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(Assessment and Evaluation of Learning 1)
📌BASIC CONCEPTS
📎Test -an Instrument designed to measure any characteristic, quality, ability, knowledge or skill. It comprised of Items in the area. it is designed to measure.
📎Measurement -a process of quantifying the degree to which someone/something possesses a given trait. ie., quality, characteristic, or feature.
📎Assessment - process of gathering and organizing quantitative or qualitative data into an interpretable form to have a basis for judgment or decision-making, it is a pre-requisite to evaluation. It provides the information which enables evaluation to take place.
📎Evaluation - a process of systematic interpretation, analysis, appraisal or judgment of the worth of organized data as basis for decision-making. It Involves judgment about the desirability of changes in students.
📎Traditional Assessment - it refers to the use of pen-and-paper objective test.
📎Alternative Assessment - It refers to the use of methods other than pen-and-paper objective test which includes performance tests, projects, portfolios, journals, and the likes.
📎Authentic Assessment - It refers to the use of an assessment method that simulate true-to-life situations. This could be objective tests that reflect real-life situations or alternative methods that are parallel to what we experience in real
life.
📌PURPOSES OF CLASSROOM ASSESSMENT
1. Assessment FOR Learning - this Includes three types of assessment done before and during instruction. These are placement, formative and diagnostic.
a. Placement - done prior to instruction
• Its purpose is to assess the needs of the learners to have basis in planning for a relevant instruction.
• Teachers use this assessment to know what their students are bringing into the learning situation and use this as a starting point, for instruction.
• The results of this assessment place students in specific learning groups to facilitate teaching and learning.
b. Formative - done during instruction
• This assessment is where teachers continuously monitor the students' level of attainment of the learning objectives (Stiggins, 2005)
• The results of this assessment are communicated clearty and promptly to the students for them to know their strengths and weaknesses and the progress of their learning.
c. Diagnostic - done during instruction
• This is used to determine students’ recurring or persistent difficulties.
• It searches for the underlying causes of student’s learning problems that do not respond to first aid treatment.
• It helps formulate a plan for detailed remedial instruction.
2. Assessment OF Learning - this is done after instruction. This is usually referred to as the summative assessment.
• it is used to certify what students know and can do and the level of their proficiency or competency.
• Its results reveal whether or not instructions have successfully achieved, the curriculum outcomes.
• The information from assessment of learning is usually expressed as marks or letter grades.
• The results of which are communicated to the students, parents, and other stakeholders for decision making.
•It is also a powerful factor that could pave the way for educational Reforms.
3. Assessment AS learning -this is done for teachers to understand and perform well their role of assessing FOR and OF learning. It requires teachers to undergo
training on how to assess learning and be equipped with the following competencies needed in performing their work as assessors.
📌Standards for Teacher Competence In Educational Assessment of Students
(Developed by the American Federation Teachers National, Council on Measurement In Education, National Education Association)
1. Teachers should be skilled in choosing assessment methods appropriate for instructional decisions.
2. Teachers should be skilled in developing assessment methods appropriate for instructional decisions.
3. Teachers should be skilled in administering, scoring and interpreting the results of both externally produced and teacher-produced assessment methods.
4. Teachers should be skilled in using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement.
5. Teachers should be skilled in developing valid pupil grading procedures which use pupil assessments.
6. Teachers should be skilled in communicating assessment results to students, parents, other lay audiences, and other educators.
7. Teachers should be skilled in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.
