COURSE TITLE: Assessment and evaluation in education
Course code: MEDCU405DCE
Prepared By: Dr. Shazia Siraj
Unit I Evaluation and Assessment
i) Concept of Assessment and Evaluation
ii) Major types of Evaluation
iii) Functions and purpose of Assessment.
iv) Distinction between Measurement, Assessment and Evaluation
Unit-II Parameters for test construction
i) Validity: Concept, Factors and types
ii) Reliability:Concept, Factors and types
iii) Objectivity: Meaning and nature
iv) Usability: Meaning and nature
, Unit: 1 EVALAUTION AND ASSESSMENT
Introduction
Assessment is defined as a methodical way of acquiring, reviewing and using
information about someone or something, so as to make improvement where necessary.
The term is interpreted in a variety of ways, i.e. educational, psychological, financial,
taxation, human resource and so on.
In general, assessment is an ongoing interactive process, in which two parties
(assessor and assesse) are involved. The assessor is someone who assesses the
performance based on the defined standards, while assesse is someone who is being
assessed. The process aims at determining the effectiveness of the overall performance of
the assesse and the areas of improvement. The process involves, setting up goals,
collecting information (qualitative and quantitative) and using the information for
increasing quality.Why Assessment is Important First and foremost, assessment is
important because it drives students learning (Brissenden and Slater, N. D.) Whether we
like it or not, most students tend to focus their energies on the best or most expeditious
way to pass their ‘tests.’ Based on this knowledge, we can use our assessment strategies
to manipulate the kinds of learning that takes place. For example, assessment strategies
that focus predominantly on recall of knowledge will likely promote superficial learning.
On the other hand, if we choose assessment strategies that demand critical thinking or
creative problem-solving, we are likely to realize a higher level of student performance or
achievement. In addition, good assessment can help students become more effective self-
directed learners (Angelo and Cross, 1993).
Purpose of assessment includes:
1. motivating and directing learning
2. providing feedback to student on their performance
3. providing feedback on instruction and/or the curriculum
, 4. ensuring standards of progression are met
For teachers and curriculum/course designers, carefully constructed learner
assessment techniques can help determining whether or not the stated goals are being
achieved.
Assessments are used for a wide variety of purposes in schools and education systems:
1. High-stakes assessments
It is typically standardized tests used for the purposes of accountability—
i.e., any attempt by federal, state, or local government agencies to ensure that
students are enrolled in effective schools and being taught by effective teachers. In
general, “high stakes” means that important decisions about students, teachers,
schools, or districts are based on the scores students achieve on a high-stakes test,
and either punishments (sanctions, penalties, reduced funding, negative publicity,
not being promoted to the next grade, not being allowed to graduate) or accolades
(awards, public celebration, positive publicity, bonuses, grade promotion,
diplomas) result from those scores. For a more detailed discussion, see high-stakes
test.
2. Pre-assessments
are administered before students begin a lesson, unit, course, or academic
program. Students are not necessarily expected to know most, or even any, of the
material evaluated by pre-assessments—they are generally used to (1) establish a
baseline against which educators measure learning progress over the duration of a
program, course, or instructional period, or (2) determine general academic
readiness for a course, program, grade level, or new academic
program that student may be transferring into.
, 3. Formative assessments
Are in-process evaluations of student learning that are typically
administered multiple times during a unit, course, or academic program. The
general purpose of formative assessment is to give educators in-process feedback
about what students are learning or not learning so that instructional approaches,
teaching materials, and academic support can be modified accordingly. Formative
assessments are usually not scored or graded, and they may take a variety of
forms, from more formal quizzes and assignments to informal questioning
techniques and in-class discussions with students.
4. Summative assessments
are used to evaluate student learning at the conclusion of a specific
instructional period—typically at the end of a unit, course, semester, program, or
school year. Summative assessments are typically scored and graded tests,
assignments, or projects that are used to determine whether students have learned
whatFormative assessments are commonly said to be for learning because
educators use the results to modify and improve teaching techniques during an
instructional period, while summative assessments are said to be of learning
because they evaluate academic achievement at the conclusion of an instructional
period. Or as assessment expert Paul Black put it, “When the cook tastes the soup,
that’s formative assessment. When the customer tastes the soup, that’s summative
assessment.”
5. Interim assessment:
Are used to evaluate where students are in their learning progress and
determine whether they are on track to performing well on future assessments,
such as standardized tests, end-of-course exams, and other forms of “summative”
assessment. Interim assessments are usually administered periodically during a
Course code: MEDCU405DCE
Prepared By: Dr. Shazia Siraj
Unit I Evaluation and Assessment
i) Concept of Assessment and Evaluation
ii) Major types of Evaluation
iii) Functions and purpose of Assessment.
iv) Distinction between Measurement, Assessment and Evaluation
Unit-II Parameters for test construction
i) Validity: Concept, Factors and types
ii) Reliability:Concept, Factors and types
iii) Objectivity: Meaning and nature
iv) Usability: Meaning and nature
, Unit: 1 EVALAUTION AND ASSESSMENT
Introduction
Assessment is defined as a methodical way of acquiring, reviewing and using
information about someone or something, so as to make improvement where necessary.
The term is interpreted in a variety of ways, i.e. educational, psychological, financial,
taxation, human resource and so on.
In general, assessment is an ongoing interactive process, in which two parties
(assessor and assesse) are involved. The assessor is someone who assesses the
performance based on the defined standards, while assesse is someone who is being
assessed. The process aims at determining the effectiveness of the overall performance of
the assesse and the areas of improvement. The process involves, setting up goals,
collecting information (qualitative and quantitative) and using the information for
increasing quality.Why Assessment is Important First and foremost, assessment is
important because it drives students learning (Brissenden and Slater, N. D.) Whether we
like it or not, most students tend to focus their energies on the best or most expeditious
way to pass their ‘tests.’ Based on this knowledge, we can use our assessment strategies
to manipulate the kinds of learning that takes place. For example, assessment strategies
that focus predominantly on recall of knowledge will likely promote superficial learning.
On the other hand, if we choose assessment strategies that demand critical thinking or
creative problem-solving, we are likely to realize a higher level of student performance or
achievement. In addition, good assessment can help students become more effective self-
directed learners (Angelo and Cross, 1993).
Purpose of assessment includes:
1. motivating and directing learning
2. providing feedback to student on their performance
3. providing feedback on instruction and/or the curriculum
, 4. ensuring standards of progression are met
For teachers and curriculum/course designers, carefully constructed learner
assessment techniques can help determining whether or not the stated goals are being
achieved.
Assessments are used for a wide variety of purposes in schools and education systems:
1. High-stakes assessments
It is typically standardized tests used for the purposes of accountability—
i.e., any attempt by federal, state, or local government agencies to ensure that
students are enrolled in effective schools and being taught by effective teachers. In
general, “high stakes” means that important decisions about students, teachers,
schools, or districts are based on the scores students achieve on a high-stakes test,
and either punishments (sanctions, penalties, reduced funding, negative publicity,
not being promoted to the next grade, not being allowed to graduate) or accolades
(awards, public celebration, positive publicity, bonuses, grade promotion,
diplomas) result from those scores. For a more detailed discussion, see high-stakes
test.
2. Pre-assessments
are administered before students begin a lesson, unit, course, or academic
program. Students are not necessarily expected to know most, or even any, of the
material evaluated by pre-assessments—they are generally used to (1) establish a
baseline against which educators measure learning progress over the duration of a
program, course, or instructional period, or (2) determine general academic
readiness for a course, program, grade level, or new academic
program that student may be transferring into.
, 3. Formative assessments
Are in-process evaluations of student learning that are typically
administered multiple times during a unit, course, or academic program. The
general purpose of formative assessment is to give educators in-process feedback
about what students are learning or not learning so that instructional approaches,
teaching materials, and academic support can be modified accordingly. Formative
assessments are usually not scored or graded, and they may take a variety of
forms, from more formal quizzes and assignments to informal questioning
techniques and in-class discussions with students.
4. Summative assessments
are used to evaluate student learning at the conclusion of a specific
instructional period—typically at the end of a unit, course, semester, program, or
school year. Summative assessments are typically scored and graded tests,
assignments, or projects that are used to determine whether students have learned
whatFormative assessments are commonly said to be for learning because
educators use the results to modify and improve teaching techniques during an
instructional period, while summative assessments are said to be of learning
because they evaluate academic achievement at the conclusion of an instructional
period. Or as assessment expert Paul Black put it, “When the cook tastes the soup,
that’s formative assessment. When the customer tastes the soup, that’s summative
assessment.”
5. Interim assessment:
Are used to evaluate where students are in their learning progress and
determine whether they are on track to performing well on future assessments,
such as standardized tests, end-of-course exams, and other forms of “summative”
assessment. Interim assessments are usually administered periodically during a
