2. Meaning Of Related Terms-
Assessment, Measurement,
Evaluation & Examination
ASSESSMENT
“Assessment is the systematic collection, review, and use of information about
educational programs undertaken for the purpose of improving student learning and
development”. T. Marchese (1987)
Evaluation
Evaluation is the process by which we judge the quality of a something. It is the
processes of determining the extent to which an objective is achieved or the thing evaluated
possess the qualities envisaged. Evaluation is a process of assigning value to something.
MEASUREMENT
According to Stevens “ Measurement is the assignment of numerals to objects , or events,
according to rules”
TEST / EXAMINATION
A test or an examination (or "exam") is an assessment intended to measure a test-taker's
knowledge, skill, aptitude, or classification in many other topics (e.g., beliefs). In practice, a
test may be administered orally, on paper, on a computer, or in a confined area that requires a
test taker to physically perform a set of skills.
3. ASSESSMENT STEPS:
• Develop learning objectives.
• Check for alignment between the curriculum and the
objectives.
• Develop an assessment plan (must use direct measures).
• Collect assessment data.
• Use results to improve the program.
• Routinely examine the assessment process and correct,
as needed.
4. STEPS IN THE PROCESS OF
EVALUATION
• An effective process of evaluation involves the following steps;
• Setting up of objectives of education according to the needs of learner.
• Writing the instructional objectives in behavior terms.
• Imparting learning experience / engaging learners with the learning
environment.
• Developing tools and techniques of evaluation in accordance with the
instructional objectives.
• Implementing the tools and find out the results.
• Analysis and interpretation of results.
• Modifying with remedial teaching, if there is any deviations.
• Recording for future use.
5. Assessment Evaluation
Emphasis on the teaching process
and progress
Emphasis on the mastery of
competencies
Focus on the Teacher Activity or
Student Activity
Focus on Student Performance or
Teacher Performance
Methods include: Student Critiques,
Focus Groups,
Interviews, Reflective Practice,
Surveys and Reviews
Methods include: Test/Quizzes,
Semester Projects,
Demonstrations or Performances
Purpose is to improve the teaching
and learning process Purpose is to assign a grade or ranking
Generally Formative Generally Summative
6. Assessment Evaluation
Emphasis on the teaching process
and progress
Emphasis on the mastery of
competencies
Focus on the Teacher Activity or
Student Activity
Focus on Student Performance or
Teacher Performance
Methods include: Student Critiques,
Focus Groups,
Interviews, Reflective Practice,
Surveys and Reviews
Methods include: Test/Quizzes,
Semester Projects,
Demonstrations or Performances
Purpose is to improve the teaching
and learning process Purpose is to assign a grade or ranking
Generally Formative Generally Summative
7. Measurement Evaluation
1. Measurement is quantitative it refers to
‘How Much’ without any reference to
purpose past ,or future. It is concerned
only with the present.
2. Measurement is objective and impersonal.
It does not change with change of
individuals.
3. Measurement is precise and scientific.
4. Measurement is not a continuous process,
it is occasional. Tests are conducted only
occasionally to get a measure of pupils
achievement.
Evaluation is qualitative judgment of value and
purposes. It refers to ‘how good’ with reference
to purposes present, past or future.
Evaluation is subjective and personal to a great
extent.
Evaluation is interpretative and philosophical.
Evaluation is a continuous process. Teachers are
evaluating their pupils continuously. In addition to
tests, observation, interview, sociometry,etc are
the common techniques used for the purpose
correct evaluation depends upon correct
measurement.
8. ASSESSMENT FOR LEARNING
It involves teachers uses information about student’s
knowledge, understanding and skills to inform their
teaching. It occurs throughout the teaching learning
process to clarify student’s learning and understanding. It
includes two phases—initial or diagnostic assessment and
formative assessment. This type of assessment can be
based on a variety of information sources (e.g., portfolios,
works in progress, teacher observation, conversation)
.Verbal or written feedback given to the student after this
assessment is primarily descriptive and emphasizes
strengths, identifies challenges, and points to next steps.
9. ASSESSMENT AS LEARNING
It occurs when students act as their own assessors.
Students monitor their own learning , ask questions and
use a range of strategies to decide what they know and
can do for learning. It begins as students become aware of
the goals of instruction and the criteria for performance. It
encourages to take responsibility for their own learning. It
involves goal-setting, monitoring progress, and reflecting
on results It implies student ownership and responsibility
for moving his or her thinking forward (metacognition). It
occurs throughout the learning process
10. ASSESSMENT OF LEARNING
It assists teachers in using evidence of
students learning to assess achievements against
outcomes and standards. Sometimes it is known as
summative assessment. This assessment helps for
assigning grades & ranks. It compares one student’s
achievement with standards The results can be
communicated to the student and parents .It occurs
at the end of the learning unit.
11. FORMATIVE ASSESSMENT
The goal of formative assessment is to monitor
student learning to provide ongoing feedback that
can be used by instructors to improve their teaching
and by students to improve their learning. Formative
assessment provides feedback and information
during the instructional process, while learning is
taking place, and while learning is occurring
12. Features Of Formative
Assessment
• Is diagnostic and remedial
• Makes the provision for effective feedback
• Provides the platform for the active involvement of students in
their own learning.
• Enables teachers to adjust teaching to take account of the
results of assessment
• Recognizes the profound influence assessment has on the
motivation and self-esteem of students, both of which are
crucial influences on learning
• Recognizes the need for students to be able to assess
themselves and understand how to improve
• Builds on students' prior knowledge and experience in
13. Types Of Formative Assessment
• Observations during in-class activities; of students non-verbal
feedback during lecture
• Homework exercises as review for exams and class discussions)
• Reflections journals that are reviewed periodically during the
semester
• Question and answer sessions, both formal—planned and
informal—spontaneous
• Conferences between the instructor and student at various points
in the semester
• In-class activities where students informally present their results
14. SUMMATIVE ASSESSMENT
The goal of summative assessment is to
evaluate student learning at the end of an
instructional unit by comparing it against some
standard or benchmark. Summative assessment
takes place after the learning has been completed
and provides information and feedback that sums up
the teaching and learning process.
15. TYPES OF SUMMATIVE
ASSESSMENT
• Examinations (major, high-stakes exams)
• Final examination (a truly summative assessment)
• Term papers (drafts submitted throughout the semester would be a
formative assessment)
• Projects (project phases submitted at various completion points could
be formatively assessed)
• Portfolios (could also be assessed during it’s development as a
formative assessment)
• Performances
• Student evaluation of the course (teaching effectiveness)
16. Summative Assessment Formative Assessment
For grades Enhance learning
Usually occurs at critical points
in the learning process (e.g.
mid-term; final exam)
Considered a part of the course
instruction
Evaluated with a score Evaluated by providing feedback
Once an evaluation is complete,
it is added to the students
record; typically no opportunity
for change
Activities tend to build upon the
learning process (i.e. tasks will
flow into each other so learning
becomes more of a process)
Can be viewed as "threatening"
17.
18. • Group assessment : This develops interpersonal skills and may also develop
oral skills and research skills (if combined, for example, with a project).
• Self-assessment : Self-assessment obliges students more actively and
formally to evaluate themselves and may develop self-awareness and better
understanding of learning outcomes.
• Peer assessment : By overseeing and evaluating other students’ work, the
process of peer assessment develops heightened awareness of what is
expected of students in their learning.
• Unseen examination : This is the ‘traditional’ approach. It tests the individual
knowledge base but questions are often relatively predictable and, in
assessment, it is difficult to distinguish between surface learning and deep
learning.
• Testing skills : It can be useful to test students on questions relating to
material with instead of which they have no familiarity. This often involves
19. • Coursework essays : A relatively traditional approach that allows students to explore a topic in
greater depth but can be open to plagiarism. Also, it can be fairly time consuming and may detract
from other areas of the module.
• Oral examination : With an oral exam, it is possible to ascertain students’ knowledge and skills. It
obliges a much deeper and extensive learning experience, and develops oral and presentational
skills.
• Projects : These may develop a wide range of expertise, including research, IT and organisational
skills. Marking can be difficult, so one should consider oral presentation.
• Presentations : These test and develop important oral communication and IT skills, but can prove to
be dull and unpopular with students who do not want to listen to their peers, but want instead to be
taught by the tutor.
• Multiple choice :These are useful for self-assessment and easy to mark. Difficulties lie in designing
questions and testing depth of analytical understanding.
• Portfolio: This contains great potential for developing and demonstrating transferable skills as an
ongoing process throughout the degree programme.
• Computer-aided : Computers are usually used with multiple-choice questions. Creating questions is
time consuming, but marking is very fast and accurate. The challenge is to test the depth of learning.
• Literature reviews : These are popular at later levels of degree programmes, allowing students to
