36_econtent _unit 1 it is the strangeness of learning

It's about learning techniques.

1. Dr. N. SUBRAMANIAN
Principal
S VeerasamyChettiarCollege of
Education,
Puliangudi–627855,
TenkasiDistrict
Mobile: [phone] & 8508405511
Mail: [email protected]
Assessment for Learning
Unit: I -Basics of Assessment
B.Ed.

2. SEGMENTS OF UNIT -I
Segment –1
Test
Measurement
Assessment
Evaluation
Evaluation
Process
Differences
between test,
measurement,
evaluation &
assessment
Segment –2
Role of
Assessment
In Learning:
Assessment
for Learning
Assessment
as Learning
Assessment
of Learning
Differences
between AfL,
AaL& AoL
Segment –3
Formative
Assessment
Summative
Assessments
Differences
between FA
& SA
Segment –4
Purpose of
Assessment
&
Principles of
Assessment
Practices

3. TEST,
MEASUREMENT, ASSESSMENT
&
EVALUATION
Segment -1

4. Test
Narrower
Notion
presentation of a
legitimate set of
questionsto be
answered
As a result of
learners’ answers
to such an array
of questions, one
gets a measure
of an
uniqueness of
that person.
learners’ mastery
over a preferred
content or a
specific skill

5. Broader
notion
Measurement
gauging a
numerical
illustration of the
level to which a
learner possesses
a specific facet.
Appraising
how much does
learner learned
numerical data
engaged as a
fragment of the
evaluation process

6. Series of arrangements
utilized to resolve
whether the student
encounters a
predetermined
yardstick.
Evaluation
process of defining
significant data for
judging decision
substitutes
Arrangement of
data through
formal means, such
as, measurement,
criteria & statistics
to handle as
analytical grounds
for generating
judgments in
conclusive
situations
Broader than test
& comprises all kind
of examinations

7. Upshots of
a
programme
are
analyzed
to
observe
whether
they are
satidsfie
d
specifically
with
reference to
the
programmes’
affirmed
objectives, or
some
benchmark of
excellence.
Evaluation is a
process……….

8. Testing
Situation
Measure
ment
Placing a
value on the
level of
achievement
shown in
that
behaviour
which the
measurement
indicates.
3 components of Evaluation Process……….

9. Objectives
Learning
Objectives
Behavioural
Changes
Learning
Objectives
Measurement
Value
Orientation
+
Evaluation
3. Placing a value
on the level of
achievement
2. Measurement
1. Testing
Situation

10. •process of documenting, skills, attitudes, knowledge,
and beliefs, generally in quantifiable terms.
•technique of gathering facts, quantitative and
qualitative data
•to track a learners’ improvement assisting in
sketching future educational course of action.
•foundation for decision making (Evaluation)

11. how
students
learn…
Providing
students’
motivation to
learn…
How teachers
teach…
Assessment plays
a main role in

12. TEST
Process of
examining
someone’s
knowledge
MEASUREMENT
Process of
computing a
numerical depiction
of the level to which
a student possesses a
particular attribute.
EVALUATION
process of
making
judgments based
on criteria and
evidence.
Assessment
process of
documenting
knowledge, skills,
attitudes and beliefs,
usually in measurable
terms.& also making
improvements
through feedback

13. ROLE OF ASSESSMENT IN
LEARNING
Segment -2
AoL
AaL
AfL
AoL

14. Role of
Assessment in
Learning……..
Usage of
Assessment
Assessment
for Learning
Assessment
as Learning
Assessment
of Learning

15. Teachers attain
insight into what
students
understand
Assessmen
t assists
Teachers plan
and guide
instruction
Teachers offer
supportive
feedback to
students
Students’
improvement in
learning
ASSESSMENT FOR LEARNING ( AfL)
Bonded to Constructivism & Cognitive Science

16. Students
develop an
awareness of how
they learn
use that awareness
to adjust and
advance their
learning
taking an
increased
responsibilityfor
their learning
Assessment as
Learning
(
AaL
)
–
Connected to Constructivism & Cognitive Science

17. ASSESSMENT
OF LEARNING
(AoL)
“assessment as
measurement”
paradigm.

18. AaL
AfL
AoL
treat learning as an internal
event
emphasize the importance of
feedback to learning
focus on formative
assessment as key to learning
All 3 –be
balanced
Improve
teaching &
learning

19. AoL
Purpose: Certification
& Teacher appraisal
Role of teacher: Test
Administrator
Role of students: Test
taker
Audience for
assessment outcomes:
Government Bodies,
School Administrators
& Parents
AfL
Purpose:Modification
of instruction &
learning
Role of teacher:
Teacher guide their
students to make use
of the assessment to
improve their learning
Audience: Teachers
AaL
Purpose:Promote
students’ self-reflection
& metacognitionabout
their learning
Role of teacher:
provide explicit
instruction on self-
regulated strategies
Role of students:
Active agents
Audience: Students

20. FORMATIVE & SUMMATIVE
ASSESSMENT
Segment -3
FA
FA
FA
FA
SA

21. Communication
between teacher and
student
Guiding the teacher
toward appropriate
instructional decisions
Generating feedback
to improve and
accelerate students’
learning
FA is assessment for
learning rather than
assessment of learning
FORMATIVE ASSESSMENT (FA) [Assessment For Learning]
A process that occurs during teaching and learning and involves both teachers and
students gather information so they can take steps to keep learning moving forward to
meet the learning goals.

22. Active
Intentional
Learning Process
Intentional
Learning –refers
to cognitive
process that have
learning as a goal
rather than an
intentional
outcome.
Teachers & their
students actively
and intentionally
engaged in FA
Provide
Feedback &
Improvement
of Learning
not merely to
grade
Formative
Assessment

23. Interrelated elements
of
FA Process
Shared learning targets &
criteria for success
Feedback that feeds
learning forward
Student self-
assessment & peer
assessment
Student goal
setting
Strategic Teacher
Questioning
Student
engagement in
asking effective
questions

24. Improvement of
teaching and
learning process by
Formative
Assessment through
the following
principles
1. Help students to
understand the role of
formative assessment
2. Map out what is most
important for students to know,
understand and be able to do as a
result of this segment of
learning?
3. Make room
for student
differences
4. Provide
instructive
feedback
5. Make
feedback user
friendly

25. Improvement of
teaching and
learning process by
Formative
Assessment through
the following
principles
6. Teachers assess the
students persistently
7. Engage students
with formative
assessment
8. Teachers find patterns in
the students’ work that the
way to planning classroom
instruction
9. Plan instruction around
content requirements and
student needs
10. Repeat the
process

26. SUMMATIVE
ASSESSMENT
[Assessment of Learning]
Called as
assessment
of learning
Report the
students’ final
results to the
students
themselves,
teachers, parents
and community.
Used for
promotion &
retention of
students &
evaluation of
individual schools
Takes place at the last part of the
chapter, a unit of study, a
benchmark period, a quarter, a
course, a semester or an academic
year.
Because their
purpose is to
support the
assignment of
levels of
proficiency related
to course outcomes

27. Advantages
of
Summative
Assessment
Teachers can
make out if the
students have
learned and
understood the
subject.
Determine
achievement of
students
Make
academic
records
Provide
opportunity to
develop a learning
environment
Provide
opportunity to
develop a
learning
environment
Positive
outcome
boosts
confidence
Instructors can find
out weak areas where
the results are steadily
low
supervisor can
measure the
educational faculty or
the instructor.

28. Purpose:Toimprovelearning&
achievement
Carried out while learning is in progress –
day to day, minute by minute.
Focused on learning process & learning
progress
Integralpartofteaching&learning
process
Collaborative–Teachers&students
knowwheretheyareheadedunderstand
thelearningneeds,anduseassessment
informationasfeedbacktoguideand
adaptwhattheydotomeetthoseneeds.
Fluid–Anongoingprocessinfluencedby
studentneedandteacherfeedback
Teachers and students adopt the role of
intentional learners.
Teachers and students use theevidence
they gather to make adjustments for
continuous improvement.
Purpose: To measure or audit
attainment
Carried out fromtime to time to create
snapshots of what has happened.
Focused on the products of learning.
Viewedassomethingseparate,an
activityperformedaftertheteaching–
learningcycle
Teacher directed –teachers assign what
the students must do and then evaluate
how well they complete the assignment.
Rigid-Anunchanging measure of what
the student achieved.
Teachers adopt the role of auditorsand
students assume the role of the audited.
Teachers use theresults to make final
“success or failure” decisions about a
relatively fixed set of instructional
activities.

29. PURPOSE OF ASSESSMENT &
PRINCIPLES OF ASSESSMENT
PRACTICES
Segment -4

30. Purpose of
Assessment
Formative
Summative
Diagnostic
Evaluative
To diagnose learning difficulties
in the individual student
(Subsumed within formative)
Evaluates the
success of a
whole school
provides feedback for the
teacher, and the pupil, on their
progress (During Instruction)
to provide
measures of
achievement
up to the time
of assessment
for purposes of
accountability
(After the
instruction)
to improve
students’ learning
and teachers’
teaching
use assessment
information to
undertake policy
review and
development
provide evidence
of satisfactory
completion of a
course
(Certification)
Compare
individuals or
groups
(Norm referenced
test)

31. Principles of Assessment
Practices
Valid: the
work is
relevant to
what is being
assessed and
is at the right
level
Authentic: the
work has been
produced
solely by the
learner.
Current: the
work is still
relevant at the
time of
assessment.
Sufficient: the
work covers
all the
requirements
at the time.
Reliable: the
work is
consistent
over time.
Communication: taking
place regularly with
students, assessors, etc.
Continuous
Professional
Development:
Maintaining
currency of
skills &
Knowledge
Embrace
equality,
inclusivity,
diversity and
also
represents all
aspects of
society
Assessment
process –
Honest &
moral & takes
into account
confidentiality
& integrity
Motivation:
encouraging
& supporting
learners to
reach their
potential
Standardization:
all assessors
make
comparable &
consistent
decisions to get
accurate
interpretations
Ensuring assessment
activities fit for purpose
and planning, decisions
and feedback justifiable.
S
M
A
R
T
All assessment activities are Specific,
Measurable, Achievable, Relevant & Time
bound

32. Summary of the Unit
•The first unit covers four segments. The first
segment covers the differences among test,
measurement, evaluation & assessment,
evaluation, evaluation process

33. REFERENCES
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disadvantages-summative-evaluation/assessedon05-
07-2020.

34. REFERENCES
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35. REFERENCES
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36. REFERENCES
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