CHapter five about Continuous Assessment

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1. 8/12/2024 1 Continuous Assessment

2. Part- I : I ntroductory concepts on continuous assessment part-II: M ethods of collecting data in Continuous Assessment 8/12/2024 2

3. After the completion of this training the trainees will be able to: Recognize the concept of continuous assessment Acquire skills in constructing tools of assessment Implement continuous assessment effectively in the teaching learning process Objectives of the Training ( CA) 8/12/2024 3

4. Terms Related to Assessment Assessment Is the process of gathering information about how learners are progressing in their learning. Measurement A quantitative description of learners performance. Tests Specific instruments that measure the achievement and proficiency of students. Tests are a subset of assessment. Evaluation Is the process of making judgment about the quality of learners’ performance using the information gathered during the assessment Action- refers what you do as a result of your assessment of learners and evaluation of their assessment information . 8/12/2024 4

5. What is Continuous Assessment? 8/12/2024 5

6. What is Continuous Assessment ? A procedure, which enables the teacher to assess over a period of weeks or months those aspect of student’s performance. It aims to get the truest possible picture of each student’s ability by helping each student to develop his or her abilities . 8/12/2024 6

7. 8/12/2024 7 purposes of assessment Assessment will be used:- To diagnose learner strengths (to motivate more) and weakness ( to give remedial teaching) To provide feedback to teachers about how well they are teaching To provide a record of progress (For the teacher, school, parents and learners) It uses a variety of techniques to make decisions About what to teach About how to teach About how well students have learned.

8.          Benefits of Assessment for Students and Teachers Assessment Helps Students to: identify prior knowledge identify strengths and weaknesses understanding themselves as learners Assessment Helps Teachers to: identify strengths and weaknesses in teaching help in setting learning outcomes and objectives show fairness and objectivity of assessment monitor student progress and attainment develop oneself as a teacher 8/12/2024 8

9. Types of assessment Three pairs of assessment typologies: namely formative vs. summative formal vs. informal criterion referenced vs. norm referenced 8/12/2024 9

10. Formative Continuous Assessment ( assessment for learning) Summative Continuous Assessment (assessment of learning) Purpose To monitor and guide a process while it is in progress. To judge the success of a process at its completion Time of Assessment Occurs before and during instruction Occurs at the end of instruction Assessment Techniques Mostly informal (e.g. observation during group discussion etc Mostly formal (e.g. formal tests, exams, etc) 8/12/2024 10

11. Formal and Informal Assessment Assessment looking at their work as you go around the class, listening to their answers to questions you have asked ,group discussion, observing the co-curricular activities of the students etc. Formal Assessment: This usually implies a written document, such as tests , quizzes ,projects, presentations, laboratories or workshops, journal writing ii. Informal Assessment : Informal assessment techniques can be used at anytime without interfering with instructional time.

12. It is carried out against previously specified criteria and performance standards. help to eliminate competition and may improve cooperation Criterion-referenced Assessment Norm-referenced Assessment the determination of student performance based on a position within a cohort of students – the norm group . May eliminate cooperation and improve competition

13. Levels of Classroom Assessment Learner’s assessment could be carried out at three levels: - Levels 1: - Before Instruction/ pre-instructional assessment (at the start) Guiding Questions Gather information about what students already know about the upcoming unit and what misconceptions they may use. This stage helps to plan in accordance with students’ background knowledge Levels 2- During Instruction (during the process of learning) Guiding Questions Are the students making progress as desired? Are the teaching methods and materials appropriate? Levels 3- After Instruction( post-instructional assessment ) Guiding Questions Have the students attained the desired objectives? Are they satisfied with the program as a whole ?

14. part-II: M ethods of collecting data in Continuous Assessment 8/12/2024 14

15. Types of Test Items T eacher made tests typically divided into two broad categories The objective test The subjective test/essay test i . The objective test items It includes supply and alternative response items i.e score objectively

16. 16 A. Supply items Supply items are generally of two types- c ompletion or short answer . The supply items are suitable for measuring a wide variety of relatively simple learning outcome: Knowledge of terminology : Knowledge of specific facts : E.g. capital city of Ethiopia

17. Advantages Disadvantage Minimizes the effect of guessing easy to construct It is not suitable for measuring complex learning outcomes

18. Require short, clear & explicit answers. E.g., Bahiru Zewudie wrote a book entitled __________. Specify and announce in advance whether scoring will take spelling into account. Do not use so many blanks. E.g., Poor ______ observed great diversity in ______in the ____ Each blank in all items should be the same length. Do not include any specific clues such as (a), (an) or a word that implies singularity. E.g. Poor: when an animal eats plant, it is said to be an _____ Better: When an animal eats plant, it is said to be a/an _____ If an answer is to be in specific units, be sure to indicate the units. cm, km… Words or phrases omitted should not be trivial words or phrases E.g. Omo river ___to Turkana.________ poor Omo river flows to ___lake. better Suggestions for constructing supply items

19. True- False /Alternative Response Items Other forms might be Yes-no; right- wrong; agree- disagree, correct- incorrect, etc . Advantages of true –false items Scoring efficiency and accuracy, Ease of construction   Disadvantages of true- false items extremely high guessing factor 19

20. Suggestions for Writing Better True-False Items Avoid using such words as all, never, no, always, and other inclusive terms represent statements that are likely to be false . Avoid using such terms as usually, sometimes, under certain conditions and may be are likely to be true . Poor: All of the lakes in Ethiopia are formed by volcano. Good: The lakes in rift valley were formed by volcano. Avoid the use of double negatives. Do not make the true statements consistently longer than the false statements and vice versa. It is preferable that students not be asked to write ‘T’s and ‘F’s in a blank. Many students have developed a talent for making T’s and ‘F’s look very similar. Include approximately the same number of true and false ones. The statement should not be all true or all false (40_60%). Avoid presenting answers in identifiable pattern E.g., T, F, T, F or FF, TT, FF, TT   20

21. Matching Items Advantages in using matching items It is well suited to measure student’s ability to identify associations or relationship between two things . Limitations in using matching items Difficult to construct due to the problem of selecting a common set of stimuli and response that are homogeneous, Particularly, susceptible to irrelevant clues 21

22. Suggestions for Writing Better Matching Items should be drawn form the same domain( homogeneous) , but should not overlap. Avoid using clues such as ‘ an’ others with “a” Matching exercises should be completed on a single page , if not it is confusing, distracting and time consuming for the students. Keep the number of premises and response unequal . Avoid “perfect matching”. If the premise and response are equal and if the examinee knows all the answer but one, then the final choice automatically will be correct because it is the only one left. Longer words and phrases should be listed in the left column , whereas shorter words and phrases should be listed in the right column   22

23.     Multiple-Choice Test Items Advantages in using multiple choice-items Versatility in measuring all levels of cognitive ability , Reduces guessing factor when compared to true-false item Limitations in Using Multiple –Choice Items Difficult to construct because multiple –choice items: need to construct 3-5 alternatives and difficulty in finding plausible destructors, It is subject to many irrelevant clues as in other type of short-answer question, 23

24. Suggestions for Constructing Multiple-Choice Item Format Use 3-5 alternatives in one question . The alternatives should be plausible; all options should be equally attractive. Clues should be avoided . E.g. Grammatical clues should be avoided. Because students who have no knowledge of the subject matter can give correct answer using his/ her language ability. And this will invalidate the test. E.g. A lion is an _________________ A. Plant B. Amphibian C. Reptile D. Animal Verbal association : association a word has in the stem of the question and the alternative given. E.g. which of the following instruments is used to determine the direction of wind ? A. Hydrometer B. Anemometer C. Windven D. Barometer Use “None of the above” in the correct answer variety in which students look for one correct answer. The option “all of the above” cannot be used with the best answer variety because all of the options can be simultaneously best. Avoid placing the correct answers in an identifiable manner : If the pattern of the correct answer is placed in an identifiable ways (such as DCB, DCB and DCB ), the students may guess the answers. 24

25. Subjective/Essay Test Items Essay questions are sub- divided into two major types . Extended Response : Here, an examinee is not restricted, no bounds are placed on him in giving his response. E.g. Compare developments in international relations during the regime of Hailesilassie & Derg ? ii. Restricted Response: In this type, the student is more limited in the form and scope of his/her answer because he/she is told specifically the context of his answer. E.g. Describe rule that demonstrate the application of the law of supply and demand in about a half page. Do not use the examples used in class.

26. Advantages of Essay Questions Suitable for measuring complex learning outcomes Relatively easy to prepare. Minimize guessing to a greater extent. Disadvantage of Essay Questions Essay tests are more difficult to grade accurately . This means scoring is subjective and unreliable. Extraneous factors can influence a teacher’s scoring such as poor handwriting, spelling, and grammatical errors Scoring is time consuming They are poor in content sampling   26

27. Suggestions for Constructing Essay Questions Give adequate time and thought to prepare essay questions. Use words that give directions such as define, describe, compare, illustrate, summarize, etc. Do not provide optional questions. All examinees should do the same items, generally, there is little to recommend the use of optional questions. 27

28. Suggestions for Scoring Essay Questions Prepare a scoring key or model answer and the number of points given for each question. There are two methods of scoring essay tests . A. Analytical Method : also called point scoring method in which the teacher prepares model answer before he/she starts scoring . Answers are compared to the ideal answer . The restricted response questions can generally be scored by the analytical scoring method .   B. Global rating (holistic) method : the teacher makes over all judgment of the quality of the answer by comparing it with the model answer. 28

29. Suggestions for Scoring Essay Questions … cont’d Score only one question at a time for all papers. Score the answers without looking at the students’ name. While scoring, if teachers know students by their names, they may be influenced by their names; they may be influenced by their classroom activities (Halo effect ). Be consistent in your scoring. Once the grading has been started, the standard should not be changed, not should vary from paper to paper . 29

30. Content (Topics) Instructional objectives Physical properties 2 Chemical properties 3 Preparation 1 Uses 1 Total no of items 7 30 Test Blue Print (Table of Specification) It is vital to construct a test which measures a representative sample of the intended outcomes of instruction that can be evaluated by test. E.g . The following table shows sample blue print for a chemistry unit on sodium chloride (Common salt).

31. Ways of Giving Feedback Giving Feedback by Comparing Self-referenced feedback – compares the student’s work to his or her own past work Norm-referenced feedback – compares the student’s work to another students’ work Criterion-referenced feedback – compares student’s work to a learning outcome and tells the students what he or she can or cannot do 31

32. Where do you want to be ? Where are you now? What can you do to get there? CURRENT STATE FROM Current Way Of Being DESIRED STATE TO New Way Of Being 8/12/2024 32

33. 33 In Sum; “ Success doesn’t come to you. You go to it. ” Marva Collins