Unit 1.Introduction of Assessment in Education.pptx

Introduction of Assessment in Education

1. Assessment in Education Instructor: Tanzela Bashir

2. Introduction of Assessment in Education Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. ( Huba and Freed, 2000) All those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.

3. What is an assessment Educational assessment Educational assessment or educational evaluation is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning

4. Meaning of Assessment Meaning: Assessment is a process by which information is obtained relative to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and we assess verbal and quantitative skills

5. Definitions of Assessment Allen (2004): Assessment involves the use of empirical data on student learning to refine programs and improve student learning. Huba and Freed (2000): Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.

6. Erwin (1991): Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development. Palomba and Banta (1999): Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development.

7. Nature of assessment  Assessment is embedded in the learning process. It is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessment plays a constant role in informing instruction, guiding the student’s next steps, and checking progress and achievement .

8. Classroom assessment involves students and teachers in continuous monitoring of students’ learning. It gives students a measure of their progress as learners. It provides opportunity for close observation of students in the process of learning. It helps in collection of frequent feedback on students’ learning and how they respond to particular teaching approaches. Assessment has profound impact on the self- esteem of pupils, which is critical influence on learning

9. Principles of Assessment Assessment should be aimed at improving student performance. Assessment should be based on an understanding of how students learn. Assessment should be an integral component of course design and not something to add afterwards. Good assessment provides useful information to report credibly to parents on student achievement.

10. Good assessment requires clarity of purpose, goals, standards and criteria. Good assessment requires a variety of measures. Assessment methods used should be valid, reliable and consistent. Assessment requires attention to outcomes and processes. Assessment works best when it is ongoing rather than episodic Assessment for improved performance involves feedback and reflection .

11. The Role Of Assessment The Role of Assessment in Learning Assessment plays a major role in how students learn, their motivation to learn, and how teachers teach. Assessment is used for various purposes. Assessment for learning : where assessment helps teachers gain insight. Assessment as learning: where students develop an awareness . Assessment of learning: where assessment informs students, teachers and parents, as well as the broader educational community, of achievement at a certain point in time.

12. Functions Of Assessment Capturing student time and attention. Generating appropriate student learning activity Providing timely feedback which students pay attention to Helping students to internalize the discipline’s standards and notions of equality . Generating marks or grades which distinguish between students or enable pass/fail decisions to be made .

13. Advantages of Assessment   Helps in knowing the position of a student when they enter a course. It provides data on student learning. It provides a large view of students’ need and assessment. In accordance to the students’ achievement, the curriculum and teaching methods can be adjusted.

14. Disadvantages of Assessment It limits the potential of a student to a mere ‘test’. Under supervision and pressure and supervision, creativity and performance is affected. Though assessment aims at bringing out the latent knowledge, it often conceals it by the pressure it creates. The parameter to judging knowledge is just a test score.

15. Three Paradigms of Assessment The three paradigms of assessment are: Assessment as Measurement Assessment as Procedure Assessment as Inquiry

16. Assessment as Measurement The primary instrument of this paradigm is the large-scale, norm- referenced standardized test. Objectivity, standardization and reliability are the main concerns. Knowledge is considered to be existing separately from the learners; and the learners work to acquire it and not construct it. Decisions about the information to be collected and the means of evaluation are made by authorities outside the classroom.

17. Assessment as Procedure This paradigm has elements of both measurement paradigm and inquiry paradigm. The primary focus is on assessment procedures and not on the underlying purposes of the assessment program. Knowledge is believed to be existing separately from the learners, and it can be transmitted to the students and eventually objectively measured.

18. Assessment as Inquiry Under this paradigm, assessment is based on constructive theories of knowledge, student-centered learning and the inquiry process. The teachers use various qualitative and quantitative techniques to inquire about particular learners. It is a process of inquiry, and a process of interpretation, used to promote reflection concerning students' understandings, attitudes, and literate abilities. 

19. Classroom Assessment: Why, What, How and When According to Carole Tomlinson “Assessment is today's means of modifying tomorrow's instruction." It is an integral part of teaching learning process. It is widely accepted that effectiveness of teaching learning process is directly influenced by assessment. Hamidi (2010) developed a framework to answer the Why; What, How and When to assess. This is helpful in understanding the true nature of this concept.

20. Why to Assess : Teachers have clear goals for instruction and they assess to ensure that these goals have been or are being met. If objectives are the destination, instruction is the path to it then assessment is a tool to keep the efforts on track and to ensure that the path is right. After the completion of journey assessment is the indication that destination is ahead. What to Assess: Teachers cannot assess whatever they themselves like. In classroom assessment, teachers are supposed to assess students' current abilities in a given skill or task. The teacher can assess students’ knowledge, skills or behavior related to a particular field.

21. How to Assess: Teachers employ different instruments, formal or informal, to assess their students. Brown and Hudson (1998) reported that teachers use three sorts of assessment methods – selected-response assessments, constructed-response assessments, and personal-response assessments. They can adjust the assessment types to what they are going to assess. When to Assess: There is a strong agreement of educationists that assessment is interwoven into instruction. Teachers continue to assess the students learning throughout the process of teaching. They particularly do formal assessments when they are going to make instructional decisions at the formative and summative levels, even if those decisions are small.