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- Kinds of Assessment and Evaluation
- Types of Assessment Tools

Publicada em: Educação
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  2. 2. ASSESSMENT VS. EVALUATION  ASSESSMENT is classroom research to provide useful feedback for the improvement of teaching and learning.  EVALUATION uses methods and measures to judge student learning and understanding of the material for purposes of grading and reporting.
  3. 3.  ASSESSMENT is feedback from the student to the instructor about the student’s learning.  EVALUATION is feedback from the instructor to the student about the student’s learning. ASSESSMENT VS. EVALUATION
  4. 4. 4 https://www.google.com/search?q=assessment+and+evaluation&source=lnms&tbm=isch&sa=X&ved=0ahUKEwio5IXrn5 LbAhVHF5QKHU60BNgQ_AUICigB&biw=1366&bih=613#imgrc=dpF5LohFUCPW2M: https://www.google.com/search?q=assessment+and+evaluation&source=lnms&tbm=isch&sa=X&ved=0ahUKEwio5IXr n5LbAhVHF5QKHU60BNgQ_AUICigB&biw=1366&bih=613#imgrc=PljEh-7124zOpM:
  5. 5. DEFINITIONS Assessment -- The process of measuring something with the purpose of assigning a numerical value. Scoring -- The procedure of assigning a numerical value to assessment task. Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.
  6. 6. ASSESSMENT TYPES Formative - for performance enhancement Formal - quizzes, tests, essays, lab reports, etc. Traditional - tests, quizzes, homework , lab reports Summative - for performance assessment Informal - active questioning during and at end of class Alternative - PBL’s, presentations, essays, book reviews, peers
  7. 7. DIAGNOSTIC ASSESSMENT Types: • Pre-tests (on content and abilities) • Self-assessments • Discussion board responses • Interviews, 10-minute interview of each student
  8. 8. FORMATIVE ASSESSMENT • It provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess your own progress as an instructor.
  9. 9. SUMMATIVE ASSESSMENT • Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.
  10. 10. http://slideplayer.com/slide/8271347/
  11. 11. ALTERNATIVE ASSESSMENT Alternative to what? Paper & pencil exams lab work / research projects portfolios presentations research papers essays self-assessment / peer assessment lab practical classroom “clickers” or responder pads
  12. 12. More Formal Alternatives • mousetrap cars • writing a computer program • research project • term paper • create web page • create movie • role playing • building models • academic competitions
  13. 13. AUTHENTIC ASSESSMENT The National Science Education Standards draft (1994) states, "Authentic assessment exercises require students to apply scientific information and reasoning to situations like those they will encounter in the world outside the classroom as well as situations that approximate how scientists do their work."
  15. 15. Criterion-referenced evaluation -- student performance is assessed against a set of predetermined standards Norm-referenced evaluation -- student performance is assessed relative to the other students
  16. 16. TEST A series of question or problem designed to determine the knowledge, intelligence and abilities
  17. 17. NORM REFERENCED TEST • They are those that are used constructed and interpreted to provide a relative ranking of students. • Norm referenced tests are useful for measuring performance among students. • A relative standard of performance is used for grading purposes.
  18. 18. NORM REFERENCED TEST • Norm referenced assessment is the process of evaluating and grading the learning of students by judging and ranking them against the performance of their peer group.
  19. 19. EXAMPLES • IQ Tests • Comparing scores against the performance results of selected group of test takers, typically of the same age or grade level, who have already taken the exam.
  20. 20. PURPOSES • Classification of students. • Classification of student in this way that they can be placed in remedial or gifted program. • To help teachers select students for different ability level.
  21. 21. CRITERION REFERENCED TEST • They are those that are constructed and interpreted according to a specific set of learning outcome. • This type of test is useful for measuring the mastery of that subject. • An absolute standard of performance is set for grading purposes.
  22. 22. CRITERION REFERENCED APPROACH • An approach which focuses on whether a student’s performance meets a predetermined standard level, usually reflecting mastery of skills being tested.
  23. 23. PURPOSES • To determine what test taker can do and what they know, not how they compare to others. • To see how well the students have learned the knowledge and skills. • To determine how well the student is learning the desired curriculum and how well the school is teaching that curriculum. • To determine whether each student has achieved specific skills or concepts.
  24. 24. Criterion-Referenced Eval’s Based on a predetermined set of criteria. For instance, 90% and up = A 80% to 89.99% = B 70% to 79.99% = C 60% to 69.99% = D 59.99% and below = F
  25. 25. Assessment includes a wide variety of tools & strategies .... depending on the nature of the task that are chosen selectively & purposefully ... depending on the amount & type of information required This could include: Rubrics Tests Observation surveys Checklists Exemplars Rating scales Running records Samples of writing/work Students’ records of their Direct Observation independent learning Interviews Portfolios Oral reports Anecdotal records Research projects Conferences Performance tasks
  26. 26. Assessment Tools  Tools are what a teacher uses to record and/or categorize his or her observations/assessment data gathered through the use of various strategies  Tools should provide a clear picture of what the learning should look like (e.g. criteria & indicators)
  27. 27. Types of Assessment Tools  Anecdotal Records  Checklists  Rating scales  Rubrics
  28. 28. Anecdotal Records  Capture & describe student performance  Are gathered on specific “look-fors” pre- determined by the teacher  Allow the teacher to view the student “in action”  Should be dated & recorded accurately & objectively during an event or soon after
  29. 29. Anecdotal records should be used:  To make observations which often cannot easily be obtained using other assessment strategies  To have written evidence of student progress, interests, strengths, and areas of needs  To build an ongoing information file on each student
  30. 30. Rating Scales  Assess performance on a several-point scale ranging from low to high, which may have as few as 3 points or as many as 10.  Rating scales may be used to record the frequency or even the degree to which a student exhibits a characteristic, to describe a performance along a continuum or to record a range of achievement in relation to specific behaviours.
  31. 31. Rating scales can be used:  To assess a single performance, such as an oral retelling or a reader’s theatre presentation  To judge the quality of a performance  To provide diagnostic information  To assess the extent to which specific skills, facts, attitudes and/or behaviours are observed in a student’s work or performance
  32. 32. Checklists  Provide a record of the presence or absence of taught/acquired concept, skill, process or attitude  Provide a list of criteria to be looked for and assessed in the completion of a task
  33. 33. Checklists should be used:  To judge the process or product of a student’s performance when it can be assessed as correct/incorrect; present/absent; adequate/inadequate
  34. 34. Rubrics  Include a description of specific, observable criteria in the four categories of knowledge & skills  Use a range of levels of quality used to assess student work  Include a scale which uses brief statements based on criteria to describe the levels of achievement  Assess a wide variety of tasks or activities both holistically & analytically
  35. 35. Rubrics should be used:  When teachers want to assess complex tasks in a detailed & specific manner linked to the categories on the achievement chart of the curriculum documents
  36. 36. Rubrics are most effective:  When developed by the teacher & shared with students before the performance task  When teacher & student analyze the examples together  When students use the rubric to guide their work
  37. 37. Self - Assessment the process by which students gather information about and reflect on their own learning involves such questions as:
  38. 38. Peer – Assessment: A reflective activity that requires students, individually or as a group to reflect upon and make observations about the performance of one or more peers.
  39. 39. Quizzes & Tests: Assessment strategies that require students to respond to prompts in order to demonstrate their knowledge or skills Oral ,Written, or Performance
  40. 40. 43 -Ashley Lorenzana https://www.goodreads. com/quotes/tag/evaluation
  41. 41. REFERENCES • http://www.xula.edu/opira/assessment/documents/trainingdocs/5_Acad emic%20Assessment_Scoring%20and%20Evaluation.pdf • www.authorsstream.com/Presentation/randhawakiran23-1785230- criterion-norm-referenced-evaluation/ • https://faculty.nipissingu.ca/ronjc/EDUC4454/Classes/CLASS%2023/cl ass22_assessment_strategies_tools%202.ppt
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