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EDCU 2013

EDCU 2013. ASSESSMENT. CLASSROOM. ASSESSMENT. What is assessment?. Any activity used to obtain evidence of students’ learning?. Contemporary Shifts in Assessment. Assessment of Learning: A summative form of assessment to determine how much is learnt and mainly used for certification

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EDCU 2013

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  1. EDCU 2013 ASSESSMENT Laila N. Boisselle

  2. CLASSROOM ASSESSMENT Laila N. Boisselle

  3. What is assessment? • Any activity used to obtain evidence of students’ learning? Laila N. Boisselle

  4. Contemporary Shifts in Assessment • Assessment of Learning: A summative form of assessment to determine how much is learnt and mainly used for certification • Assessment for Learning: An assessment that is continuous throughout a course and mainly uses alternative methods of assessments • Assessment as Learning: development of metacognition in students so that they become the critical connector between learning and assessment. Laila N. Boisselle

  5. Assessment can be: • Diagnostic: used to identify students’ needs • Formative: used to get information on the learning taking place during the teaching session • Summative: used to obtain evidence of students’ learning after completing a unit. Laila N. Boisselle

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  9. Main Uses of Assessment Criterion Referenced Assessment A system of assessment which: • Identifies the skills required • Assesses understanding of concepts and principles – mastery of criterion Limitations Needs a range of assessment technique to adequately assess criterion • Norm Referenced Assessment An assessment in which students’ scores are compared with other students’ scores to determine whether performance is above average, average or below average according to set criteria. Limitations: • Cannot measure effectiveness of curricula • Does not indicate what the student is or is not able to do after being exposed to the curriculum (King, 2010) Laila N. Boisselle

  10. Popularity of Norm Referenced Tests • High stakes assessment and its impact • In instances of limited job and educational opportunities high stake assessments become the means to identify meritocracy Impact on curriculum • Determining the legitimacy and level of importance given to areas of the curriculum • Teaching to the test • Defining the learned curriculum (King, 2010)

  11. General Principles of Assessment • Assessment is an integrated process for determining the nature and extent of student learning and development. This process will be most effective when the following principles are considered. • Clearly specify what is to be assessed. • Select an assessment procedure that is relevant to the characteristics or performance to be measured. • Use a variety of assessment procedures. • Be aware of the limitations of assessment procedures. • Remember, assessment is a means to an end, not an end in itself. Laila N. Boisselle

  12. General Principles of Assessment • Validity – assessment instrument measures what it says it will and does so consistently i.e. the instrument is reliable • Reliability – assessment instrument is consistent in measuring the constructs it intended to measure Laila N. Boisselle

  13. Issues of Fairness Assessment and evaluation processes should consider • language – should students be penalized for not being able to write and speak standard English? • Cultural content – avoid statements and questions that may imply cultural bias • Students’ special needs – plan for the assessment of special needs students (King, 2010)

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