Transcript Assessment and Evaluation - State University of Zanzibar

Assessment
COURSE
ED 1203: INTRODUCTION TO TEACHING
COURSE INSTRUCTOR
SAID A.S.YUNUS
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What is Assessment?
The word ‘assess’ comes from the Latin verb
‘assidere’ meaning ‘to sit with’.
In assessment one is supposed to sit with the
learner. This implies it is something we do ‘with’
and ‘for’ students and not ‘to’ students (Green,
1999).
Assessment in education is the process of
gathering, interpreting, recording, and using
information about pupils’ responses to an
educational task. (Harlen, Gipps, Broadfoot,
Nuttal,1992)
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What is Evaluation?
Evaluation is the process of analyzing,
reflecting upon, and summarizing
assessment information and making
judgments and/or decisions based on
the information collected about
student achievement in relation to
outcomes.
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Assessment vs. Evaluation
"Evaluation usually occurs when students finish a
task, whereas assessment goes beyond
evaluation to include gathering information about
student performance as they work as well as when
they are finished. Assessment is also usually done
with the student, while evaluation is done to the
students' work."
Source: AASL & AECT. (1998). Information Power,
Building Partnerships for Learning. Chicago
and London: American Library Association, page
173.
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Assessment Shifts
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Assessment of
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Assessment for
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At the end of learning, summative, performance in reference to a
standard
During learning, used to inform instruction and learning, student
is a partner in the assessment process
Assessment as
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is about reflecting, discussing together before, during and after
teaching and learning.
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Assessment
OF Learning
FOR & AS Learning
• Evaluation
• Summative (after)
• Assessment
• Diagnostic (before) &
Formative (during, ongoing)
• Coaching
• Judging
• Providing feedback to
• Assigning grades &
reporting on achievement students & teachers to
make decisions about next
steps in learning
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The Assessment-Instruction
Process
Pre –
Assessment
Summative
Assessment
“finding out”
“making sure”
Formative
Assessment
“checking in” “feedback”
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Pre-Assessment Strategies
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Student Products
Checklist
Student Work Samples
Pre-test
Show of hands/EPR
KWL Charts
Graphic Organizers (Every Pupil Response)
Standardized Test Data
Pre-test
Teacher Observation
Student Discussions
Writing Prompts
Student
Writing Samples
Demonstrations
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Formative Assessments:
Assessments FOR learning happens while
learning is still underway.
These are assessments that:
 are conducted throughout teaching and
learning to diagnose student needs
 plan the next steps in instruction
 provide students with feedback they can
use to improve the quality of their work
 help students see and feel how they are in
control of their journey to success
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Definition:
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Formative assessment delivers information
during the instructional process, before the
summative assessment. Both the teacher and
the student use formative assessment results
to make decisions about what actions to take
to promote further learning. It is an ongoing,
dynamic process that involves far more than
frequent testing, and measurement of student
learning is just one of its components.
Almost any assessment instrument can be
used for summative or formative purposes,
but some, by design, are better suited to
summative use and others to formative use.
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Formative Assessment Strategies:
Conference
Cooperative
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Learning Activities
Demonstrations
Exit Card
Graphic Organizers
“I Learned”
Statements
Interviews
Journal Entry
KWLs
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Learning Logs
Oral Attitude
Surveys
Oral Presentations
Peer Evaluations
Problem Solving
Activities
Products
Questioning
Quiz
Response Groups
Self-Evaluations
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Effective Formative Assessments
Provide the Following:
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Provide a clear and understandable vision of
the learning target
2.
Use examples and models of strong and weak
work
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Offer regular descriptive feedback.
4.
Teach students to self-assess and set goals.
5.
Engage students in self-reflection, and let
them keep track of and share their learning.
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Summative Assessment
A summative assessment/evaluation is referred
as assessment OF learning which conducted at
the end of the progrsmme. Summative
assessment is designed to:
 provide information
 make judgments about student achievement
at the end of a sequence of instruction, (e.g.,
final drafts/attempts, tests, exam,
assignments, projects, performances)
It is a means to determine a student’s
mastery and understanding of information,
skills, concepts, or processes.
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Summative Assessment
Strategies
Unit Test
 Performance Task
 Product/Exhibit
 Demonstration
 Portfolio Review
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www.stcloudstate.edu/oce/teaching/documents/FORMATIVEASSESSMENT.
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Assessment Instruments
Pre-assessment
(diagnostic)
Formative (ongoing)
Summative (final)
Pretests
Observations
Journals/logs
Discussions
Questionnaires
Interviews
Quizzes
Discussions
Assignments
Projects
Observations
Portfolios
Journal logs
Teacher-made test
Portfolios
Projects
Standardized tests
Standardized tests
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Informal and Formal Assessment
Informal assessment can take a number of
forms:
unplanned comments, verbal feedback to
students, observing students perform a
task or work in small groups, and so on.
 Formal assessment are exercises or
procedures which are:
systematic
give students and teachers an appraisal
of students’ achievement such as tests.
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Traditional Assessment
Multiple-choice
 True-false
 Matching
 Norm-referenced and criterion referenced
tests
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Norm and Criterion-referenced
tests
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Norm-referenced test
 standardized
tests (college board, TOEFL,
GRE)
 Place test-takers on a mathematical
continuum in rank order
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Criterion-referenced tests
 give
test-takers feedback on specific
objectives (“criterea”)
 test objectives of a course
 known as “instructional value”
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Authentic Assessment
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Authentic assessment
 reflects
student learning, achievement,
motivation, and attitudes on instructionally
relevant classroom activities
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Examples:
 performance
assessment
 portfolios
 self-assessment
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Purposes for Assessment
Diagnose students strengths and needs
 Provide feedback on student learning
 Provide a basis for instructional placement
 Inform and guide instruction
 Communicate learning expectations
 Motivate and focus students’ attention and
effort
 Provide practice applying knowledge and
skills
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Purposes continued
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Provide a basis for evaluation for the
purpose of:
Grading
Promotion/graduation
Program admission/selection
Accountability
Gauge program effectiveness
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