . Combine practice,reinforcement,and assessment . Non verbal as well as verbal responses can be assessedb)PERFORMANCE BASED ASSESSMENT DEFENITION Performance based assessment describes one or more approaches for measuring student progress, skills and achievement. Eg. portfolios Performance tasks ExhibitionsTypes of performance tasks Restricted performance task They are more structured and require less time to administer Eg.G‘ive a, one minute speech on a given topic Extended performance tasks They are suited to assess more complex learning outcomes such as gathering,organising,evaluating and presenting. Eg.Read a novel and write a critical review on it.Functions of performance based assessment Performance criteria help to define the standards of achievement Evaluation of student performance become more reliable Integration of assessment and instruction Advantages They can clearly communicate instructional goals Provide a means of assessing process or procedure as well as the product Engourage the application of learning to real life situation The use of performance assessment may result in betterLimitations e Requires considerable time and effort in use e Evaluation must frequently be done individually rather than in groups e Judgement and scoring performance is subjective and and has low reliability. C)EXAMINATION BASED ASSESSMENT--Evidence based assessment? DEFENITION It means assessment of ability,achievement or performance in a subject with the help of examination,it is the assessment of theFunctions of examination based assessment To evaluate cognitive ,affective ,and psychomotor abilities To help in diagnosis To assess the progress of learning To motivate students Provide opportunity to the students for self evaluation.Practice of assessment DIALOGUE It can be defined as talk between two or more people in which thoughts and ideas are expressed, questions are asked and answered or information exchanged. In the context of assessment, it refers to the communication of assessment evidences to the learners. The verbal encounter between the teachers and students or among students is termed as an instructional dialogues. It can take place through an email exchange, comments on a blog, instant messaging, etc.Using dialogue as an assessment tool. It can be used to: 1. Assess knowledge 2. Assess practice 3. Provide evidence of reflection on practice 4. Assess professional learning Different examples or types of dialogues are: Critical discussions Reflective dialogues Presentations Group assessment Narrative Professional conversations Dialogue with evidence Story telling PNOALON>FEEDBACK THROUGH MARKING . eeee Marking is a tool for assessing students work and providing feedback about their progress. The principle purpose of marking is to provide students with feedback on their performances. Student will be graded or marked depending on their performances. Mark should reflect academic achievement when it is related to academic subjects. Marking and feedback take place to: Assess the level at which students are working. Motivate students to produce work of a high quality. Provide opportunity to give praise and encouragement. Monitor effectiveness of teaching and to aid future planning.Functions e Ithelp the teachers to acquire information about the level of understanding among students. It helps to modify the instructional activities It helps ti achieve the the desired learning goals. It promotes students learning. Helps to understand what and how students are thinking. Enable to recognize student language, communication skills, etc. eco5eee Characteristics e Dialogue should be conducted with a learning goal in mind. e Ith should be interactive in nature. e Itshould act as supportive tool of social participation and social cognitionMARKING SYSTEM e Marks are assigned to provide feedback about academic achievement in order for students to be compared according to their achievement. e Marks are awarded for individual assessment items, grades are awarded for courses. A grade is the overall level of achievement for a course, usually determined by combining the marks of the individual assessment items that make up the course. Two type of marking systems are: 1. Type of comparison involved 2. Type of symbols usedI ‘Type of comparison Marks are based on comparison usually, comparison of student with: a) b) c) qd) e) Other students---Grades are depends on how well the achievement of a student did compared with the achievement of other students. Such an approach is called norm referenced. Established standards ----Grades dependent on how well a students performance compare with pre established standards. Such an approach is called criterion referenced. Aptitude ---In this students are compared themselves. Effort---Mark depend on how hard the student work. Improvement ---Such system compare the amount of improvement between the beginning and end of instruction.2.Type of symbols The most commonly used symbol in marking systems are : a) Letter grade---such as A-F is used to report marks. b) Numerical grades ---In this 100 as the highest mark, also shows letter grade equivalent for the range of numerical grades. c)Pass-Fail symbol---In this P orF is employed in marking.Eeedback Definition: Feedback is a process in which learners make sense of information about their performance and use it to enhance quality of their work or learning strategies, Feedback is any information that a learner receives as a result of an assessment. It may written or oral, stated or implied. It helps to maximize their potential, raise their awareness of strengths and areas for improvement. The main purpose is to reduce a gap between current understanding and performances and a goal.Characteristics of good feedback 1. Good feedback is relevant Feedback needs to be relevant to the individual student. Their previous work and stage of development should be considered. 2. Good feedback is informative Information should be given on student strength. This encourages and motivates the students and also helps to plan ahead. 3. Good feedback encourage self assessment Student should assess their own work critically and internalise criteria and standards.4. Good feedback encourage dialogues It stimulate a response and a continuing dialogues. Criteria of feedback To be most effective, feedback must meet the following criteria Should be given immediately following or during assessment. Should be detailed and understandable to students. Should provide remedial measures for correcting errors Should be positive and provide guide for improving both performance and self assessment. e Should focus on successful elements of the performances and the error should be corrected. eoeeePrinciples of marking and feedback EO eae eee Cont aes Teachers should provide written or verbal feedback to students. Feedback should be clear. Hand written feedback should be legible and should use simple languages. Feedback should be accurate. It should directly related to learning outcomes and given assessment criteria. Marking should be regular, frequent and consistent across the school. It is best provided as soon as possible after the assessment took place. Standard criteria and marking symbols should use in marking. Students should be trained in marking, self evaluation and peer assessment. Parents should have access to the schools marking procedures.Peer Assessment Peer assessment is the assessment of students work by other students of equal status. Student often undertake peer assessment in conjunction with formal self assessment. It refers to one student assessing other students. e Itrequire students to provide either feedback or grades to their peers on a product or performance based on the criteria for excellence that product or event which students may have been involved in determining. e Inthis learns make judgement about one anothers work. e This require them to give and/or receive feedback. e Itallows students insight into the thinking and reasoning abilities of their peers.Purpose e e To give and receive feedback for learning To make formal judgement about the quality of other students work Advantage eoeceee It helps to develop interpersonal skill. Give feedback to students Helps to clarify assessment criteria Reduce the marking load of teacher It saves tutorial time It helps to develop the ability to make judgementDisadvantage eoeee Students may lack the ability to evaluate each other Students will have a tendency to award everyone the same mark Additional briefing time can increase teachers work load Without lecturer intervention, students may mis inform each other. Self Assessment It is a process of formative assessment during which students reflect on and evaluate the quality of their work and their learning self-assessment is the process of looking at oneself in order to assess aspects that are important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and self-enhancement.It is the assessment where the student is the source - that is the person who makes judgement on their own learning. It provide student with an opportunity to review concepts and identify process. According to Boud(1995) self assessment comprises two main elements : 1.making decision about the standards of performance expected. 2.making judgement about the quality of the performance in relation to these standards. Teachers can increase students self assessment habit by: Involving students in developing assessment criteria Involving students in peer assessment Establishing a protocol for students to reduce dissatisfaction on teacher assigned marks or performance level.Advantage Develop self directed learning Helps to identity the assessment criteria Increase student motivation Encourage student involvement, responsibility and independence Focus on development of students judgement skills Encourage student ownership of the learning Provide information for goal setting eoeoecoee Disadvantage e Briefing time can increase teachers work load e = Itis difficult to apply in lower levels e Itcan be time consuming if not planned adequatelyormative use of s ative assessment e Summative assessment is the assessment that involves an evaluation of student achievement resulting in a grade or a certification. e Both formative and summative assessment have vital role to play in the education of students, and although on the surface they may not seem to have much in common, there are identified ways they can work together to improve student learning. e Making formative use of summative assessment means using information derived from summative assessment to improve future student performance. For the teacher it involves : e Providing a range of assessment task and opportunities to make certain that a range of student learning styles are catered for. e Teaching students to prepare more efficiently for summative assessment by making use of knowledge about themselves as learners.e making use of the results of summative assessment so that learning is emphasised. For the student it involves: e developing the ability to identify 'where | am now' and ‘where | need to be’... and to prepare for summative assessment accordingly e recognising that summative assessment experiences are an opportunity for further learning and a chance to improve future achievement.TOOLS FOR ASSESSMENT The word “ Tools” literary means- implement for mechanical operation In educational assessment, Tool - as an instrument to collect evidence of students achievement Major tools used for classroom assessment are e Tests Cumulative record Anecdotal record Check list Rating scale Questionnaire Inventory Questionnaire° Techniques for Assessment e Techniques refers to procedure used to collect relevant information e Major techniques used for classroom assessment are = Observation Self reporting Testing Projective techniques Interview Case study SociometryTechniques: 1. Observation ° Observation is the process in which information is collected by direct observation without asking the respondent In observation process, teacher observe what is occurring in the real life situations of students and record that happening according to some planned scheme It is purposive, systematic, carefully focused and thoroughly recorded It is a means of obtaining first hand informationType of observation Participant observatio participants \bserver participate with the activities of the group and observes the behaviour of the Non participant observation: observer observes the group without participating in the activities of group a : ; Controlled observation : observation of events under controlled conditions Uncontrolled observation: observation take place in natural settings - Activities are performed without guidance of any external force © Structur rvation/ unstr vation Structured observation : Observation of phenomena under pre-planned scheme-in a formal manner-based on predetermined criteria Unstructured observation : observation is take place in natural setting as they occur spontaneouslyMERITS e Itcan be used in every situation © Itcan be used with children of all age e Itis independent of respondent willingness to respond ¢ Information obtained is related to what is currently happening Economical LIMITATIONS Time consuming There is great scope for personal prejudice and bias of the observer © Only overt behaviours are observed « Sometimes unforeseen factors may interfere with the observational task2 Self reporting Self reporting provide valuable evidence about student's perception of themselves and how they want others to view them Self reporting techniques are used to collect information directly from the students = Matters related to student's personal Life = Past experience of students This report including report on student's attitude, interest and personal feelings etc It is very useful for understanding students It is useful for guiding students learning, development and adjustment It is helpful to discover complex personality traits3 Testing e Testing measures the level of skill or knowledge that has been reached e Testing is used to measure how much of the assigned materials students are mastered, and how well students are learning the materials. It is used to measure one or more aspects of human behaviour through verbal and non-verbal responsesMERITS OF TESTING They are used to determine the achievement level and progress of pupils Help to identify the interest of the students Help to identify talented and slow learners Help to improve — teaching learning techniques They are objective Economical and less _ time consuming DEMERITS OF TESTING In many tests more importance is given to measure verbal abilities All traits or behaviour measured Condition such as socio-cultural or environmental may influence unduly on the students The results of the test may tend to invalidate due to indifference, lack of attention, low commitment etc cannot beTools : 1 Anecdotal Record e tis report of teacher observation regarding his pupil e When teachers observe certain behaviour of his students during specific occasion, either in classroom or outside , should be recorded accurately and objectively. e Such behaviour of students reveal their attitude or certain personality traits e This type of record help the teacher in evaluating a student from the point of view of his personality.A specimen of an Anecdotal Record Name of the student : ...........-2--.-00:00 class: ........ Division: ...... Name of the school: ....... Date of observation: .. Name of the observer: Incident No. 1 Recommendations : .....Merits and demerits of Anecdotal Record Merits e They are very helpful in understanding the child's behaviour in diverse situation e They provide data for pupils to use in self appraisal e A new teacher may use these records and acquaint himself with the students Demerits A careless recording of behaviour will harm than good When the observer project his own feelings,then the record will useless Many useful details of incident may be left unrecorded due to the time lapse between the incident and recording.CHECK LIST Consist of prepared list of items. Simple laundry-list type of device Easy to construct and easy to use Tool has the advantage of systematising and facilitating the recording of observation and of helping to assure the consideration of all aspects of action or object observed Result is recorded by putting tick mark Used to check whether a trait is present or absentHAMER AND KEMFER SUGGESTED 4 TYPES OF ITEMS e Those item for which respondent put tick mark against programmes are arranged in your school. e tems whose answer to be recorded encircling the “yes”or “No” e questions are in the form of statements and answered by putting tick mark e Items are multialternative and respondent have to mark the alternativeRATING SCALE Modified version of check list. It means the judgement of one person by another An object is judged in absolute terms against certain specified criteria. e Rating may be in such forms as “good”, “average “, “poor”, “above average “, “average “, “below average “.TYPES OF RATING SCALE 1. NUMERIC RATING SCALE 2. DISCRIPTIVE RATING SCALE 3. GRAPHIC RATING SCALE 4. PERCENTAGE GROUP SCALEa)Numeric rating scale Numbers are assigned to each trait. Each number describes one character of behaviour The numbers on 5 point or 7 point scale are provided with bipolar adjective at both ends In 7 point scale, ‘ 7 ‘represents the ‘maximum ‘, ‘4’represents the’average’. 0-10 Numeric Pain Rating Scale 234 5 6 7 8 @ 10 oa Ne ponb) Descriptive Rating scale The rater puts a tick mark in the space provided before the characteristics or trait. A B c D E Excellent Good Average Belowaverage poorC) Graphic Rating scale e Also called ‘behavioural statement scale’ e Traits are important for effective performance Eg: quality of work, team work, ethics...d) percentage Group Scale e Rater is asked to give the percentage of the group. Eg: highest =5% Second highest =5% Average = 20% Second lowest =10% Lowest =5%ADVANTAGES OF RATING SCALE 1. Specified outcomes or objectives of education can be measured Help the students to rate himself To find out the needs of students To suppliment other source of understanding about the child Provides a stimulating effect upon the individual who are rated. aPFwonLIMITATIONS OF RATING SCALE te Personal bias a) Some raters mark the high end of the scale due to bias called generosity error b) Some raters tend to rate everyone average this is called central tendency error 2. Haloeffect Raters general impression of a person influence his ratings.3. Logical error Raters rate two characteristics of the trait more alike or less alike, because he felt they are logically related to each other. 4. Proximity error Adjustment characteristics of a behaviour tend to intercorrelate with each other.As a result rater tends to give both of them same rating.TEST Meaning Device or procedure confronting a subject with a standard set of questions or task to which the student is respond independently and the result of which can be treated in such a way as to provide a quantitative comparison of performance of different students.DEFINITION “ As a systematic procedure for observing and describing one or more characteristics of person with the aid of either a numerical scale or category system “ - L.J Cronback -USES OF TEST They are objective They are handy To motivate and direct effect to learn To monitor students progress in attaining learning goals They are economical and less time consuming. Oe NaTYPES OF TESTS e BASED ON RESPONSES a) Performance test b) Maximum performance test intelligent test Achievement test Aptitude testC) Habitual performance Deals with affective domain of educational objective, to measures the typical behaviour and characteristics of examinee. interest test personality test value test adjustment test