Basic-Term-1-1.pdf Assessment 1 in BEED 1

Evaluation

1. Basic Concept in
Assessment
Dr. Charity a. Aldover
Assoc. Prof.

2. Test
Four concepts associated with
assessment
Evaluation
Measuremen
t
Assessment

3. ❖A process of quantifying the degree
to which someone or something
possesses a given trait.
❖A broader term than test because
there are other ways of measuring
other than through test, like
observation, use of checklist and
rating scales.
Measurement

4. ❖A process of gathering and organizing
quantitative or qualitative data into an
interpretable form to have a basis for
judgment or decision-making
❖A broader term than measurement and
involves interpreting or placing such
information in context
❖A prerequisite to evaluation as it provides
the information which enables evaluation
to take place
Assessment

6. ❖A process of systematic
collection and analysis of both
qualitative and quantitative
data in order to make some
judgment or decision
❖Involves judgment about the
desirability of changes in
students
Evaluation

19. Purposes of Assessment
Purposes of
assessment
FOR
Learning
OF
Learning
AS
Learning

20. Purposes of Assessment
Purposes of
assessment
FOR
Learning
OF
Learning
AS
Learning
❖PLACEMENT
-Done before instruction
-Determines mastery of prerequisites
❖FORMATIVE
-Done AFTER instruction
-Reinforce successful learning
❖DIAGNOSTIC
-Done before instruction
-Determines persistent difficulties

21. Purposes of Assessment
Purposes of
assessment
FOR
Learning
OF
Learning
AS
Learning
For teachers to understand
and perform well their role in
assessment

24. •Assessment
•Traditional
•Alternative
•Performance-based
•Portfolio
•Authentic
Modes of
assessment
EXAMPLES:
Standardized and
teacher-made tests

25. •Assessment
•Traditional
•Alternative
•Performance-based
•Portfolio
•AuthenticModes of
assessment
DESCRIPTION:
Requires the students to
perform a significant and
relevant task

26. •Assessment
•Traditional
•Alternative
•Performance-based
•Portfolio
•AuthenticModes of
assessment
EXAMPLES:
Could be objective tests that
reflect real life situations or
alternative methods that are
close to what we experience in
real life

27. ❑Cumulative Record
❑Personal Contact
❑Analysis
✔Open – ended Themes and
Diaries
✔Conferences
✔Testing
Sources of Evaluative
Information

28. 1.Evidence, feedback, and input
data for knowing how well the
students and teachers are doing
should come from a variety of
sources;
2.Teachers need to know how
much they are doing;
1.Students need to know how well
they are doing;
Basic Guidelines in Educational
Assessment, Measurement and Evaluation

29. 4.Evaluation is a continuing process to
check on programs and modify/adopt
strategies to promote desired
behavior;
4.The procedures used for assessing
student learning must be compatible
with instructional objectives;
4.Evaluation is a reciprocal process; and
4.A teacher’s responsibility is to
facilitate learning and is accountable
for it.
Basic Guidelines in Educational
Assessment, Measurement and Evaluation

30. 1.Effective assessment requires a clear
concept of all intended learning outcomes.
1.Effective assessment requires that a variety
of assessment procedures should be used.
1.Effective assessment requires that the
instructional relevance of the procedure
should be considered.
1.Effective assessment requires an adequate
sample of student performance.
Guidelines for Effective Student
Assessment

31. 4.L
5.Effective assessment requires that the procedures
must be fair to everyone.
4.Effective assessment requires specifications of
criteria for judging successful performance.
4.Effective performance requires feedback to students
emphasizing strengths of performance and
weaknesses to be corrected.
4.Effective assessment must be supported by
comprehensive grading and reporting system.
Guidelines for Effective Student
Assessment

32. 4.L
5.Effective assessment requires that the procedures must
be fair to everyone.
4.Effective assessment requires specifications of criteria for
judging successful performance.
4.Effective performance requires feedback to students
emphasizing strengths of performance and weaknesses
to be corrected.
4.Effective assessment must be supported by
comprehensive grading and reporting system.
Guidelines for Effective Student
Assessment