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Classroom Assessment
Understanding the
Concept of Assessment
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Assessment
The full range of procedures used togain information about studentlearning
Observations
Ratings of performances
Projects
Paper and pencil tests
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Measurement
The assigning of numbers to theresults of a test or other type ofassessment according to a specificrule
Measurement answers the question,How much?
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Evaluation
The use of data (responses to testitems) to formulate value
judgments that are then used as abasis for decision making
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Why Evaluate?
Will reveal where we are successfuland where we are not
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Why Measure?
Our evaluation should be based on accurateinformation which has been collected and
presented as fairly as possible.
Allows us to apply mathematical andstatistical procedures to observations sothat we can reduce their volume andsummarize them.
Measure individual differences so that wecan discriminate between those who aredoing well or badly in relation to each
other.
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Why Measure?
Allows us to describe an individualsperformance in absolute terms(measure the performance againsta standard or criterion)
Reduction of data to numeralsallows us to identify patterns of
behaviour which may havesignificance for education
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Why Test?
To be accurate, fair and objective
Control the conditions for allstudents. The same time can beallowed to everyone, the sameaccess or non-access to referencebooks or special equipment can beprovided
Specific in eliciting the behavioursteachers require information on
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Why Test?
Predict future behaviour
Identify students strengths andweaknesses, and thus provide information
for teachers to plan future strategies
Tests provide feedback both for studentsand teachers. Students learn how well theyare progressing. Teachers can judge theeffectiveness of their teaching.
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What is a Good Assessment
Relevance Test items must matchthe test objective it is designed tomeasure in order to be judged
relevant
Balance The distribution of items
in a good test should match theemphases of the teachingprogramme
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What is a Good Assessment
Efficiency The number of items astudent can be expected to answer in theallotted time balanced against the
number of items necessary to testadequately the objectives of the test
Objectivity All careful scorers must
agree on the correct responses
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What is a Good Assessment
Difficulty Should not be so easy thateveryone scores 100 percent, nor shouldit be so difficult that everyone gets zero.
Discrimination Should show a distinctionbetween poor and good students.
Objectivity All careful scorers mustagree on the correct responses
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What is a Good Assessment
Reliability Consistency ofmeasurement, and can depend ontime, scorers, students or items.
Fairness Test should beconstructed and administered insuch a way that all students havean equal opportunity todemonstrate their achievements.
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What is a Good Assessment
Speed Should not be allowed to undulyinfluence the scores on an achievementtest. Should be sufficient time for all, or
most to complete the test.
Absence of bias Should not offend orunfairly penalize a group of examinees
because of examinees gender, ethnicity,socioeconomic status, religion, or othergroup defining characteristics.
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Types of Tests
Achievement Tests
Selection or Aptitude Tests
Diagnostic Tests Placement Tests
Practical and Oral Tests
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Types of Test
Achievement Tests
Should only concern itself with what hasbeen taught.
Articles\Sample Achievement Test.pdf
Selection or Aptitude Tests
Tests used to select students on the basis
of special aptitudes, or to identify the topscorers on a test when lack of places in aparticular course makes selection anecessityhttp://www.funeducation.com/Tests/KidsISIQ/Kids-
IQ-Testing.aspx
http://c/Documents%20and%20Settings/ps57013/My%20Documents/Shortwood%20Teachers%20College/Classroom%20AssessmentSept-Dec09/Articles/Sample%20Achievement%20Test.pdfhttp://c/Documents%20and%20Settings/ps57013/My%20Documents/Shortwood%20Teachers%20College/Classroom%20AssessmentSept-Dec09/Articles/Sample%20Achievement%20Test.pdfhttp://c/Documents%20and%20Settings/ps57013/My%20Documents/Shortwood%20Teachers%20College/Classroom%20AssessmentSept-Dec09/Articles/Sample%20Achievement%20Test.pdfhttp://c/Documents%20and%20Settings/ps57013/My%20Documents/Shortwood%20Teachers%20College/Classroom%20AssessmentSept-Dec09/Articles/Sample%20Achievement%20Test.pdf7/28/2019 Classroom Assessment Class3
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Types of Test
Diagnostic TestsThe interpreter of the diagnostic testwishes to pinpoint the precise areas of
the curriculum that are known andunknown to students.
Placement Tests
Similar to an achievement test exceptthat it usually covers more than onesubject. Administered when a studenttransfers from another school.
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Types of Test
Practical and Oral TestsUsed in science subject and modernlanguages.
Other Test Pilot Test: used to try out a test
before it is considered ready for
general application.
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Types of Test
Other Test
Pre and Post Test teacher orresearcher wants to know the state of
students knowledge before initiatinginstruction, so she has a benchmarkagainst which to measure performanceafter instruction.
Group-referenced test the scores arereported with reference to other groupmembers.
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Types of Test
Other Test
Norm-referenced test scores arejudged according to levels of
attainment established over timefor various groups, such as thenorms, or usual performance, forstudents from a particular
geographic area, a particular typeof school, or a particular agegroup.
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Types of Test
Other Test
Criterion-referenced test judgesstudents according to an absolute
standard that is establishedwithout reference to the groupsscores.
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