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Types of Assessment 0 Practices of Assessment

Assessment for learning

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shibilamol16
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309 views13 pages

Types of Assessment 0 Practices of Assessment

Assessment for learning

Uploaded by

shibilamol16
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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TYPES OF ASSESSMENT&

PRACTICES OF ASSESSMENT
PRESENTED BY,

SHIBILA MOL.S

I B.ED

DEPARTMENT OF ENGLISH
INTRODUCTION

• In education, assessment is an integral part teaching


– learning process. It requires for the teacher of the
to make use of different evaluative methods and
tests to assess students’ knowledge, understanding,
skills, attitudes developed as result of teaching.
TYPES OF ASSESSMENT

Different forms of assessment method are involved in evaluating various


aspects of student learning such as the development of cognitive abilities,
physical and social skills, attitudes and values. Some of the important types of
assessment are;

Practice based assessment

Evidence based assessment

Performance based assessment


• Examination based assessment
PRACTICE-BASED ASSESSMENT

Practice based assessment is – evaluating how far students apply


efficiently the knowledge and skills they have learned in the true
professional setting.

• Examples: Teacher Education, Nurse training, Medical


education, etc.

• The important feature or basis of practice based assessment is


providing for practice with feedback, so as to improve the
learning achievement

• Practice based assessment focuses on communication and


interpersonal skills, decision making, leadership management
and team working.
PRACTICE-BASED ASSESSMENT

• Providing opportunity for students to improve their learning through practice with feedback, and
then assessing the best for performance expressed is the correct approach in assessment.
• Apart from assessing students knowledge and skills, the attitude towards rectifying mistakes
based on feedback, striving for improvement through persistent efforts are also encouraged.
• The apparent truth is any learner could be made to achieve his or her learning goal;
• > more intelligent students may require less practice,
• >while those with less intelligence need more amount of practice
EVIDENCE-BASED ASSESSMENT
Evaluating student achievement of expected learning outcomes is referred towards
evidence based achievement.
• Example: oral test, quiz, practical works illustrated, charts, diagrams, models
prepared…(formative assessments)
• It involves;
• >Determining the Expected Learning Outcomes (ELOs) of teaching a content
area of a subject
• >Then arranging the teaching- learning process based on the ELOs selected.
• > Gathering evidences for the realization of ELOs during teaching and assessing
them.
EVIDENCE-BASED ASSESSMENT

Based on the assessment of evidences gathered, during the teaching-


learning process, the teacher can incorporate necessary changes in it.

Gathering formative evidences can be made through different ways, like


interaction with students, observing how students carry out their tasks,
activities like participation in class discussions, oral test, quiz, practical
works illustrated, charts, diagrams. Models prepared, etc.
• This kind of assessment of student learning is essentially formative
assessment
EVIDENCE-BASED ASSESSMENT

Briefly stating evidence based assessment is not assessing students learning


achievement at end of teaching learning; it involves assessing student
learning during the period of instruction.
• The learning evidences created by a student in an academic year may turn
to be his or her learning portfolio.
• The following table illustrates the method of gathering and assessing direct
and indirect evidences of student learning.
EVIDENCE-BASED ASSESSMENT
ASSESSING THE DIRECT EVIDENCES ASSESSING THE INDIRECT EVIDENCES
FOR STUDENT- LEARNING FOR STUDENT- LEARNING
Assessing student learning by; • Assessing student learning by;

conducting oral tests and quiz in the class • assessing student participation in small group
discussions & brainstorming sessions
making them undertake project, field study
• Assessing skills & attitudes through lab works and
etc…
field investigations
observing his/her direct participation in the • observing their involvement and interest in co
classroom activities curricular activities

• Using criterion reference tests, assessing the • by comparing each student’s learning achievement
level of learning achievement of students in with the average performance of class; assessing
student learning portfolio of each student
terms of grades
PERFORMANCE-BASED ASSESSMENT
Performance assessment is a dynamic process calling for students to be active participants, who are
learning while they are being assessed.

The purpose of assessment is to find out what each student is able to do with knowledge, in context.

Example: analysis of essay, laboratory investigation, completing a research paper, skits, role play……

It is defined as evaluating student’s ability to apply the skills and knowledge learned from a unit of
study to complete a given task.

The task challenges students to use their higher order thinking skills to create a product or complete
the process.
• In performance based assessment tasks can range from a simple constructed response to complex
design proposal.
ESSENTIAL COMPONENTS OF A
PERFORMANCE BASED ASSESSMENT
Test items or tasks given for assessing students performance should consist
one or more of the following constructs.

i) Complex

ii) Authentic

iii) Process or Product oriented

iv) Open-ended
• v) Time-bound
TEACHERS PREPARING STUDENTS FOR
PERFORMANCE-BASED ASSESSMENT
Identifying goals of the performance based assessment: The goal is to
assess students critical thinking and problem-solving skills by completing
tasks independently, without seeking help from others.

Selecting the appropriate course material: Assessment should measure


students understanding of a topic (course material).
• Reviewing assessments and Identifying learning gaps: Student's were
completing unit. The teacher looked at what was missing and noted that
there was very little relevant real-world application.
TEACHERS PREPARING STUDENTS FOR
PERFORMANCE-BASED ASSESSMENT
Designing the scenario: After brain storming few different questions, the
teacher settled on a situation where the student would decide to act.

Gather/Create suitable learning material: For this particular


assessment,the teacher make the students to do a assignment from the course
material.
• Develop a learning plan: Teachers should create instructional plans that
help students understand lesson concepts and apply them in daily life. This
balances teaching content with preparing students for performance-based
tasks.

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