Assessment and Evaluation.pptx

Assessment and Evaluation.pptx

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  Assessment, Measurement and Evaluation By Dr.Sajjad Hussain Center for Education & Staff Training University of Swat [email protected] KHYBER PAKHTUNKHWA HIGHER EDUCATION ACADEMY OF RESEARCH AND TRAINING, PESHAWAR
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  What are yourexpected learning outcomes?
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  • Assessment isthe systematic basis for making inferences about the learning and development of students (Erwin, 1991). • Assessment involves the use of empirical data on student learning to refine programs and improve student learning (Allen, 2004). • Assessment is a systematic process of data collection, analysis and interpretations aim to reach to certain conclusions (Brookhart, 2011).
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  Measurement • Measurement isthe numerical quantification of the attributes of an object or event, which can be used to compare with other objects or events. • In education it is used to assign a numerical value to the performances of students for educational decisions. • This systematic quantification process occurs after the testing.
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  • Evaluation -act of ascertaining or fixing the value or worth of rating. • The process of determining significance or worth, usually by careful appraisal and study. • A systematic process of analyzing qualitative and quantitative data to determine the value and worth of a process or product.
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  Differences between assessment andevaluation Dimension of Difference Assessment Evaluation Timing Formative Summative Focus of Measurement Process-Oriented Product-Oriented Relationship Between Administrator and Recipient Reflective Prescriptive Findings, Uses Thereof Diagnostic Judgmental Ongoing Modifiability of Criteria, Measures Thereof Flexible Fixed Standards of Measurement Absolute Comparative Relation Between Objects of A/E Coöperative Competitive
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  Types of assessment
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  Types of assessment •Self-assessment • Peer assessment • Supervisor/teacher assessment
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  Self-Assessment • Self-assessment isthe act or process of making assessment of your own work. • Why self-assessment? i. Improvement ii. Reflection • Benefits of self-assessment? i. Skills development, academic autonomy ii. Self-confidence and self-regulated learning
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  Peer Assessment • Theprocess or act by which a person make assess the work of his colleague or friend/classmate. • Why peer assessment? i. Feedback ii. Improvement • Benefits of peer assessment? i. Cooperative learning, assessment skills ii. Critical skills, bridging the gaps,
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  Supervisor/ Teacher Assessment •The act or process by which the supervisor /teacher do assess the work of his/her supervisee or student. • Why teacher assess after self and peer assessment? i. Feedback on the work and their assessment ii. Identify the areas of improvement iii. Verification purposes • Benefits? i. Rectification if needed ii. Guidance
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  Types of Evaluation •To describe the types of evaluation it is important to know how will you used evaluation results. 1. Placement Evaluation 2. Formative Evaluation 3. Summative Evaluation 4. Diagnostic Evaluation
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  1. Placement Evaluation •Learner’s entry behavior or capability is evaluated to find out whether the student possess knowledge, skills and attitude needed to begin the course of instruction. • It is used to find out to what extent student has already mastered the objectives of the planned instruction • Entrance exams, GAT general and Subject etc
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  2. Formative Evaluation •Evaluation that is used to modify or improve products, programs, or activities, and is based on feedback obtained during the implementation time. • It is used to monitor students learning progress during instruction with the purpose of providing on going feedback to students and teachers regarding teaching learning process. • It aim to improve the learning process. Through classroom questioning, and one minute tests.
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  3. Summative Evaluation •The evaluation which take place at the end of instruction, course unit or semester, aimed to know the extent to which the students’ have mastered the learning outcomes. • Summative evaluation is basically used to assign grades, certification, effectiveness of instructional objectives and such other decisions by teachers and administrators. • Interviews, final term tests
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  4. Diagnostic Evaluation •Diagnostic evaluation is concerned with finding out the reasons for students’ learning difficulties that cannot be resolved through formative evaluation. • The aim of diagnostic evaluation is to find out the causes of problems and plan to take remedial actions. • Observational and diagnostic techniques are used.
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  Conclusion • Assessment isthe essence of teaching learning process, without assessment there is no learning. It enable the teachers to adjust his teaching and empower the learners to improve their learning. • Measurement provide the quantitative description of students academic performances. • Evaluation provide base for the accountability of learning, learning experiences and products.
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  Reference • Burke, K.,Lawrence, B., El-Sayed, M., & Apple, D. (2009). Process education: past, present and future. International journal of process education, 1(1), 35-42. • Brookhart, S. M. (2011). Educational assessment knowledge and skills for teachers. Educational Measurement: Issues and Practice, 30(1), 3-12. • Erwin, T. D. (1991). Assessing Student Learning and Development: A Guide to the Principles, Goals, and Methods of Determining College Outcomes. • Grolund, N.E, (2010). Educational assessment and measurement. New York: Macmillan Publishing Co.