LEARNING ASSESSMENT

(SPE 5160)
TOPIC 1
PRINCIPLES OF LEARNING ASSESSMENT

Dr. Mohd Rozilee Wazir

Faculty of Educational Studies

Universiti Putra Malaysia
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 TESTING MEASUREMENT ASSESSMENT EVALUATION
a subset of assessment process of observing and is the assigning of involves the
intended to measure a measuring learning. It is numbers to certain interpretation of
test-taker’s language an on-going process in attributes of objects, information. When a
proficiency, knowledge, educational practice, events, or people tester or marker
performance or skills. which involves a according to a rule- evaluate, s/he “values”
multitude of governed system. the results in such a way
methodological that the worth of the
techniques. It can consist performance is conveyed
test, projects, portfolios. to the test-taker.
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 FOUR STAGES/PHASES OF DEVELOPMENT OF
EXAMINATION SYSTEM IN OUR COUNTRY

• Pre-Independence
• Razak Report
• RahmanTalib Report
• Cabinet Report
• Malaysia Education Blueprint (2013-2025)
The achievements of Malaysia Examination Syndicate (MES)
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 FRAMEWORK

Reasons / Purposes
of Assessment

Assessment of Learning /
Assessment for Learning /
Assessment as Learning
 Assessment OF Learning
• Enable students to demonstrate what they know and can do

• This type of assessment is also known as summative assessment.

• provide the focus to improve student achievement, give everyone

the information they need to improve student achievement, and
apply the pressure needed to motivate teachers to work harder to
teach and learn.
 Assessment FOR Learning
• Establishes a classroom culture that encourages interaction and the use of
assessment tools
• Occurs throughout a learning sequence and is planned when teachers design
teaching and learning activities
• Involves teachers sharing learning intentions and explicit assessment criteria with
students
• Involves teachers and students setting and monitoring student progress against
learning goals
• Require teachers to ascertain students’ prior knowledge, perceptions and
misconceptions
• Is roughly equivalent to formative assessment – assessment is intended to promote
further improvement of student learning during the learning process. Students are
provided valuable feedback on their own learning
 Assessment AS Learning

• Promotes students’ self-esteem and self-confidence through an

understanding of how they learn to learn

• Develop students’ capacity to reflect on the learning and to

contribute to their future learning goals

• Enhance students’ life-long learning skills

• Emphasis the process of learning as it is experienced by the student

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 3 MAIN PURPOSES OF ASSESSMENT

Assessment for learning

occurs when teachers use
inferences about student
progress to inform their teaching.
(formative)
Assessment as learning
occurs when students reflect
on and monitor their progress
to inform their future learning
goals. (formative)

Assessment of learning occurs when

teachers use evidence of student learning to
make judgements on student achievement
against goals and standards. (summative)
 TEACHER/COACH ROLE IN
ASSESSMENT for LEARNING
Assessment for learning occurs throughout the learning process.
It is interactive, with teachers/coaches:
• aligning instruction
• identifying particular learning needs of students or groups
• selecting and adapting materials and resources
• creating differentiated teaching strategies and learning
opportunities for helping individual students move forward in
their learning
• Providing immediate feedback and direction to students

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 TEACHER/COACH ROLE IN
ASSESSMENT as LEARNING
The teachers/coaches role in promoting the
development of independent learners/athletes through
assessment as learning is to:
• model and teach the skills of self-assessment
• guide students in setting their own goals, and
monitoring their progress toward them
• provide exemplars and models of good practice and
quality work that reflect curriculum outcomes
• work with students/athletes to develop clear criteria
of good practice
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 TEACHER/COACH ROLES IN
ASSESSMENT of LEARNING
• a range of alternative mechanisms for
assessing the same outcomes
• public and defensible reference points for
making judgements
• • transparent approaches to interpretation
• • descriptions of the assessment process
• • strategies for recourse in the event of
disagreement about the decisions.
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OVERALL ASSESSMENT STRATEGY
PLAN

REVIEW PREPARE

FEEDBACK CONDUCT

EVALUATE ASSESS

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Formative Assessment
● Formative assessment has been described as
‘ongoing’ and takes place during teaching-
learning situations in PE.

● It is important as it involves providing pupils

with constructive feedback, diagnosing future
learning needs, describing students’ progress,
and determining their strengths and
weaknesses.
Formative Assessments

○ Quiz
○ Homework
○ Observation
○ Class presentation
Summative Assessment
● Summative assessment is an overall
assessment which takes place at the end of an
interval, unit, key stage or year.

● It has also been described as ‘Assessment of

Learning’ as it provides a synopsis of students’
levels of attainment at the end of a specified
interval, and is used to provide examination
grades.
Summative Assessments

○ Final Exams
○ Term papers
○ Final Projects
○ Portfolios
 ASSESSMENT INSTRUMENT
Design the assessment instrument according to the assessment strategy
that includes the following elements:

Determine the purpose of learning/training

Analyse the needs of learners/athletes

Decide on the learning objectives & outcomes

Select the content that will support the

achievement of outcomes

Decide on the activities, methods, and media for

learning and development
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 MEASUREMENT IMPACT
• Quality – How good? Standards? Criteria?
• Quantity – How many?
• Cost - What are the cost implications? Savings?
• Time – How quick / long? When? Faster?

What can you increase / decrease?

www.roionline.co.za 2008
 EVALUATION PROCESS
(Data Collection Methods)
• Checklists • Meetings
• Questionnaires • Interviews
• Observation
• Surveys
• Role plays
• Needs Analysis
• Simulations
• Performance Audit • Work samples
• Case studies • Physical Test
• Focus groups

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 AUTHENTIC ASSESSMENT
 A form of Assessment in which students are asked to
perform real-world tasks that demonstrate
meaningful application of essential knowledge and
skills.

 Usually includes a task for students to perform and a

rubric by which their performance on the task will be
evaluated.

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4 STEPS OF AUTHENTIC ASSESSMENT

Identify the outcomes

Select an authentic task

Identify the criteria

Create a rubric
 Traditional Assessment
• In the TA model, the
curriculum drives the
assessment. “The” body of
knowledge is determined
first. That knowledge
becomes the curriculum that
is delivered. Subsequently,
the assessments are
developed and administered
to determine if acquisition
of the curriculum occurred.
Authentic Assessment
• In AA, assessment drives
the curriculum. That is,
teachers first determine the
tasks that students will
perform to demonstrate their
mastery and then a
curriculum is developed that
will enable students to
perform those tasks well,
which would include the
acquisition of essential
knowledge and skills.
 SIMILARITIES & DIFFERENCES
• Traditional Assessment (TA) • Authentic Assessment (AA)
– A school’s mission is to – A school’s mission is to develop
develop productive productive citizens.
citizens. – To be a productive citizen, an
– To be a productive citizen individual must be capable of
an individual must performing meaningful tasks in
possess a certain body of the real world.
knowledge and skills. – Therefore, schools must help
– Therefore, schools must students become proficient at
teach this body of performing the tasks they will
knowledge and skills. encounter when they graduate.
– To determine if it is – To determine if it is successful,
successful, the school the school must then ask
must then test students students to perform meaningful
to see if they acquired the tasks that replicate real world
knowledge and skills. challenges to see if students are
capable of doing so.
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 Alternative Names
• Performance Assessment: Students are often
asked to perform real-world or authentic tasks
or contexts.
• Alternative Assessments: Alternative to
traditional assessment using a rubric.
• Direct Assessment: Provides more direct
evidence of meaningful application of
knowledge and skills.
 Why include Authentic Assessments
• We want students to use the acquired knowledge and skills in
the real world, or authentic situations.
• Research on learning has found that we cannot simply be fed
knowledge.
• We need to construct our own meaning of the world, using
information we have gathered and were taught and our own
experiences with the world.
• It encourages the integration of teaching, learning, and
assessing.
• We have different strengths and weaknesses in how we learn.
Similarly, we are different in how we can best demonstrate
what we have learned.
 Types of Authentic Tasks
• Constructed Response
– Product Like:
• short-answer essay questions, “show your work”,
journal response, concept maps, figural representations.
– Performance Like:
• Typing test, complete a step of science lab, construct a
short musical, dance, or dramatic response, exhibit an
athletic skill.
 Types of Authentic Tasks
• Product
– Essays
– Stories or Poems
– Research Reports
– Art Exhibit or Portfolio
– Lab Reports
– Newspaper
– Poster
 Types of Authentic Tasks
• Performance
– Conducting an Experiment
– Musical, dance, or dramatic performances
– Debates
– Athletic competition
– Oral presentation
– Physical test
 Rubrics
• Definition: A scoring scale used to assess
student performance along a task-specific set
of criteria
• Comprised of two components:
– Criteria
– Levels of Performance
 Rubrics
• Criteria
– Each rubric has at least two criteria

– The criteria, characteristics of good performance

on a task, are usually listed on the left hand
column

– Can assign a weight to each criterion

 Rubrics
• Levels of Performance
– What degree the student has met the criterion

– Each rubric has at least two levels of performance

– Levels of Performance help students better understand what

good (or bad) performance on a task looks like, permit the
teacher to more consistently and objectively distinguish
between good and bad performance, and allows the teacher
to provide more detailed feedback to students.
 Types of Rubrics

• Analytic • Holistic

– Articulates levels of – Assigns a level of

performance for each performance by
criterion so the teacher assessing performance
can assess student across multiple criteria
performance on each as a whole.
criterion.
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Assignment

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TERIMA KASIH / THANK YOU
www.upm.edu.my