classroom assessment class3

7/28/2019 Classroom Assessment Class3

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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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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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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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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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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.pdf


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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.