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    Classroom Assessment (EDU405) Bc210407969 Assignment: 1

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    Hafiz Gilgit
    The document discusses different types of classroom assessments: - Formative assessment evaluates student understanding as they learn through questions and exercises. Summative assessment evaluates student knowledge and skills at the end of a course through exams or projects. - Norm-referenced assessments compare student performance on a curve relative to peers. Criterion-referenced assessments evaluate student performance against set standards or criteria regardless of peer performance. - Both assessment types provide useful information but must be properly understood and applied to evaluate student learning and guide instruction. Using the wrong assessment type can result in misleading or confused findings.

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    Classroom Assessment (EDU405) Bc210407969 Assignment: 1

    Uploaded by

    Hafiz Gilgit
    74 views5 pages
    The document discusses different types of classroom assessments: - Formative assessment evaluates student understanding as they learn through questions and exercises. Summative assessment evaluates student knowledge and skills at the end of a course through exams or projects. - Norm-referenced assessments compare student performance on a curve relative to peers. Criterion-referenced assessments evaluate student performance against set standards or criteria regardless of peer performance. - Both assessment types provide useful information but must be properly understood and applied to evaluate student learning and guide instruction. Using the wrong assessment type can result in misleading or confused findings.

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    The document discusses different types of classroom assessments: - Formative assessment evaluates student understanding as they learn through questions and exercises. Summative assessment evaluates student knowledge and skills at the end of a course through exams or projects. - Norm-referenced assessments compare student performance on a curve relative to peers. Criterion-referenced assessments evaluate student performance against set standards or criteria regardless of peer performance. - Both assessment types provide useful information but must be properly understood and applied to evaluate student learning and guide instruction. Using the wrong assessment type can result in misleading or confused findings.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    74 views5 pages

    Classroom Assessment (EDU405) Bc210407969 Assignment: 1

    Uploaded by

    Hafiz Gilgit
    The document discusses different types of classroom assessments: - Formative assessment evaluates student understanding as they learn through questions and exercises. Summative assessment evaluates student knowledge and skills at the end of a course through exams or projects. - Norm-referenced assessments compare student performance on a curve relative to peers. Criterion-referenced assessments evaluate student performance against set standards or criteria regardless of peer performance. - Both assessment types provide useful information but must be properly understood and applied to evaluate student learning and guide instruction. Using the wrong assessment type can result in misleading or confused findings.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    Classroom Assessment (EDU405)

    Bc210407969

    Assignment: 1

    Question 1

    Answer

    Formative assessment
    Formative assessment is a method of assessing pupils' understanding as they study.
    It's a method of continuous assessment that entails creating a series of quick-fire
    questions and exercises to assist you track the learner's progress throughout the
    course. Formative assessment is a method of assessing pupils' understanding as
    they study. It's a method of continuous assessment that entails creating a series of
    quick-fire questions and exercises to assist you track the learner's progress
    throughout the course.

    Example

    Impromptu Quiz

    You might offer students to take an impromptu exam after a class to see how well
    they comprehended the content. Using Form plus, you can easily create a brief
    online quiz with pertinent closed-ended questions.

    Summative assessment
    Summative assessment is a sort of course evaluation that takes place at the
    conclusion of a training or program. It is the process of evaluating a student's
    knowledge, competency, and performance by comparing what they already know
    to what they should know.
    Example
    End-of-term or midterm exams.
    Work done over a long period of time, such as a final project or a creative
    portfolio. Tests at the end of each unit or chapter. Pupil admissions are based on
    standardized examinations that indicate school accountability, such as the SATs,
    GCSEs, and A-Levels.

    Discuss about assessment


    Assessments assist us in addressing important concerns regarding student learning.
    However, in order for assessment data to be useful in making judgments, we must
    employ an assessment instrument that is suited for the task at hand. The first step
    in properly using assessment data to help students is to understand the different
    types of examinations.
    For example, progress monitoring evaluations are designed to quantify minor gains
    in progress and are particularly sensitive to growth. Other forms of tests aren't built
    to monitor modest changes in growth; employing an interim exam weekly or
    biweekly will not assist instructors track student progress effectively and may
    result in confused or misleading findings.
    It's simple to utilize an assessment for a mismatched purpose if you don't have a
    good grasp of assessment kinds and purposes.
    Assessment is a tool that allows both the teacher and the student to track progress
    toward learning objectives and can be done in a variety of ways. Formative
    assessment refers to techniques that help students uncover misconceptions,
    challenges, and learning gaps along the way, as well as how to address such gaps.
    It has powerful tools for assisting in the shaping of learning, and it may even help
    student’s take ownership of their learning when they realize that the purpose is to
    increase learning rather than provide final grades (Trumbull and Lash, 2013).
    Through writing, tests, conversation, and other means, students can analyses
    themselves, classmates, or even the teacher. In short, formative assessment occurs
    throughout a class or course, and seeks to improve student achievement of learning
    objectives through approaches that can support specific
    Question 2
    Answer
    Norm-referenced assessment
    Norm-referenced assessment refers to an assessment that ranks students on a “bell
    curve” to determine the highest and lowest performing students. This method is
    used to understand how students' scores compare to a predefined population with
    similar experience.

    Example
    Examples of norm-referenced tests include the SAT, IQ tests, and tests that are
    graded on a curve. Anytime a test offers a percentile rank, it is a norm-referenced
    test. If you score at the 80th percentile that means that you scored better than 80%
    of people in your group.

    Criterion referenced assessment


    Criterion-referenced assessment (CRA) is the practice of assessing (and grading)
    students' learning based on a set of pre-determined attributes or criteria, without
    regard for other students' achievements.

    Example
    Criterion-referenced assessment examples include driving test, end-of-unit exams
    in school, clinical skill competency tools, etc.

    Explain
    To comprehend what occurred, we must first comprehend the distinction
    between criterion-referenced and norm-referenced assessments.
    The first thing to realism is that even an expert in assessment couldn't determine
    the difference between a criterion-referenced test and a norm-referenced test
    simply by looking at them. The distinction is really in the scores, and certain
    exams can yield both criterion- and norm-referenced findings.

    How to interpret criterion-referenced tests


    Criterion-referenced exams evaluate a person's knowledge or abilities to a set of
    standards, learning goals, performance levels, or other criteria. Criterion-
    referenced assessments evaluate each person's performance to the standard
    without taking into account how other students do on the test. "Cut scores" are
    frequently used in criterion-referenced assessments to classify pupils into groups
    such as "basic," "proficient," and "advanced.".”

    How to interpret criterion-referenced tests


    Criterion-referenced exams evaluate a person's knowledge or abilities to a set of
    standards, learning goals, performance levels, or other criteria. Criterion-
    referenced assessments evaluate each person's performance to the standard
    without taking into account how other students do on the test. "Cut scores" are
    frequently used in criterion-referenced assessments to classify pupils into groups
    such as "basic," "proficient," and "advanced."
    Consider the signs that say "You must be this tall to ride this ride!" with an arrow
    pointing to a certain line on a height chart if you've ever gone to a carnival or
    amusement park. The criteria is the line shown by the arrow, which the ride
    operator compares each person's height to before permitting them to board the
    ride.

    It's worth noting that it doesn’t Regardless of how long the queue is or how tall or
    short the people in front of you are, whether or not you are permitted to ride is
    purely determined by your height. You can't ride if the top of your head doesn't
    exceed the line on the height chart, even if you're the tallest person in line.
    Criterion-referenced assessments work similarly: An individual’s score, and how
    that score is categorized, is not affected by the performance of other students. In
    the charts below, you can see the student’s score and performance category
    (“below proficient”) do not change, regardless of whether they are a top-
    performing student, in the middle, or a low-performing student
    .

    How to interpret norm-referenced tests


    Norm-referenced measurements compare an individual's knowledge or abilities
    to the norm group's knowledge or skills. The norm group's composition is
    determined by the evaluation. The norm group for student assessments is
    frequently a nationally representative sample of thousands of pupils in the same
    grade (and sometimes, at the same point in the school year). Age, English
    Language Learner (ELL) status, socioeconomic level, race/ethnicity, and a variety
    of other factors might further restrict norm groupings ..

    Comparing criterion-referenced and norm-referenced scores

    Some examinations produce outcomes that are both criterion-referenced and


    norm-referenced, which can be confusing. You could have a student who has a
    high percentile rank but does not fulfil the proficiency condition, for example. Is
    that student doing well because they surpass their peers, or is he or she doing
    poorly because they haven't mastered the material?

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