Assessment of Students

Subject faculty:
Madam Kousar Parveen
Assisstant professor @
University of lahore
Presented By:
Shazia kareem
Yasmeen bibi
Anila shaheen
Khursheed rehman
Objective
At the end learner will be able to:
➢ What is assessment?
➢ Formative and summative assessment
➢ Differentiate assessment and evaluation
➢ Advantages and disadvantages of various method of
assessment
➢ Describe the component of table of specification(blue
print)
➢ Advantages of table of specification
Assessment
Assessment is a systematic process of gathering,
interpreting, and acting upon data related to student
learning and experience for the purpose of developing
a deep understanding of what students know,
understand, and can do with their knowledge as a
result of their educational experience; the process
culminates when assessment results are used to
improve subsequent learning.
( Huba and Freed, 2000)
Four concepts associated with
assessment
➢ Assessment
➢ Evaluation
➢ Measurement
➢ Test
Assessment
➢ Assessment is an ongoing process aimed at
understanding and improving student learning
Multiple methods Criteria and standards Evidence
Students know, can do and understand
➢ It’s more than just collecting data
Evaluation
➢ A process of systematic collection and analysis of both
qualitative and quantitative data in order to make
some judgment or decision
➢ Involves judgment about the desirability of changes in
students
Measurement
➢ A process of quantifying the degree to which someone
or something possesses a given trait.
➢ A broader term than test because there are other ways
of measuring other than through test, like
observation, use of checklist and rating scales.
Test
➢ An instrument designed to measure any characteristic,
ability or knowledge
➢ Comprised of test items on the area it intends to
measure
Purpose of Assessment
➢ Gathers information to assist in decision making
➢ Screening
➢ Monitoring students' progress.
➢ Assigning grades or ranks
➢ Determining one's own instructional effectiveness.
Functions of Assessment

➢ Diagnostic: tell us what the student needs to learn

➢ Formative: tell us how well the student is doing as
work progresses
➢ Summative: tell us how well the student did at the end
of a unit/tasks
Formative and summative
assessment
Formative assessment
Definition: The goal of formative assessment is
to monitor student learning to provide ongoing
feedback that can be used by instructors to improve
their teaching and by students to improve their
learning.
Formative assessment
➢ – help students identify their strengths and
weaknesses and target areas that need work
➢ – help faculty recognize where students are struggling
and address problems immediately
Summative assessment
The goal of summative assessment is to evaluate
student learning at the end of an instructional unit by
comparing it against some standard or benchmark.
Examples of summative
assessments
include:
➢ – a midterm exam
➢ – a final project
➢ – a paper
➢ – a senior recital
Methods of assessment
Advantages and disadvantages of
various method of assessment
Blue print
 Blueprint is a map and a specification for an
assessment program which ensures that all aspects of
the curriculum and educational domains are covered
by assessment programs over a specified period of
time.
 The term “blueprint” is derived from the domain of
architecture which means “detailed plan of action.
Table of specifications
 The test blueprint, sometimes also called the table
of specifications, provides a listing of the major
content areas and cognitive levels intended to be
included on each test form.
 It also includes the number of items each test form
should include within each of these content and
cognitive areas.
Table of specifications (TOS)
 The table of specifications (TOS) is a tool used to
ensure that a test or assessment measures the content
and thinking skills that the test intends to measure.
Thus, when used appropriately, it can provide response
content and construct (i.e., response process) validity
evidence.
Component of TOS
 Tables of Specification typically are designed based on
 the list of course objectives
 the topics covered in class
 the amount of time spent on those topics, textbook
chapter topics,
 the emphasis and space provided in the text.
Table of Specifications (TOS) in
5 Easy Steps
 Step 1- Determine the coverage of your exam. ...
 Step 2- Determine your testing objectives for each
topic area. ...
 Step 3- Determine the duration for each content area.
...
 Step 4- Determine the Test Types for each objective. ...
 Step 5- Polish your terms of specification.
Purpose
 The most important of table of specifications is to
achieve balance in the test and to identify the
achievement domains being measured and to ensure
that a fair and representative sample of questions
appear on the test
Conti..
 Teachers cannot measure every topic or objective and
cannot ask every question they might wish to ask.
 A Table of Specifications allows the teacher to
construct a test which focuses on the key areas and
weights those different areas based on their
importance.
 A Table of Specifications provides the teacher with
evidence that a test has content validity, that it covers
what should be covered.
Advantages of TOS
 A Table of Specifications benefits students in two
ways.
 First, it improves the validity of teacher-made tests.
 Second, it can improve student learning as well.
A Table of Specifications helps to ensure that there
is a match between what is taught and what is tested.
References
 American College Personnel Association and National Association of Student
Personnel Administrators (2004) Personnel Administrators. (2004). Learning
reconsidered: A campus Learning reconsidered: A campus-wide focus on the
student experience. Washington, D.C.: Authors.
 Banta, T.W., Lund, J.P., Black, K.E., & Oblander, F.W. (1996). Assessment in
practice: Putting principles to work on college campuses. San Francisco: Jossey-
Bass.
 Council for the Advancement of Standards in Higher Education (CAS), (2006).
Frameworks for assessing learning and development outcomes. Washington,
D.C.: Author.
 Kuh, G.D., Kinzie, J., Schuh, J.H., & Whitt, E.J. (2005). Assessing conditions to
enhance educational effectiveness: The inventory for student engagement and
success. San Francisco: Jossey-Bass.
 Maki, P.L. (2004). Assessing for learning: Building a sustainable commitment
across the institution. Sterling, VA: Stylus.
 Walvoord, B.E. (2004). Assessment clear and simple: A practical guide for
institutions, departments, and general education. San Francisco: JosseyBass.
Any Question
Conclusion
“To improve learning and promote learning
communities, we must recognize that successful
assessment is not primarily a question of technical
skill, but rather one of human will.”
( Angelo, 1999)