edu 704 assessment & evaluation dr. sarita deshpande professor in education che, fnu-lautoka...

EDU 704

ASSESSMENT &

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OVERVIEW

Welcome remarks

Course Description

Learning Outcomes

Resources & Supplementary Materials

Moodle

Reading References

Students’ assessment-CW=60%, Exam=40%

Minimum 30 in CW & 20 in exam-a must for C grade

CONTACT HOURS-FACE TO FACE

You will be spending in each week:

2 hours on Lectures,

2 hours on Tutorials (Tut.) and

2 hours on Workshops. (WS) for 12 weeks(excluding mid

term break, mid-trimester exam and exam preparation week

In total you will have 72 contact hours.

Tutorial questions and workshop items for the week will

be posted in the class shares along with other readings.

ATTENDANCE & RECORDS

Your attendances are compulsory in all

sessions and you will have to sign in

and records will be monitored for all

lectures, workshops and tutorials.

Active participation is mandatory for all

students to be able to score well in CW.

NON-CONTACT HOURS

SDL ( SELF DIRECTED LEARNING) – 84 hrs.

for the trimester (Except Mid Term Break,

Study & Exam Week). You are supposed to

independently use this time for your:

a. Readings

b. Assignments

c. Research

d. Other related activities

COURSE OBJECTIVES

On completion of this Lecture, you should be

able to:

Relate the learning outcomes with the week wise

activities as a result of orientation of the unit.

Analyze and compare the terms test,

Measurement, assessment and evaluation.

Distinguish between assessment and evaluation.

ACTIVITY

Refer to the course outline and match the learning outcomes on page 1 with the units you will be studying subsequently.

LO1:Unit lecture 1-week 1LO2:LO3:LO4:LO5:LO6LO7:LO8

LECTURE 1-INTRODUCTION TO A & E

Basic terms

Definitions, working definitions

test, examination, measurement, assessment, evaluation

Comparison of Assessment & Evaluation

Similarity between Assessment & Evaluation

Distinction between Assessment & Evaluation

DEFINITIONS

Test: measures to check the quality, performance, or reliability of (something), especially, before putting it into widespread use or practice.

a systematic procedure for observing and describing one or more characteristics of a person with the help of numerical scale or category system.

TYPES OF TEST

Tests can be categorized in various types depending on what base is considered as follows- Considering the items-Choice items (True-false, matching, multiple-

choice)Completion itemsShort answered itemsEssay items Considering how observations are scoredObjective testsSubjective tests 

TYPES OF TEST

Considering degree of standardizationStandardized testsNon-standardized tests

Considering administrative conditionsIndividual testsGroup tests

Considering Language emphasis on responseVerbal testsPerformance tests

Considering emphasis on timePower tests Speed tests

TYPES OF TEST

Considering Score-referencing schemeNorm-referenced testsCriterion-referenced tests

Considering what attribute measuredAchievement testsAptitude testsPersonality and adjustment testsInterest inventoryAttitude and value questionnaire

USES OF TEST

Selection decision

Placement decision

Classification decision

Counseling and guidance decision

Educational diagnostic and remedial decision

Program improvement and evaluation decision

Other uses- The tests are also used for other purposes such as information on grading of learners, giving feed- back to learners, feed- back about effectiveness of teaching, motivating learners to study and serving as a scientific tool in research, Education and social sciences.

EXAMINATION

a set of questions or exercises evaluating skill or knowledge

the act of giving students or candidates a test (as by questions) to determine what they know or have learned

a formal test of a person's knowledge or proficiency in a particular subject or skill.

DEFINITIONS CONTD…

MEASUREMENT

Measurement is a procedure for assigning numbers to

attributes or characteristics of persons or procedures.

Measurement: Measurement (In Education) = assignment

of numbers (quantity), uses variety of instrument: test,

rating scale.

Numbers may be in nominal, ordinal, interval or rational.

Examples: day/night, am/pm, male/female

1,2,3,4,5,7th player etc.

30,40,20,30

50 out of 60 , 5/25,etc.

MEASUREMENT

The information about students’ learning is often assigned

specific numbers or grades and this involves measurement.

- Assigns numbers (e.g. 28/ 30 on the mathematics test;

90/ 100 on the science project) marks obtained on tests or

other pieces of work set by the teacher.

According to Ebel & Frisbie (1986) “Measurement involves

using rules to assign a number(s), such as score, rating or a

ranking, to an individual or group for a specified behaviour

or performance.”

DEFINITIONS CONTD…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)

It is an integrated process of gaining information about students’ learning and making value.

Information about students’ progress can be obtained from a variety of sources including projects, portfolios, performances, observations, and tests.

e.g. 59/100 – PASS

38/100 – FAIL

MEASUREMENT

The information about students’ learning is often assigned

specific numbers or grades and this involves measurement.

- Assigns numbers (e.g. 28/ 30 on the mathematics test; 90/ 100

on the science project) marks obtained on tests or other pieces of

work set by the teacher.

According to Ebel & Frisbie (1986) “Measurement involves using

rules to assign a number(s), such as score, rating or a ranking, to

an individual or group for a specified behaviour or performance.”

DEFINITIONS CONTD…EVALUATION

It is also the process of obtaining, analyzing and

interpreting information to determine the extent to

which students achieve instructional objective.

It is concerned with making judgments on the worth

or value of a performance, answer the question “how

good, adequate, or desirable”.

EVALUATION

e.g.: A teacher measures Shivneel’s achievement in

EDU704 to be 60%. The teacher evaluates his

achievement in EDU704 when he/ she says that

Shivneel’s performance is satisfactory.

Evaluation= Quantitative description of pupils’

achievement+ Qualitative description of pupils’

abilities+ Value judgments about achievements and

abilities.

RELATIONSHIP BETWEEN MEASUREMENT AND EVALUATION

1.Evaluation encompasses but goes beyond the meaning of the terms “test” and “measurement”.

2. Evaluation depends upon measurement but is not synonymous with it.

3. Measurement is a quantitative determination of how much an individual’s performance has been, while evaluation is a qualitative judgment of how good or how satisfactory an individual’s performance has been.

4. Sound evaluation is based upon the results of accurate and relevant measurement.

RELATIONSHIP BETWEEN MEASUREMENT AND EVALUATION

5. Measurement affords the evaluator a quantitative description of externalized knowledge and behavior.

6. Measurement describes a situation; evaluation judges its worth or value.

7. Measurement is only a tool to be used in evaluation. By itself, it is meaningless, but without it evaluation is likely to be very erratic.

8. Not all uses of a test or a measurement in education can be considered evaluation, for evaluation involves appraisal in the light of some particular value, purpose or goal.

RELATIONSHIP BETWEEN MEASUREMENT AND EVALUATION

9. Evaluation is a continuous and comprehensive process covering every aspect of the educative program. It is an integral part of education in which pupil and teacher are partners. Thus, evaluation signifies a wider process of judging students’ progress. Measurement, on the other hand, implies only a precise quantitative assessment of instructional outcomes.

10. Evaluation is integrated with the whole task of education, and not only with measurement and examinations.

11. Evaluation goes beyond measurement in judging the desirability or value of the measure.

Evaluation is not only quantitative but also qualitative and includes value judgments.

Mathematically, it may be said that:

Evaluation = Quantitative description of pupils’ achievements +Qualitative description of pupils’ abilities +Value judgments about achievements and abilities

KEY TERMS

Process

Seeking/ gathering

Evidence/ information

Analysing

Interpreting

Judgement/ Decision-making

BASIC MODEL

Plan

TeachEvaluate

EVALUATION CHAIN

Diagrammatic

DISTINCTION BETWEEN ASSESSMENT & EVALUATION

While assessment and evaluation are highly interrelated and are often used interchangeably as terms, they are not synonymous. The process of assessment is to gather, summarize, interpret, and use data to decide a direction for action.

The process of evaluation is to gather, summarize, interpret, and use data to determine the extent to which an action was successful.

DISTINCTION BETWEEN ASSESSMENT &EVALUATION

A S S E S S M E N T

Assessment is the gathering of information about something, such as student performance.

Assessment is information

Assessment is qualitative

Assessment pinpoints specific strengths and weaknesses

Assessment is diagnostic and formative, as well as summative

Assessment focuses on the individual student

E V A L U A T I O N

Evaluation is the act of setting a value on the assessment information

Evaluation is a judgment

Evaluation is quantitative as well as qualitative

Evaluation ranks and sorts individuals within groups

Evaluation is only summative

Evaluation focuses on the group

ASSIGNMENT

Read definitions of test, examination, measurement, assessment and evaluation.

Create your own, simple, easy to understand definition(working definition)

READINGS

Ebel, R. L, Frisbie, D. A. (1986):Essentials of Educational Measurement (4th ed); London, Prentice-Hall International(Uk) Ltd

Linn, R.L., Gronlund,N.E. (1995): Measurement and Assessment in Teaching(7th ed); New Jersey,

Prentice-Hall Inc

Payne, D.A.(2003): Applied Educational Assessment (2nded); Canada, Wadsworth/Thomson Learning

Popham, W.J.(2011):Classroom Assessment(6th ed); Boston, Pearson

ANY QUESTIONS? COMMENTS?

THANK YOU !Thank you