The University of Lahore

Department of Education

Assessment in Education
Spring 2023 Semester

For B.Ed Education Semester 5th

Instructor: Miss Tanzeela Bashir Email: Tanzeela.bashir@ed.uol.edu.pk

Office: 1km, Raiwand Road, Lahore Office Consulting Hours: 9 to 5
Room: M 101 Mobile No: 0300-7923691
Weekdays Class: Monday to Wednesday Lecture Timings: Tue: 12:45-2:15, 10:30- 12:00

I. COURSE DESCRIPTION

Assessment plays a vital role in promoting educational activities. The same is the case
with educational measurement and evaluation of student’s achievement and progress. It is an
essential part of the teaching-learning process and without it the educational process is
meaningless. It is because without doing this we cannot judge the degree or extent to which we
have been successful in the teaching-learning process. This course is intended to introduce
students to various techniques, instruments, and approaches to measure and evaluate students’
achievement in education.

II. COURSE LEARNING OBJECTIVES

At the end of this course, students should be able to:

1. Define the meaning and concept of Assessment in education.
2. Describe the purposes, principles, and characteristics of quality assessment.
3. Understand the importance of educational assessment in educational decision-making.
4. Demonstrate the concepts and application of assessment in education.
5. Highlight the role of assessment in the effective teaching-learning process.
6. Report the students’ results, scores, or grades according to principles of measurement and
evaluation in education
7. Comprehend and apply various tools and techniques for measuring students’ progress.

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 8. Assess your student’s mastery of the learning goals given their performance on the
assessment instrument.
9. Construct a Table of Specifications for a test.
10. Report the student’s results, and the score grades according to principles of measurement and
evaluation in education.

III. COURSE OUTCOMES:

At the end of the course, you should be able to:

1. Write a lesson plan that includes assessment targets, criteria for demonstrating success in
achieving the targets, and appropriate assessment tools
2. Explain the purpose of a Table of Specifications for a test to show a colleague how to construct a
Table of Specifications for a test.
3. Distinguish between good and weak short-answer, multiple-choice, true-false, and matching
questions from an actual test and explain why each question is good or weak
4. Identify the characteristics of effective feedback and provide an example

IV. COURSE CONTENTS:

1. Introduction to Assessment and Education

2. Basic Concepts of Assessment In Education
3. Classification of Assessment
4. Objectives and Outcomes in Assessment
5. Types of Assessment Tests
6. Types of Assessment Techniques
7. Reliability of The Assessment Tools
8. Validity of The Assessment Tools
9. Methods of Measuring Validity
10. Planning and Administering Classroom Tests

V. COURSE GRADING POLICY:

You will be graded as under:

1. Assignments
2. Quiz
3. Project & Presentation
4. Mid & Final Term

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Attendance Policy:
75% attendance is required
The Policy on Writing. In all courses, students’ written work is evaluated for effectiveness, as well as
the content. The writing must express ideas clearly, logically, and maturely, using Standard English
sentence structure, grammar, and spelling. Students must acknowledge all sources of information by
following a standard citation format.
Behavior Expectations: Students should read the "Code of Student Conduct," as well as other
documents, policies, and the student handbook. Students are reminded that they should not disrupt or
obstruct teaching and learning. Nonetheless, if a student or group of students is found disturbing the
class in any way will be expelled from the class and will not be allowed until authorized by the Head of
Department.
Academic Integrity: All students are expected to behave with academic honesty. It is not academically
honest to misrepresent another person's work as your own, to take credit for someone else's words or
ideas, to accept help on a test or assignment when you are expected to work independently, to obtain
advanced information on confidential test materials, or to act in a way that might harm another student's
chance for academic success. Students are strictly prohibited to offer any sort of monetary favors to any
member of the university staff and faculty. If you would be found guilty of offering, presenting, or being
a party to any such campaign; it will result in immediate rustication of the student until the Pro-
Rector’s approval in favor of the student. Please check the university prospectus for more information.

EVALUATION CRITERIA

 Final: 45%
 Mid: 30%
 Classroom Activity 05%
 Quizzes: 10%
 Assignments 05%
 Presentation 05%
Total: 100%

VI. STATEMENT ON FACULTY AND STUDENT CODE OF ETHICS

The Code of Ethics set the parameters for proper conduct in the classroom by both faculty and
students. This is basic but it underscores the main principle here that we will follow as a team:
The faculty member will do his best to provide the best teaching and learning environment for
each student as an individual and for the class as a whole. Students, on the other hand, will be
responsible for their own work product, will provide proper documentation when they use the
work of others as references, and will respect the rights of others to contribute to the
teaching/learning environment as best suits their comfort level, the capabilities, and their
motivations.

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VII. OVERVIEW OF TEACHING METHODOLOGY

 Lecture Method
 Demonstration Method
 Project Method
 Discussion Method
 Activity Method
DETAILED COURSE OUTLINE

WEEK: COURSE CONTENTS

UNIT 1: An Introduction To Assessment Of Education
1.1. Meaning of Assessment
1.2. Meaning of Measurement
1.3. Meaning of Tests
1 1.4. Meaning of Examination
1.5. Meaning of Evaluation
1.6. Interrelation among Assessment, Evaluation, and Measurement
1.7. Classroom Assessment; Why, What, How, and When
Ref: Broadfoot, P., & Black, P. (2004). Redefining assessment
UNIT 2: Basic Concepts Assessment In Education
2.1. Understanding Of Basic Concepts: Testing, Measurement, Assessment
2 2.2. Role of Assessment in the Teaching and Learning Process
2.3. General Principles Of Assessment

Ref: Gronlund, N. E. (1998). Assessment of student achievement.

UNIT 3: Classification Of Assessment
3.1. Prognostic Assessment
3.2. Formative Assessment
3 3.3. Diagnostic Assessment
3.4. Summative Assessment

Ref: Foody, G. M. (2008). Harshness in image classification accuracy assessment.

UNIT 4: Objectives And Outcomes in Assessment
4.1. Defining Objectives And Outcomes
4 4.2. Taxonomies Of Educational Objectives And Their Use In Assessment
4.3. Bloom's Hierarchical Taxonomy Of Educational Objective

Ref: Anderson, L.W., Krathwohl, D.R. (Eds.), (2001). A Taxonomy for Learning, Teaching, and Assessing
5 4.5. Solo Taxonomy

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 4.6. Different Definitions Of Learning Outcomes
4.7. Importance Of Learning Outcomes

Ref: Gronlund, N. E. (2006). Assessment of Student Achievement.

UNIT 5: Type of Assessment Tests
5.1. Achievement Tests:
5.2. Aptitude Tests
5.3. Attitude
6 5.4. Intelligence Tests
5.5. Personality Tests
5.6. Norm-Referenced Tests And Criterion-Referenced Tests

Ref: Thissen, D., & Wainer, H. (2001). Test Scoring. Mahwah, NJ: Erlbaum.
UNIT 6: Types of Assessment Techniques
6.1. Questionnaire
6.2. Observation
7 6.3. Interview
6.4. Rating Scale
6.5. Standardized testing

Ref: Haladyna, T.M. & Downing, S.M. (1989) Validity of a Taxonomy of Multiple Choice Item-Writing Rules
Revision Class:
8
 Revision for previous contents and related concepts
9 Mid Term Examination with Teaching
UNIT 7: Reliability Of The Assessment Tools
7.1. Reliability
10 7.2. Types of Reliability
7.3. Factor Affecting Reliability

Ref: Kubiszyn, T. & Borich, G. (2003). Educational Testing and Measurement.

UNIT 8: Validity Of The Assessment Tools
8.1. Nature of Validity
11 8.2. Test Validity and Test Validation
8.3. Purpose of Measuring Validity

Ref: Messick, S. (1995). Standards of validity and the validity of standards in performance assessment.
12 UNIT 9: Methods of Measuring Validity
9.1. Content Validity
9.2. Construct Validity
9.3. Criterion Validity
9.4. Concurrent Validity

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 9.5. Predictive Validity

Ref: Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment (Vol. 17). Sage publications .

9.6. Validity Versus Reliability

13 9.7. Relationship Between Validity and Reliability

Ref: Taras, M. (2002). Using Assessment for Learning and Learning for Assessment.
UNIT 10: Planning and Administering Classroom Tests (practical Work).
10.1. Planning a Test
10.2. Administering the Test
14 10.3. Scoring the Test
10.4. Grading and Reporting

Ref: Wainer, H., & Braun, H. I. (2013). Test validity. Routledge.

Revision Class:
15
 Revision for previous contents and related concepts
16 Final Examination

REQUIRED TEXTBOOK

1. Broadfoot, P., & Black, P. (2004). Redefining assessment? The first ten years of assessment
in education. Assessment in Education: Principles, Policy & Practice, 11(1), 7-26.
2. Anderson, L.W., Krathwohl, D.R. (Eds.), (2001). A Taxonomy for Learning, Teaching,and
Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman
3. Foody, G. M. (2008). Harshness in image classification accuracy assessment.

4. Gronlund, N. E. (2006). Assessment of Student Achievement. (Eighth Edition). USA:

Pearson Education. Popham, W.J. (2005).
5. Classroom Assessment: What Teachers Need to Know? USA: Pearson Education.
6. Gronlund, N. (1993) "How to Make Achievement Tests and Assessments," 5th Edition, NY:
Allyn and Bacon.
7. Haladyna, T.M. & Downing, S.M. (1989) Validity of a Taxonomy of Multiple Choice Item-
Writing Rules. "Applied Measurement in Education," 2(1), 51-78.
8. Gronlund, N. E. (1998). Assessment of student achievement. Allyn & Bacon Publishing,
Longwood Division, 160 Gould Street, Needham Heights, MA 02194-2310; tele.
9. Kubiszyn, T. & Borich, G. (2003). Educational Testing and Measurement: Classroom
Application and Practice. New York, Johan Wiley and Sons, Inc.

RECOMMENDED READING

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1. Linn, R. L. (2008). Measurement and assessment in teaching. Pearson Education India.
2. Dorn, C. M., Sabol, R., Madeja, S. S., & Sabol, F. R. (2014). Assessing expressive learning:
A practical guide for teacher-directed authentic assessment in K-12 visual arts education.
Routledge.
3. Secolsky, C., & Denison, D. B. (Eds.). (2012). Handbook on measurement, assessment, and
evaluation in higher education. Routledge.

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