CONTENTS Sr. No. Chapter Name Page No. 5 Module 1 - Fundamentals of Assessment {Unit I= Concept of Assessment }, Meaning, Nature and Functions of Assessment Ie 2, Perspectives of Assessment 8-14 3, __ Types of Assessment 15- Unit 1 = Essentials of ‘Assessment 4, Criteria for Writing Statement of Objectives 19-23 5, __ Learning Outcomes and Objectives 24-29 6. VW Assessment of Co; itive, Affective and Psychomotor Domains of ee 40244 © 7, Continuous and ‘Compretiensive acer 45-51 $. Internal Assessment and External Examination 52-56 9, Psycho-social Concerns of Assessment 57-59 Module 2 - Instruments of Assessment and Reporting of Result Unik TW=Tnstruments of Assessment 10. Instruments of Assessment 60-69 11. Tools and Techniques of Assessment 10-78 12, Achievement Test 719-94 pean: ae : “Unit V— Differentiated Assessment Strategies : = 13, _ Differentiated Assessment Strategies 95 — 103 14. Criterion Referenced Tests and Norm Referenced Test 104-107 15, seco pee Et AcE 108-117 Sigg Feedback, esni and nd Reportiog 18— 121 17, Calculation and Interpretation of Mean and Median 122-133 18, Standard Deviation and Normal Probability Curve 134-141 19, Percentile and Percentile Rank 142-150are SIRS Unit |: Concept of Assessment Meaning, Nature and Functions of Assessment 1.0 Introduction ‘A teacher's work does not end with the completion of lesson or syllabus. His responsibilities list also includes supervising and guiding the learning attained by his students. After jotting down the objectives of a lesson, he must reflect upon the ways for appraisal of students’ learning with respect to pre-determined objectives. Learning takes place in students’ heads where it is invisible to others. It means that Learning is an abstract thought unless it exhibits itself in form of some activity or response or behavioural modification. Therefore, it is important for a teacher to organize such stimulations and events in the form oral questioning, unit tests, presentations, final examination, achievement tests, ete. in order to judge the attained level of learning of students. Hence, the analyses techniques of level of attained learning by students with respect to pre- determined educational objectives through various forms of judgement techniques, namely, unit test, oral test, achievement test, etc, is called assessment of learning. 1.1 Concept of Assessment in Teaching Learning Process ‘Assessment is the heart of education process: Teachers and parents use test scores to gauge a student's academic strengths and weaknesses and communities rely on these scores to judge the quality of their educational system. Assessment in teaching-learning process refers to strategies designed to confirm what students. know, demonstrate whether or not they haye met curriculum outcomes or the goals of their respectivens of Assessment verstand the meaning of the term assessment, we must study learning. and development of students analyzing inerpreing, and si ‘one another orto an absolute standard (such as an A equals 90 this chapter, we will explain and illustrate the various ways in which you can measure and evah “ sudetteaing. fle ak pL ake oy Judge Worl oy 1.1.2 Teachers’ Roles in Assessment of Learning VLU . Someday or As the consequences of assessment of leaming : sm ining are iB and affect studenis seriously, teachers have the responsibility of reporting student learning accurately and fsirly, based on nis can look forward to assessment of learning tasks 3s the depth and breadth oftheir learning. ing. isto measure, certify, and report the Tevel of students! be made about students. There are many potential users of ‘Teachers (who can use the information to communicate with parents about their children's proficiency and progress), making educational and vocational decisions). ns (who can Use the information to make[ae Mature and Functions of Assessment m5 learning depends on eachers might of this particular student to make © DoT have enough information about the lear definitive statement? ‘Was the information collected in a way that gives all stents an equal chance to show their Jeaming? ‘© Would another teacher arive atthe same conclusion’? performance on an emergent forum provides parents with a gre cpecieen pease es pata 1.2 Nature of Assessment ;- ‘When teachers keep records that are detailed and descriptive, they are in an excellent posi From above speculation, we ean deduce the nature of Assessment a: accomplishments (for example, a ler grade or percentage) ‘others should identify the intended learning thatthe report covers, the assessment methods used to ‘euher the supporting information, and the criteria used to make the judgment. ‘of evidence of a student's leaming. 1g and has multiple purposes. How can | use the information from this assessment? 1. Feedback to Students ‘Because assessment of learning comes most often at the end ofa ut fo students has a Jess obvious effect on student learning than assessmerto demonstrate what they know and can do, understanding of concepts and promotes deeper understanding \A Assessment activities shouldbe valid and be based on sy! Co music eterno lif for students wha speci of leaing are being atesed {A Meshould enable students to demonstrate thet range of different contexts. ‘+ must be reliable, be fee ffom bss and provide evidence that accurately represents « C# lesbould be apart ofan ongoing process where progres is monitored ove tine, ‘Assessment is embedded inh eaming proces Is ight interconnected with eumiculum sdinsruton + Asteacke and stents work towards the achievement ogres and achievement. + Clussnom asessment involves stdens and teachers in continuous mo seaming N\A gives sdens a measue of er progres as lamers. 25 bree cn seri f msn eee of ein those activities undertaken by teachers, and by their students i _sfraion be a ick mol he aching end place, It measures the leamer's es lemers 1 ask questions on hveto prove hr knoedge aeope for comparison purpose as no two individuals are nt, attitude, etc. The process of measurement deiven grounds to evaluate the worthiness Practice Questions Explain the nature of assessment in education. “Assessment isthe core and crux of whole teaching learning process”. Justify with reference to the characteristics of assessment. sment in modern schoo! system borate the role of teacher in the process of assessment. anaPerspectives of Assessment 9 asessment 19 provide accunie and sound statements of students’ proficiency, o thatthe recipients of the information can use the information to make reasonable and defensible decisions. conse 2 aaa es Are Vaart Perspectives of Assessment swis ion Ss lS Ea some students may experience as they move along the sessment for leaming, teachers use assessment as an about what their students know and can do, and what hhave. The wide variety of information that teachers a eas en eo) cee ae ee ‘section wil discuss the conceptual jump between different conceptions. 2.1 Perspectives of Assessment ‘even major changes in their thinking. ing happens, and is characterized byOre fudbak te cudert as Haty lund gale them de guiding a3ty to _montiot +hbbacfe/ edt a NS processes as wel as their Jeaming. and provide descriptive2.5 Rubrics of Assessment Teaming and ideas for support. [iesmet for Learning | Asem as Lering Why? [To enable caches to] To guide and provide dkemine next steps in dvarcing stent ang ate opr ad ee eee Balance and Tensions in Assessment the cueulr outcomes eee Meneses free eel Sodas! ale ad dealers Hale Reetegil oihedlng ard tory Gainey | or | overt Inepreiins of sda leaming. + Glan, deed tearing carne Pein tae ace for desi eedback peace Sinden record ic ve iearing [Using the | » Provide each student with | * Provide each Information| accunie descriptive | arcurte | Feedback to frie his | fxdback that wi herleaing. him or ber F ' Assessment Learnin * Difierentate insuvation | independent ¢ ‘by continually checking 7 where each student is in| * Have each student lain to the circle | on he sk ad his oar outcomes, Ieaming (ot on get * Provide pares or | theright answer), uaians wi descriptive | * Provide ech student wth feedback sbout student | ideas for adjusting, valuable ‘we want to enhance14-m Assessment for Leaming Jeaming forall uch higher prof play, but is used only when summative judgements are assessment is constructed and used. If the purpose is ena students an oppor checking leaming ‘own learning. The approaches t9 one anot Fig. 2.1 shoves the traditional triangle i to make their leaning apparent three different assessment purposes atthe same time. three assessment purposes, recognize the need to balance among them, know which one t ‘and why, and use them all wisely Practice Questions In your opinion which perspective of assessment has the best use? Ilustrate the role of teacher in diferent perspectives of assessment. ‘Mlustate the role of teacher in the process of Assessment as Leaming. Illustrate the ole of teacher in the process of Assessment of Learning. Iustrate the role of teacher in the process of Assessment for Learning. ano ly use assessment to develop students’ capacity to eval assessment of learning being the predominant focus. The second achieve. 3.1 Types of Assessment Ascessmer f the assessment within the san take a number of forms depending on the purpos Fea adc eed In (aed an oi Gran of ded Gata wig sen’ trots an tre The aa Sein totes plan for appprate estoy ord ieaming neds flr sen Conese Tests ej aching lye tain len inprovig leagues for students‘© Achievement Tests ofthe previous learning ctivity. ‘© Class room unit tests, ‘© Specially designed Diagnostic Tests. Current Station ‘Krowiedge about how sore toimprove | Improved earning Outeomes Formative assessment i now seen as an iatepral prt ofthe teh ‘encompasses classroom interections, questioning, structured classroom. ind learning process. I and feedback aimed Ln a ee ee Types of Assessment 917 ively involved in the assessment femal sources may also be and provide sequnce to learning. ‘5. Actas an effective reinforcement or reward system for students who have gained the desired learning 6.V{E has diagnostic value for those who have not achieved the predermined standards of learning. 7. Helps teacher to maintain and improve the quality of his teaching through quality control of teaching leaming process. 3.1.3 Summative Assessment Summative assessments are cumulative evaluations used to measure student's growth after8 Aeron joking “Although there are many types of summative assessments, the most common examples incu. Unit Il : Essentials of Assessment 1, Serves asa basis for assigning grades which further heps in the classification of students 2. Certification of excellence also take bass from summative evaluation. Ee Gg SS Criteria for Writing ——— oe Statement of @bjectives Objectives in any curriculum should be regarded as direction of growth and not as ultimate ends o ization ofthe curriculum and st the