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EDU 704
ASSESSMENT &
EVALU
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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