Classroom Assessment

Understanding the Concept of Assessment

Assessment

The full range of procedures used to gain information about student learning

Observations Ratings of performances Projects Paper and pencil tests

Measurement

The assigning of numbers to the results of a test or other type of assessment according to a specific rule

Measurement answers the question, How much?

Evaluation

The use of data (responses to test items) to formulate value judgments that are then used as a basis for decision making

Why Evaluate?

Will reveal where we are successful and where we are not

Why Measure?
Our evaluation should be based on accurate information which has been collected and presented as fairly as possible.

Allows us to apply mathematical and statistical procedures to observations so that we can reduce their volume and summarize them. Measure individual differences so that we can discriminate between those who are doing well or badly in relation to each other.

Why Measure?

Allows us to describe an individuals performance in absolute terms (measure the performance against a standard or criterion) Reduction of data to numerals allows us to identify patterns of behaviour which may have significance for education

Why Test?

To be accurate, fair and objective Control the conditions for all students. The same time can be allowed to everyone, the same access or non-access to reference books or special equipment can be provided Specific in eliciting the behaviours teachers require information on

Why Test?
Predict

future behaviour Identify students strengths and weaknesses, and thus provide information for teachers to plan future strategies Tests provide feedback both for students and teachers. Students learn how well they are progressing. Teachers can judge the effectiveness of their teaching.

What is a Good Assessment

Relevance Test items must match the test objective it is designed to measure in order to be judged relevant Balance The distribution of items in a good test should match the emphases of the teaching programme

What is a Good Assessment

Efficiency The number of items a student can be expected to answer in the allotted time balanced against the number of items necessary to test adequately the objectives of the test Objectivity All careful scorers must agree on the correct responses

What is a Good Assessment

Difficulty Should not be so easy that everyone scores 100 percent, nor should it be so difficult that everyone gets zero. Discrimination Should show a distinction between poor and good students. Objectivity All careful scorers must agree on the correct responses

What is a Good Assessment

Reliability Consistency of measurement, and can depend on time, scorers, students or items.

Fairness Test should be constructed and administered in such a way that all students have an equal opportunity to demonstrate their achievements.

What is a Good Assessment

Speed Should not be allowed to unduly influence the scores on an achievement test. Should be sufficient time for all, or most to complete the test.

Absence of bias Should not offend or unfairly penalize a group of examinees because of examinees gender, ethnicity, socioeconomic status, religion, or other group defining characteristics.

Types of Tests
Achievement Tests Selection or Aptitude Tests Diagnostic Tests Placement Tests Practical and Oral Tests

Types of Test
Achievement

Tests Should only concern itself with what has been 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 top scorers on a test when lack of places in a particular course makes selection a necessity
http://www.funeducation.com/Tests/KidsISIQ/KidsIQ-Testing.aspx

Types of Test
Diagnostic

Tests The interpreter of the diagnostic test wishes to pinpoint the precise areas of the curriculum that are known and unknown to students.
Placement

Tests Similar to an achievement test except that it usually covers more than one subject. Administered when a student transfers from another school.

Types of Test
Practical

and Oral Tests Used in science subject and modern languages.

Other

Test Pilot Test: used to try out a test before it is considered ready for general application.

Types of Test
Other

Test Pre and Post Test teacher or researcher wants to know the state of students knowledge before initiating instruction, so she has a benchmark against which to measure performance after instruction. Group-referenced test the scores are reported with reference to other group members.

Types of Test
Other

Test Norm-referenced test scores are judged according to levels of attainment established over time for various groups, such as the norms, or usual performance, for students from a particular geographic area, a particular type of school, or a particular age group.

Types of Test
Other

Test Criterion-referenced test judges students according to an absolute standard that is established without reference to the groups scores.