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Assessment Notes

The document outlines the importance and types of assessment in education, emphasizing its role in measuring student progress and informing teaching practices. It distinguishes between formative, summative, and diagnostic assessments, highlighting their purposes and methods. The document also stresses that assessments should focus on learning objectives and provide meaningful feedback to enhance student learning.

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14 views26 pages

Assessment Notes

The document outlines the importance and types of assessment in education, emphasizing its role in measuring student progress and informing teaching practices. It distinguishes between formative, summative, and diagnostic assessments, highlighting their purposes and methods. The document also stresses that assessments should focus on learning objectives and provide meaningful feedback to enhance student learning.

Uploaded by

afuseini237
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Lecture notes

Assessment
Assessment

• The word “assess” comes from Latin “assidere”


which means “to sit beside.”

• Assessment deals with measurement of pupil’s


progress.

• Assessment is very important for tracking progress,


planning next steps, reporting and involving parents,
children and young people in learning.
Assessment Cont.’
Assessment addresses:

• Concepts,
• Skills and
• Attitudes.
Assessment Cont.’
• The old view of assessment consisted of giving a test at the end of

each term.

• The new view of assessment is an ongoing dialogue between learner

and teacher. In this dialogue both the teacher and the learner monitor

progress toward understanding of concepts and skills.


Assessment Cont.’
• The fundamentals role of assessment… is to provide
authentic and meaningful feedback for improving
student learning, instructional practice.

• Assessment of pupils’ mathematics in schools involves


setting a value on pupils’ performance, actual
achievements, use of concepts, practising of skills,
stating of facts, strategies pupils use as well as pupils
attitude towards mathematics.
Types of Assessment

• Formative Assessment

• Summative Assessment

• Diagnostic assessment
Formative Assessment
• Formative assessment is also viewed in terms of
Assessment as learning and Assessment for learning.

• Formative assessment (assessment For or As) provides


feedback and information during the instructional
process, while learning is taking place, and while
learning is occurring.

• Formative assessment measures student progress but it


can also assess your own progress as an instructor.
Formative Assessment Cont.’

• A primary focus of formative assessment is to


identify areas that may need improvement. These
assessments typically are not graded and act as a
gauge to students‘ learning progress and to
determine teaching effectiveness (implementing
appropriate methods and activities).
Assessment as learning

• Assessment as learning: Assessment as learning relates to engaging


learners to reflect on the expectations of their learning. Information
that learners provide the teacher forms the basis for refining teaching-
learning strategies. Learners are assisted to play their roles and to take
responsibility of their own learning to improve performance. Learners
set their own goals and monitor their progress.
Assessment as Learning Cont.’

Examples:
• Portfolio
• Journal entries
• Project work
• Checklist
• Questionnaire
Assessment for learning
• Assessment for learning: It is an approach used to monitor learner’s
progress and achievement. This occurs throughout the learning process.

• The teacher employs assessment for learning to seek and interpret


evidence which serves as timely feedback to refine their teaching
strategies and improve learners’ performance. Learners become
actively involved in the learning process and gain confidence in what
they are expected to learn.
Assessment for Learning Cont.’
• Examples:
• Class exercises
• Class Assessment Task (CAT)
• Class tests (written, oral, aural and/or practical)
• Class Assessment Task (CAT)
• Quizzes
Summative Assessment
• Summative assessment (Assessment of learning)
describes the level learners have attained in the learning,
what they know and can do over a period of time. The
emphasis is to evaluate the learner’s cumulative progress
and achievement.
Summative Assessment Cont.’

• Summative assessment is used by teachers to


measure the level of content that the learners
acquired at the end of a given unit or lesson.
Summative Assessment Cont.

• Summative assessment (assessment of) takes place after the


learning has been completed and provides information and
feedback that sums up the teaching and learning process.

• Typically, no more formal learning is taking place at this


stage, other than incidental learning which might take place
through the completion of projects and assignments.
Assessment of Learning Cont.’
• End of term Exams
• End of year Exams
• Term Paper
Diagnostic Assessment
• Diagnostic assessment can help you identify your students‘
current knowledge of a subject, their skill sets and
capabilities, and to clarify misconceptions before teaching
takes place. Knowing students‘ strengths and weaknesses
can help you better plan what to teach and how to teach it.
Types of Diagnostic Assessments
• Pre-tests (on content and abilities)

• Self-assessments (identifying skills and competencies)

• Interviews (brief, private, 10-minute interview of each


student)
Purpose of Assessment

There are many reasons why the teacher assesses the child.
Among these reasons are to help grade, stimulate
competition, evaluate teaching methods, selection and
placement and for diagnostic and guidance purposes. All
assessment, irrespective of the form should enable the child
to demonstrate positive attainment.
Purpose of Assessment

There are many reasons why the teacher assesses the child.
Among these reasons are to help grade, stimulate
competition, evaluate teaching methods, selection and
placement and for diagnostic and guidance purposes. All
assessment, irrespective of the form should enable the child
to demonstrate positive attainment.
Focus of Assessment
• Any assessment should focus on the learning objectives
set for the child. In mathematics the focus should be on
assessing concepts, skills, generalisations and
verification of formulae.
How to Assess
• Assessment can be done diagnostically, informally, on a
day to day or weekly/monthly basis. It can take the
verbal form, discussion and performance form, or may
entail demonstration or use of both oral and written
questions.
When to Assess
• Assessment can be done before instruction, during the
course instruction and after instruction. Before
instruction assessment helps the teacher to determine the
entry behaviour of the learner.

• This can further help the teacher to set ability groups in


the class. During type of assessment help the teacher to
have a feel of how the lesson is progressing. The post
assessment helps determine whether the student has
attain the required level of knowledge or skill.
What do we assess?

• Knowledge and skills.

• Core competencies with emphasis on attitudes and values


developed through the learning and its context as well as
the pedagogical approaches.
Summary
• It must be emphasised that all forms of assessment should be based
on the domains of learning. In developing assessment procedures, try
to select indicators in such a way that you will be able to assess a
representative sample from a given strand. Each indicator in the
curriculum is considered a criterion to be achieved by the learners.
When you develop assessment items or questions that are based on a
representative sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”.
Summary Cont.’
• In many cases, a teacher cannot assess all the indicators
taught in a term or year. The assessment procedure you
use i.e. class assessments, homework, projects etc.
must be developed in such a way that the various
procedures complement one another to provide a
representative sample of indicators taught over a
period.

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