Assessment
Assessment: A measure of the degree to which instructional objectives (statement of skills-
abilities and concepts-knowledge that students should master after a certain period) have
been attained.
Evaluation: Measurement of student performance in academic and sometimes other areas
used to determine appropriate teaching strategies.
As feedback for teachers and students
As information for selection, for accountability and for parents
As an incentive (motivate the effort)
Measurement: A description of an event or characteristic by using numbers. (Quantitative) It
says how much, how often and how well by providing scores, ranks or ratings.
Helps in comparison with norm groups and other students
Formative and Summative assessment
1. Formative (diagnostic) assessment: evaluation designed to determine whether
additional instruction is needed. (before or during instruction)
o It can take the form of non-graded pretest so the teacher have an overview
of what the students already know.
o During instruction test in order to see what weaknesses remain
2. Summative assessment: Final evaluation of students’ achievements of an objective.
E.g. final exams
o They should be reliable and in line with the formative tests and the course
objectives.
All types of assessments can be either formative or summative based on how and why you
interpret the results.
If the purpose is to evaluate the teaching is formative
If the purpose is to evaluate the final achievement and determine the grade, it is
normative.
Comparison for interpretation
Norm-referenced interpretations: Compares the performance of one student against the
performance of others (norm group-individual raw scores). Determine if the score is above,
below or same as average.
Norm groups: Class/school, school district, national sample, international sample.
All SES are included
Cover a wide range of objectives. Especially good when only few top candidates can
be admitted
o Does not give an insight if student are ready to move on
, o Not appropriate for affective or psychomotor objectives
o Encourage comparison and competition
Criterion-referenced interpretations: When scores are not compared to the scores of others
but to a given criterion or standard of performance.
Measuring mastery on specific object and tell teachers what students can or cannot
do e.g. test for adding three digits with a standard of 17/20
Basic skills e.g. writing more important to use standardized tests
o Some subjects cannot be broken down into specific objectives
o Standards can be arbitrary
o Good to have an overview-comparative test in use
There is not a best evaluating strategy. Different types should be used for different
purposes.
Evaluation to provide incentive and feedback (traditional grading and evaluation to
give feedback and provide incentive)
Evaluation for comparison with others (when you need to know the continuance and
give parents a realistic picture)
Achievement testing and tools
Principles of achievement testing
Achievement tests should measure clearly defined learning objectives that are in
harmony with instructional objective.
Achievement tests should measure a representative sample of the learning tasks
included in the instruction.
Achievement tests should include the types of test items that are most appropriate
for measuring the desired learning outcomes
Achievement tests should fit the particular uses that will be made of the results
(broad in summative, specific in formative)
Achievement tests should be as reliable as possible and should be interpreted with
caution.
Achievement tests should improve learning (particularly formative)
Use of table of specifications
Table of specifications: A list of instructional objectives and expected level of understanding
that guides test development (range of levels of understanding, from simple to more
advance).
Differences for every course
After writing the items then you evaluate them
Assessment: A measure of the degree to which instructional objectives (statement of skills-
abilities and concepts-knowledge that students should master after a certain period) have
been attained.
Evaluation: Measurement of student performance in academic and sometimes other areas
used to determine appropriate teaching strategies.
As feedback for teachers and students
As information for selection, for accountability and for parents
As an incentive (motivate the effort)
Measurement: A description of an event or characteristic by using numbers. (Quantitative) It
says how much, how often and how well by providing scores, ranks or ratings.
Helps in comparison with norm groups and other students
Formative and Summative assessment
1. Formative (diagnostic) assessment: evaluation designed to determine whether
additional instruction is needed. (before or during instruction)
o It can take the form of non-graded pretest so the teacher have an overview
of what the students already know.
o During instruction test in order to see what weaknesses remain
2. Summative assessment: Final evaluation of students’ achievements of an objective.
E.g. final exams
o They should be reliable and in line with the formative tests and the course
objectives.
All types of assessments can be either formative or summative based on how and why you
interpret the results.
If the purpose is to evaluate the teaching is formative
If the purpose is to evaluate the final achievement and determine the grade, it is
normative.
Comparison for interpretation
Norm-referenced interpretations: Compares the performance of one student against the
performance of others (norm group-individual raw scores). Determine if the score is above,
below or same as average.
Norm groups: Class/school, school district, national sample, international sample.
All SES are included
Cover a wide range of objectives. Especially good when only few top candidates can
be admitted
o Does not give an insight if student are ready to move on
, o Not appropriate for affective or psychomotor objectives
o Encourage comparison and competition
Criterion-referenced interpretations: When scores are not compared to the scores of others
but to a given criterion or standard of performance.
Measuring mastery on specific object and tell teachers what students can or cannot
do e.g. test for adding three digits with a standard of 17/20
Basic skills e.g. writing more important to use standardized tests
o Some subjects cannot be broken down into specific objectives
o Standards can be arbitrary
o Good to have an overview-comparative test in use
There is not a best evaluating strategy. Different types should be used for different
purposes.
Evaluation to provide incentive and feedback (traditional grading and evaluation to
give feedback and provide incentive)
Evaluation for comparison with others (when you need to know the continuance and
give parents a realistic picture)
Achievement testing and tools
Principles of achievement testing
Achievement tests should measure clearly defined learning objectives that are in
harmony with instructional objective.
Achievement tests should measure a representative sample of the learning tasks
included in the instruction.
Achievement tests should include the types of test items that are most appropriate
for measuring the desired learning outcomes
Achievement tests should fit the particular uses that will be made of the results
(broad in summative, specific in formative)
Achievement tests should be as reliable as possible and should be interpreted with
caution.
Achievement tests should improve learning (particularly formative)
Use of table of specifications
Table of specifications: A list of instructional objectives and expected level of understanding
that guides test development (range of levels of understanding, from simple to more
advance).
Differences for every course
After writing the items then you evaluate them
