course assessment mqf
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COURSE ASSESSMENT
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Assessment
A broad term defined as a process for
obtaining information that is used for
making decision about
Students
Curricula and programmes
Educational policies
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Evaluation
The process of making a value
judgment about the worth of a students
product or performance
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Measurement
A procedure for assigning numbers
(usually called scores) to a specified
attribute or characteristic of a person in
such a way that the numbers describe
the degree to which the person
possesses the attribute.
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Concept Overview
An assessment may or may not provide
measurements. If a procedure
describes a student by qualitative labels
or categories, the student is assessed,
but not measured.
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Formative Assessment
Judgment about quality or worth madeduring the design or development ofinstructional materials, instructionalprocedures, curricula, or educationalprograms.
Occurs during a lesson or unit to provideongoing feedback to the lecturer andstudent.
Its purpose is to provide corrective actionsas instructions occurs to enhance studentslearning.
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Formative Assessment (cont.)
Formative assessment should occur
regularly throughout the instructional
process
It occurs when lecturers feed
information back to the students in ways
that enable the student to learn better,
or when students can engage in asimilar, self-reflective process.
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Formative Assessment (cont.)
Consists of informal observation,
questioning, student responses to
questions, worksheets, and teacher
feedback to student.
Is integrated with instruction on a daily
basis.
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Summative Assessment
Judgment about the quality or worth ofalready-completed instructional materials,instructional procedures, curricula, or
educational programs. Takes place at the end of a unit of study.
Its primary purpose is to document studentperformance after instruction is completed.
Also used to identify patterns in the errorsthat students make.
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Summative Assessment (cont.)
Black (1998) explains summative
assessment as:
When the cook tastes the soup, thats
formative assessment; when the customer
tastes the soup, thats summative
assessment.
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Norm-Referenced Evaluation
When the performance of one student is
compared with that of other students,
and a judgment is passed on the basis
of that comparison, a norm-referenced
evaluation is being made (Mager,
1990).
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Criterion-Referenced Evaluation
When we compare a measurement not
with other measurements, but with
some objective standard, we are
making a criterion-referenced evaluation
(Mager, 1990).
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Types of Assessment
Paper-and-pencil tests
Alternative assessment
any method that differs from conventional,most particularly objective tests (McMillan,
1997).
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Alternative Assessment
Examples:
observations
exhibitions
oral presentations
experiments
portfolios
interviews
projects
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Performance-based Assessment
A performance-based assessment is
one which the instructor observes and
makes a judgment about the students
demonstration of a skill or competency
in creating a product (McMillan, 1997).
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Performance-based includes
performance and product.
The emphasis is on the students ability
to apply their knowledge and skills to
produce their own work.
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Performance-based
Assessment (Cont.)
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Authentic Assessment:
It involves the direct examination of a
students ability to use knowledge to
perform a task that is like what is
encountered in real life or in the real
world.
Authenticity is judged in the nature of
the task completed and in the context ofthe task (e.g., in the options available,
constraints, and access to resources).
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Authentic Assessment (Cont.)
Students are aware of the criteria and
standards by which the work will be
judged prior to beginning their work.
Students plan, construct, and deliver an
original response, and explain or justify
their answers.
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WHAT MAKES A GOODWHAT MAKES A GOOD
ASSESSMENT?ASSESSMENT?
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Good Assessment
Objectivity
Validity
Reliability
Practicability
Explicitness
Item difficulty
Item discrimination
Comprehensiveness
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1. Objectivity
The degree to which a test can be scoredwithout bias or the personal opinion of thescorer affecting the grades, and the
interpretation of individual test items by thetest taker.
Ideally, a test should be constructed sothat any qualified person can administer
and score it and obtain the same resultsas any other scorer; closely related toreliability and validity.
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2. Validity
A measure of the degree to which a test
is appropriate for its intended use; the
soundness of interpretation and uses of
students scores assessment results. It
emphasizes the results interpreted, not
the instrument or procedure itself.
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3. Reliability
The degree to which students assessmentresults are the same (consistent) when:
they complete the same task(s) on two differentoccasions;
two or more lecturers mark their performance onthe same task(s); or
they complete different but equivalent tasks on thesame or different occasions.
As long as the quality being measured has notchanged, any student should get about thesame score in each time he/she gets the test
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4. Practicability
The extent to which a test is usable,including the tests:
readability
ease of administration ease of scoring
time required
material needed
money required
personnel needed
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5. Explicitness
Procedures and criteria should be
known; students need to know the basis
for grading and what they will be held
responsible for.
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6. Item Difficulty
The percentage of individuals who correctlyanswered a given item; must take into accountthe type of assessment procedure (0.30-0.70 =good difficulty index).
An item, correctly answered by fewer than 25percent of students, may be a questionable item.
An item, correctly answered by more than 75percent of students, may be a questionable item.
Hopkins, Stanley, & Hopkins (1990)
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7. Item Discrimination
The ability of each separate item to
differentiate between the high scorers
and the low scorers on the assessment
(0.40 & above = high positivediscrimination index).
Hopkins, Stanley, & Hopkins (1990)
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8. Comprehensiveness
The test being long enough and containingan appropriate number and type of itemsto do the job.
No specific formula It is a matter of the test makers judgment
Is the test comprehensive enough tomeasure accurately and thoroughly what I
expect it to measure?Paul A. Bott (1996)
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THANK YOU
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