Evaluation and assessment for education.pptx

testing and evaluation

1. Unit 8: EVALUATION AND ASSESSMENT Course Code: 671   BY Akram Maqbool

2. DEFINITIONS Ass e s s m e nt -- The p r o c e s s o f m e a s u r i n g the purpose of a s si g ni n g a s o met h i n g with numerical value. Scoring -- T h e procedure of a s si g ni n g a numerical value to assessment task. Evaluation -- The process of determining the worth of something in relation to established benchmarks using assessment information.

3. INTRODUCTION Evaluation is a part of both teaching and learning. That evaluation refers to the values attached to the measurement and the subsequent decisions made on the basis of the value judgment. Evaluation : The systematic process of collecting, analyzing and interpreting information to determine the extent to which pupils are achieving instructional objectives. (Answer the question ‘How good'?)" (Gronlund, 1985) Evaluation can be defined as the process of judging performance or progress towards attainment. Testing is often used to refer to both measurement and evaluation. Testing A method to determine a student’s ability to complete certain tasks or demonstrate mastery of a skill or knowledge of content Assessment includes many formal and informal methods of evaluating student progress and behavior

4. INTRODUCTION Measurement i s a means of selection, gathering and analyzing information, Measurement may involve paper and pencil or a mechanical or observation instrument. For example, if one obtains a score of 86 on a 100 point rating scale completed by the teacher, this is measurement involving a test and score. Furthermore, if the average score on this is 97 and the range from 85 to 100, this is still a measurement involving analysis of the result.

5. INTRODUCTION Ass e s s m e nt: Teachers and other educational personnel must make decisions about the types of evaluations and tests, and any accommodations that might be needed for statewide assessments in order to include students receiving special education support in accountability measures (Federal Register, 2006). IDEA also requires that students be assessed in all areas of suspected disability and that sensory, motor, and emotional areas should be included when appropriate. Assessment personnel must consider all possible areas of need, even those that are not typically associated or linked with the area of weakness that might have been the initial focus of concern.

6. Significance of Assessment & Evaluation The process of assessment plays an important role in the determination of student outcomes. The Individuals with Disabilities Education Act of 1997 amendments, the Elementary and Secondary Education Act (ESEA) of 2001 , and the Individuals with Disabilities Education Improvement Act of 2004 place more emphasis on the assessment of all students for measuring attainment of educational standards within the general curriculum (Federal Register, 1999; Federal Register, 2006; Individuals with Disabilities Education Improvement Act of 2004 Conference Committee Report, 2004 as cited in IDEA 2004; PL 107-110, 2002; Ysseldyke , Nelson, & House, 2000).

7. Significance of Assessment & Evaluation for special needs children Assessment of students with disabilities is based on the same principles as assessment of students in general education. Students with exceptional learning needs are required to take statewide exams or alternative exams to measure their progress within the general education curriculum. Teachers and other educational personnel must make decisions about the types of evaluations and tests and any accommodations that might be needed for statewide assessments in order to include students receiving special education support in accountability measures (Federal Register, 2006).

8. The Traditional Model of Assessment General Education Classroom Instruction Student Not Progressing as Expected General Education Classroom Instruction Student Not Progressing as Expected Team Completes Assessment Team Meeting Determines Student Found Eligible for Services

9. Determining Needed Evaluation Data §614(c) Additional Requirements for Evaluation and Re-evaluations— (1) Review of Existing Evaluation Data—As part of an initial evaluation (if appropriate) and as part of any reevaluation under this section, the IEP Team and other qualified professionals, as appropriate, shall— (A) review existing evaluation data on the child, including— ( i ) evaluations and information provided by the parents of the child; (ii) current classroom-based, local, or State assessments, and classroom based observations; and (iii) observations by teachers and related service providers;

10. Determining Needed Evaluation Data (B) on the basis of that review, and input from the child’s parents, identify what additional data, if any, are needed to determine— ( i ) whether the child is a child with a disability as defined in section 602(3), and the educational needs of the child, or, in case of a reevaluation of a child, whether the child continues to have such a disability and such educational needs; (ii The present levels of academic achievement and related developmental needs of the child; (iii) whether the child needs special education and related services, or, in the case of a reevaluation of a child, whether the child continues to need special education and related services; and (iv) whether any additions or modifications to the special education and related services are needed to enable the child to meet the measurable annual goals set out in the individualized education program of the child and to participate, as appropriate, in the general education curriculum

11. 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.

12. ASSE S S M ENT 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

13. ASSESSMENT TYPES Formative - for performance enhancement Formal - quizzes, tests, essays, lab reports, etc. Tra d it i o n al - te s ts, q u izz e s, hom e work , l a b reports Summative - for performance assessment Informal - active questioning during and at end of class Alternative - PBL’s, presentations, essays, book reviews, peers

14. DIAGNOSTIC ASSESSMENT Types: Pre-tests (on content and abilities) Self-assessments Discussion board responses Intervi e ws, 1 -minute interview of each student

15. FORMATIVE ASSESSMENT I t pr o vides fe e d b a c k a nd in f o r m a ti o n d u ring the inst r ucti o n a l pr o c e ss, while le a rni n g i s t a ki n g place , an d while learning is assessment occurring. m e asur e s F o r m a tive student pr o gr e ss bu t i t can a l so a ss e ss y o ur own progress as an instructor.

16. SUMMATIVE ASSESSMENT Summative assessment takes place after the learning has been provides comple t ed and information and feedback that sums up the teaching and learning process.

17. 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

18. 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."

19. TEST A series of question or problem designed to determine the knowledge, intelligence and abilities

20. 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)

21. Types of Assessment Tools Anecdotal Records Checklists Rating scales Rubrics

22. 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

23. 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

24. 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.

25. 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

26. 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

27. 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

28. 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

29. Self - Assessment the process by which students gather information about and reflect on their own learning involves such questions as:

30. 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.

31. Quizzes & Tests: Assessment strategies that require students to respond to prompts in order to demonstrate their knowledge or skills Oral ,Written, or Performance

32. 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