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Types of Assessment

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19 views

Types of Assessment

Uploaded by

bismazahra11
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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Education should be:

Process-oriented or Product-oriented?
Assessment and Types of
Assessment
Objectives

Participants will be able to :

1. Differentiate among types of assessment


2. Differentiate between AFL and AOL
3. Enlist Different Types of Assessment
Techniques
4. Enlist online assessment tools and its uses
5. Explain the importance of Feedback
85% Pass/Fail A
F B

C+ 93%

S
A- 67%
D
Unsatisfactory

C
What is Assessment?
The process of
observing, learning,
collecting, recording,and
interpreting the
information about the
learner level of
achievement.
Why is it important to assess?
Why is it important to assess?
Other Purposes of Assessment

 To guide instructional decision making


 To assist in the diagnosis of learning and
performance problems
 To promote self-regulation
 To determine what students have learnt
What are Types of Assessment?
By Conducting
By Purpose Authority

TYPES OF
ASSESSMENT

By
By Method Interpretation

Paper-Pencil vs
Performance
TYPES OF ASSESSMENT
(By Purpose)

 Placement Assessment “Determine


pupil performance at the beginning of instruction.”
 Formative Assessment “Monitor learning
progress during instruction.”
 Diagnostic Assessment “Diagnostic
learning difficulties during instruction.”
 Summative Assessment “Evaluate
achievement at the end of instruction.”
TYPES OF ASSESSMENT
(By Conducting Authority)

 Teacher Made Test :


When the test is developed by classroom
teachers.
 Standardized Test:
When the test is developed by a team of
experts.

15
TYPES OF ASSESSMENT
(By Interpretation)

NORM REFERENCED ASSESSMENT


Gives children a mark and a rank. It tells us how
an individual is compared with other persons who
have taken the same test.

CRITERION REFERENCED ASSESSMENT


An individual’s test performance without referring
to the performance of other individuals.
For example: What outcomes the students have
achieved in computer typing within 25 minutes.
TYPES OF ASSESSMENT
(By Method)

 Subjective/Essay type test


 Extended Response
 Restricted Response
 Short Answer
 Objective Type Test
 Multiple Choice Questions (MCQs)
 True/ False
 Fill in the blanks
 Matching Column
1. Placement Assessment / Evaluation
Carried out before the start of any program
/ session
 to select certain number of candidates
against given number of seats
 Entry test, admission test, recruitment test
etc
Diagnostic Assessment / Evaluation

Carried out just at the start of the session.


•To get information’s about their
strengths and weaknesses of the learner
as well as
•Identify learning difficulties related to
different areas and disciplines.
Continuous/Formative/Proces Assessment
 Carried out during the session / process /program
 information about the learning progress of the learner.
 To know about the effectiveness of
 Methodology ( pedagogy / andragogy )
 Content / Subject matter

 To improve teaching methodology

 Weekly test , monthly test , quarterly test , 1st semester


exam etc
4. Summative/Product Assessment

Carried out at the end of the session / program


 To assess the overall effectiveness of the program

 To make decisions are made to promote the students to

the next grade / class


Think Soup
• Formative
assessment is
when the chef
tastes the soup
• Summative
assessment is
when the diner
eats the soup
Forms of Summative Assessment

 Performance Assessment
 Portfolio
 Traditional Tests
What are
Assessment
Techniques?
Classroom Assessment
Techniques (CATs) are a
set of specific activities
that instructors can use
to quickly gauge
student’s comprehension.
Difference between AOL and AFL?
Assessment Assessment for
of Learning Learning
• Study to meet Strive to understand the
the standards target
• Take the Test Act on classroom
• Strive for the assessment to improve
highest score Encourage success
possible
• Avoid failure
ASSESSMENT FOR LEARNING
 Taken at varying intervals throughout a
course
 To provide information and feedback that will
help improve
the quality of student learning
The quality of teaching
the quality of the course itself
Attainment and Achievement
 “…learner-centered, teacher-directed,
mutually beneficial, formative, context-
specific, ongoing, and firmly rooted in good
practice" (Angelo and Cross, 1993).
 Provides information on what an individual
student needs
To practice
To have re-taught
To learn next
ASSESSMENT OF LEARNING
 Generally taken by students at the end of a unit
or semester to demonstrate the "sum" of what
they have or have not learned.
 Summative assessment methods are the most
traditional way of evaluating student work.
 "Good summative assessments--tests and other
graded evaluations--must be demonstrably
reliable, valid, and free of bias" (Angelo and
Cross, 1993).
The Garden Analogy
If we think of our children as plants …

Summative assessment of the plants is the process of


simply measuring them. It might be interesting to
compare and analyze measurements but, in themselves,
these do not affect the growth of the plants.

Formative assessment, on the other hand, is the


equivalent of feeding and watering the plants appropriate
to their needs - directly affecting their growth.
Alternative Assessment
 Alternative to what? Paper & pencil exams
 Alternatives:
 lab work / research projects
 portfolios
 presentations
 research papers
 essays
 self-assessment / peer assessment
 lab practical
 classroom “clickers” or responder pads
More Formal Alternatives
 writing a computer program
 research project
 term paper
 create web page
 create movie
 role playing
 building models
 academic competitions
Traffic Lights
Use traffic lights as a visual means of
showing understanding.

e.g.
• Students have red, amber and green
cards which they show on their desks
or in the air. (red = don’t understand,
green = totally get it etc.)

• Students self-assess using traffic


lights. The teacher could then record
these visually in their mark book.

• Peer assess presentations etc. with


traffic lights
Thumbs
Check class understanding of what
you are teaching by asking them
to show their thumbs.

Thumbs up = I get it

Thumbs half way = sort of

Thumbs down = I don’t get it


Students write Questions
For example –

• About what they would like to know on a


new topic
• To ask the teacher or other students in
order to assess their learning
• To demonstrate their
learning/misconceptions/areas they would
like to further explore

The classroom could have a question box


where students drop questions at the
end of a lesson.

Or, a plenary could involve students writing


questions that the class then work on
together, or forms the basis of the next lesson.
Students ask Questions
Create opportunities for students to
ask questions. This could be of their
peers, of the teacher or as a means
to develop discussion.

A ‘question box’ for written questions


offers a different means of
communication for students

Allow time for students to ask


questions about pieces of work. This
helps open up assessment and
eliminate ambiguity
Exemplar Work
When setting students a piece of
work, show them examples that make
it clear what it is they are being asked
to do – and what they need to do in
order to meet the assessment criteria.

Students could mark exemplar work


using the assessment criteria. This
will help model what is being asked
for and how it relates to the process
of assessment.
Mid-unit assessment
Having an assessment at the end of a
unit may not provide time for you to
go over areas students have
struggled with, or in which there are
general misconceptions.

Timing assessment during a unit (i.e.


lesson 5 of 7) allows time to review,
reflect and revisit.

It also gives the teacher an


opportunity to focus explicitly on
areas of weak understanding
supported by evidence.

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