Examination as a tool for Assessment
- 1. EXAMINATION AS A TOOL FOR ASSESSMENT Garima Bhati Assistant Professor Institute of Teacher’s Education Source: google
- 2. WHAT IS ASSESSMENT? "Assessment should be deliberately designed to improve and educate student performance, not merely to audit as most school tests currently do." - Grant Wiggins, EdD., president and director of programs, Relearning by Design, Ewing, New Jersey
- 3. MEANING OF ASSESSMENT Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students' learning and development Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
- 5. FOUR FUNDAMENTAL ELEMENTS OF LEARNER- CENTERED ASSESSMENT: Formulating Statements of Intended Learning Outcomes - statements describing intentions about what students should know, understand, and be able to do with their knowledge when they graduate. Developing or Selecting Assessment Measures - designing or selecting data gathering measures to assess whether or not our intended learning outcomes have been achieved. Includes Direct assessments - projects, products, papers/theses, exhibitions, performances, case studies, clinical evaluations, portfolios, interviews, and oral exams - which ask students to demonstrate what they know or can do with their knowledge. Indirect assessments - self-report measures such as surveys - in which respondents share their perceptions about what graduates know or can do with their knowledge. Creating Experiences Leading to Outcomes - ensuring that students have experiences both in and outside their courses that help them achieve the intended learning outcomes. Discussing and Using Assessment Results to Improve Teaching and Learning - using the results to improve individual student performance.
- 6. THE ASSESSMENT CYCLE Assessment is a process which follows a set of four components. These four stages or components are Plan, Do, Check and act. It is a process to evaluate the student’s performance. Besides, it is an orderly process. This uses a test to check the student’s performance.
- 7. THE ASSESSMENT CYCLE Plan - What do I want students to learn? This stage includes the first fundamental component of assessment: Formulating Statements of Intended Learning Outcomes Do - How do I teach effectively? This stage includes the second and third fundamental components: Developing or Selecting Assessment Measures & Creating Experiences Leading to Outcomes. Check - Are my outcomes being met? This stage involves evaluation of assessment data (part of the fourth component). Act - How do I use what I've learned? This stage involves reinforcing successful practices and making revisions to enhance student learning (part of the fourth component).
- 9. PRE-ASSESSMENT OR DIAGNOSTIC ASSESSMENT Before creating the instruction, it’s necessary to know for what kind of students you’re creating the instruction. Your goal is to get to know your student’s strengths, weaknesses and the skills and knowledge the posses before taking the instruction. Based on the data you’ve collected, you can create your instruction
- 10. FORMATIVE ASSESSMENT Formative assessment is used in the first attempt of developing instruction. The goal is to monitor student learning to provide feedback. It helps identifying the first gaps in your instruction. Based on this feedback you’ll know what to focus on for further expansion for your instruction.
- 11. SUMMATIVE ASSESSMENT Summative assessment is aimed at assessing the extent to which the most important outcomes at the end of the instruction have been reached. But it measures more: the effectiveness of learning, reactions on the instruction and the benefits on a long-term base. The long-term benefits can be determined by following students who attend your course, or test. You are able to see whether and how they use the learned knowledge, skills and attitudes.
- 12. CONFIRMATIVE ASSESSMENT When your instruction has been implemented in your classroom, it’s still necessary to take assessment. Your goal with confirmative assessments is to find out if the instruction is still a success after a year, for example, and if the way you're teaching is still on point. You could say that a confirmative assessment is an extensive form of a summative assessment
- 13. NORM-REFERENCED ASSESSMENT This compares a student’s performance against an average norm. This could be the average national norm for the subject History, for example. Other example is when the teacher compares the average grade of his or her students against the average grade of the entire school.
- 14. CRITERION-REFERENCED ASSESSMENT It measures student’s performances against a fixed set of predetermined criteria or learning standards. It checks what students are expected to know and be able to do at a specific stage of their education. Criterion-referenced tests are used to evaluate a specific body of knowledge or skill set, it’s a test to evaluate the curriculum taught in a course.
- 15. IPSATIVE ASSESSMENT It measures the performance of a student against previous performances from that student. With this method you’re trying to improve yourself by comparing previous results. You’re not comparing yourself against other students, which may be not so good for your self-confidence.
- 16. WORK INTEGRATED ASSESSMENT This type of assessment is where the tasks and situations are closely associated with what you experience. It helps to develop student’s skills and capabilities along with educational development.Also, this helps and support educational staff to design genuine assessments. It designs according to the need of the teacher.
- 17. DYNAMIC ASSESSMENT It measures what students can achieve when teaches about unfamiliar topic or field. An example can be teaching students Spanish for a short while. It helps to see how students who do not have any prior knowledge adopt it.It can be helpful to review the potential for students who have a mainly underprivileged backdrop. Frequently it is used in advance of the main body of teaching.
- 18. SYNOPTIC ASSESSMENT It gives confidence students to unite elements of their learning from different parts of a plan and to show their build up knowledge and thoughtful of a topic or subject area.It basically enables students to show their talents and skills. And it shows how in- depth knowledge they have about the subject. Basically, it helps in measuring the capacity to apply knowledge to understand the subject.
- 20. PROVIDES DIAGNOSTIC FEEDBACK What is the student's knowledge base? What is the student's performance base? What are the student's needs? What has to be taught?
- 21. HELPS EDUCATORS SET STANDARDS What performance demonstrates understanding? What performance demonstrates knowledge? What performance demonstrates mastery?
- 22. EVALUATES PROGRESS How is the student doing? What teaching methods or approaches are most effective? What changes or modifications to a lesson are needed to help the student?
- 23. RELATES TO A STUDENT'S PROGRESS What has the student learned? Can the student talk about the new knowledge? Can the student demonstrate and use the new skills in other projects?
- 24. MOTIVATES PERFORMANCE For student self-evaluation: Now that I'm in charge of my learning, how am I doing? Now that I know how I'm doing, how can I do better? What else would I like to learn? For teacher self-evaluation: What is working for the students? What can I do to help the students more? In what direction should we go next?
- 26. WRITTEN EXAMINATION This type of exam is old school; your great granddad most likely had to do these exams, so they have been around for a while. The first thing to mention to anyone about to sit an exam like this in university is that you should have some idea of the structure and the content of the essay before you begin to write it.
- 27. ORAL EXAMS The oral exam (also oral test or viva voce; Rigorosum in German-speaking nations) is a practice in many schools and disciplines in which an examiner poses questions to the student in spoken form. The student has to answer the question in such a way as to demonstrate sufficient knowledge of the subject to pass the exam.
- 28. OPEN-BOOK AND TAKE-HOME EXAMS Open book and take home exams are slightly more unusual as they don’t require you to revise in the same way as a more traditional exam. However, because you have access to your notes and to your text books the examiners are obviously going to expect much more detail and content than they would in a closed book exam. A good idea before you start an exam like this would be to have all your relevant notes and texts organized, all in one place before you begin the exam. As there is no point in having an open book exam if you can’t find the right book on the day of the exam!
- 29. PROBLEM OR CASE-BASED EXAMS Problem or cased based exams are really designed to test your analytical skills, and how well you can evaluate, respond and deal with certain problem or situation. These types of exams are supposed to be simulations of a possible real life situation.In some regards this type of exam is really testing how well you can think on your feet, and how skilled you are at applying your knowledge to a specific set of circumstances. If you just write down everything you know in a list, you will fail this type of exam, as that is not what examiners in this type of exam are looking for.
- 30. MULTIPLE-CHOICE EXAMS Another common type of exam that you may have to complete comprises of multiple choice questions or MCQ’s as they are known. These exams really test your ability to recall and connect the correct information to the question. As you usually have to pick the correct answer from a series of statements it simulates a more real life situation where you would have a number of choices and need to choose the correct one.