Post on 28-Dec-2015
What is assessment?What is assessment?
Any activity used to obtain evidence of Any activity used to obtain evidence of
students’ learning?students’ learning?
April 19, 2023Laila N. Boisselle 3
Contemporary Shifts in Contemporary Shifts in AssessmentAssessment
Assessment of Learning: Assessment of Learning: A summative form of A summative form of assessment to determine how much is learnt assessment to determine how much is learnt and mainly used for certificationand mainly used for certification
Assessment for Learning: Assessment for Learning: An assessment that An assessment that is continuous throughout a course and mainly is continuous throughout a course and mainly uses alternative methods of assessmentsuses alternative methods of assessments
Assessment as Learning: Assessment as Learning: development of development of metacognition in students so that they metacognition in students so that they become the critical connector between become the critical connector between learning and assessment.learning and assessment.
April 19, 2023Laila N. Boisselle 4
Assessment can be:Assessment can be:
Diagnostic: Diagnostic: used to identify students’ needsused to identify students’ needs
Formative: Formative: used to get information on the used to get information on the
learning taking place during the teaching sessionlearning taking place during the teaching session
Summative: Summative: used to obtain evidence of students’ used to obtain evidence of students’
learning after completing a unit.learning after completing a unit.
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April 19, 2023Laila N. Boisselle 6
Types of Assessment/ Characteristic
(McMillan, 2008)
Formative Summative
Purpose To provide ongoing feedback and adjustments to instruction
To document student learning at the end of an instructional segment
When conducted During instruction and after instruction After instruction
Student involvement Encouraged Discouraged
Student Motivation Intrinsic, mastery-oriented Extrinsic, performance-oriented
Teacher Role To provide immediate, specific feedback and instructional correctives
To measure student achievement and give grades
Learning Emphasized Deep understanding, application, and reasoning
Knowledge and comprehension
Level of Specificity Highly specific and individual General and group oriented
Structure
Flexible, adaptable Rigid, highly structured
Techniques
Informal Formal
Impact on Learning
Strong, positive, long-lasting Weak and fleeting
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Traditional Assessment
(Caruth-Blake, 2010)Authentic Assessment
Generally relies on forced-choice, written measures Promotes integration of various written and performance measures
Relies on proxy measures of student learning to represent target skills Relies on direct measures of target skills
Encourages memorization of correct answers Encourages divergent thinking in generating possible answers
Goal is to measure acquisition of knowledge Goal is to enhance development of meaningful skills
Curriculum directs assessment Assessment directs curriculum
Emphasis on developing a body of knowledge Emphasis on ensuring proficiency at real-world tasks
Promotes “what” knowledge Promotes “how” knowledge
Provides a one-time snapshot of student understanding Provides an examination of learning over time
Emphasizes competition Emphasizes cooperation
Targets simplistic skills or tasks in a concrete, singular fashion Prepares students for ambiguities and exceptions that are found in realistic problem settings
Priority on summative outcomes or product Priority on the learning sequence or process
Main Uses of Main Uses of AssessmentAssessment
Criterion Referenced Criterion Referenced AssessmentAssessment
A system of assessment A system of assessment which:which:
Identifies the skills Identifies the skills requiredrequired
Assesses understanding Assesses understanding of concepts and principles of concepts and principles – mastery of criterion– mastery of criterion
Limitations Limitations Needs a range of Needs a range of
assessment technique to assessment technique to adequately assess adequately assess criterioncriterion
Norm Referenced AssessmentNorm Referenced Assessment
An assessment in which An assessment in which sstudents’ scores are tudents’ scores are compared with other compared with other students’ scores to determine students’ scores to determine whether performance is above whether performance is above average, average or below average, average or below average according to set average according to set criteria.criteria.
Limitations:Limitations: Cannot measure effectiveness Cannot measure effectiveness
of curriculaof curricula Does not indicate what the Does not indicate what the
student is or is not able to do student is or is not able to do after being exposed to the after being exposed to the curriculumcurriculum
(King, 2010)(King, 2010)April 19, 2023Laila N. Boisselle 9
Popularity of Norm Popularity of Norm Referenced Tests Referenced Tests
High stakes assessment and its impactHigh stakes assessment and its impact
In instances of limited job and educational In instances of limited job and educational opportunities high stake assessments become the opportunities high stake assessments become the means to identify meritocracymeans to identify meritocracy
Impact on curriculumImpact on curriculum
Determining the legitimacy and level of importance Determining the legitimacy and level of importance given to areas of the curriculumgiven to areas of the curriculum
Teaching to the testTeaching to the test
Defining the learned curriculum Defining the learned curriculum (King, 2010) (King, 2010)
General Principles of General Principles of AssessmentAssessment
Assessment is an integrated process for determining the Assessment is an integrated process for determining the nature and extent of student learning and development. nature and extent of student learning and development. This process will be most effective when the following This process will be most effective when the following principles are considered. principles are considered.
Clearly specify what is to be assessed.Clearly specify what is to be assessed.
Select an assessment procedure that is relevant to the Select an assessment procedure that is relevant to the characteristics or performance to be measured.characteristics or performance to be measured.
Use a variety of assessment procedures.Use a variety of assessment procedures.
Be aware of the limitations of assessment procedures.Be aware of the limitations of assessment procedures.
Remember, assessment is a means to an end, not an end Remember, assessment is a means to an end, not an end in itself.in itself.
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General Principles of General Principles of AssessmentAssessment
Validity – assessment instrument measures Validity – assessment instrument measures what it says it will and does so consistently what it says it will and does so consistently i.e. the instrument is reliablei.e. the instrument is reliable
Reliability – assessment instrument is Reliability – assessment instrument is consistent in measuring the constructs it consistent in measuring the constructs it intended to measureintended to measure
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Issues of FairnessIssues of Fairness
Assessment and evaluation processes should Assessment and evaluation processes should considerconsider
language – should students be penalized for not language – should students be penalized for not
being able to write and speak standard English?being able to write and speak standard English?
Cultural content – avoid statements and questions Cultural content – avoid statements and questions
that may imply cultural biasthat may imply cultural bias
Students’ special needs – plan for the assessment Students’ special needs – plan for the assessment
of special needs students (King, 2010)of special needs students (King, 2010)