UNIT - II

ASSESSMENT FOR
LEARNING IN
CLASSROOM
INTRODUCTION
 Evaluation of students based on
Transmission –reception model
(behaviourist model)
Constructivist approach (giving importance
for how students learn than for what are
learned)
Use of CCE along with grade symbols
Different kinds of assessment (Practice
based, evidence based, performance based
& examination based)
3 views of Teaching

 Transmission (Teacher is the

transmittor)
 Transaction (Constructivist approach)
 Transformation (Holistic Education)
TRANSMISSIVE THEORY OF LEARNING
(Product assessment approach)
 Theory introduced by John Locke
 Learning requires the attention of the
learner
 For a child to learn, he should be
attentive; listen, imitate; repeat and apply
 The teacher’s role is to transform
knowledge.
 Student is just an empty vessel that the
teacher fills progressively
Conditions for implementation of the transmissive theory

 Can be implemented efficiently only if the students

are attentive
 It requires students having autonomy during
learning
 It requires students having the pre-requisites to
retain the speech of the teacher
 It requires students having a mode of functioning
closer or similar to that of the teacher for the
message to go through easily (emission-
reception)
Advantages of the transmissive theory

 This model is suitable for teaching and

transmitting knowledge to a larger
number of learners.
 The teacher has to structure his lesson
to be taught, this is why with this model
the teacher has the obligation to prepare
his lesson very well.
 No interaction with students so less time
consuming.
Disadvantages of the transmissive 
theory
 The rhythm is imposed by the teacher;
 There is no individualization of the
learning rhythm for the learner.
 The learner is passive has no
contribution to make.  
Changing assessment Practice
 Today's schools face unprecedented
challenges in preparing students for the
unpredictable demands of the future
workplace.
 In an effort to meet these challenges, a
number of policy reforms have focused
on raising student achievement
 LEARNING THEORY
 Learning theories are conceptual frameworks describing how information is
absorbed, processed and retained during learning.
 Cognitive, emotional, and environmental influences, as well as prior
experience, all play a part in how understanding, is acquired or changed and
knowledge and skills retained.
 Behaviorists look at learning as an aspect of conditioning and will advocate a
system of rewards and targets in education.
 Educators who embrace cognitive theory believe that the definition of learning
as a change in behavior is too narrow and prefer to study the learner rather
than their environment and in particular the complexities of human memory.
 Those who advocate constructivism believe that a learner's ability to learn
relies to a large extent on what he already knows and understands, and the
acquisition of knowledge should be an individually tailored process of
construction.
 Transformative learning theory focuses upon the often necessary change that
is required in a learner's preconceptions and world view.
Behaviorism
 Behaviorism is a philosophy of learning
that only focuses on objectively
observable behaviors and discounts
mental activities.
 Behavior theorists define learning as
nothing more than the acquisition of new
behavior. Experiments by behaviorists
identify conditioning as a universal
learning process.
BEHAVIOURISTS THEORY OF
LEARNING
 Thorndike (1913),
 Pavlov (1987) and
 Skinner (1974)
 This school of thought sees the human
mind as a dark box it he sense that the
response to a stimulus can be observed
in quantitative manner ignoring the
mental process that takes place.
BEHAVIOURISTS THEORY OF
LEARNING
 Behaviorists have identified conditioning as a
learning process.
 There are two types of conditioning:
Classical conditioning which occurs when a natural reflex
responds to a stimulus. The most popular example is
Pavlov’s observation that dogs salivate when they see
food and operant conditioning which occurs when a
response to a stimulus is reinforced.
Behavioral or Operant conditioning A common example is
Skinner’s experiment with a pigeon placed in a box that
showed a change in behaviour from random movements
in search of food to the capability to pressing just the lever
to obtain food when hungry.
How Behaviorism impacts learning

 Positive and negative reinforcement

techniques of Behaviorism can be very
effective
 Teachers use Behaviorism when they
reward or punish student behaviours
Advantages of behaviourism
 Its enables a learner to know the
objectives of a lesson that is he knows
exactly what is expected by the teacher.
 The pedagogy of slow movements
facilitates comprehension.
 Teachers go from  least complex notions
to more complex notions. It is an
efficient theory for overcrowded classes.
Disadvantages of behaviourism
 This theory is essentially interested on teaching
rather than on learning and on observable results
rather than on learning process.
 Here the learner is passive; he is a receiver of
external reality.
 There is no creativity from the learner.
 The learner does not take part in the discovery of the
content to be taught, the teacher is the principal actor
and the learner just at a permanent receiving end.
 The psychological learning conditions are not taken
into account.
STUDENT EVALUATION IN TRANSMISSION –
RECEPTION (BEHAVIORIST) MODEL OF
EDUCATION
 “skill and drill” exercises
 include question (stimulus) and answer
(response) frameworks in which questions are
of gradually increasing difficulty; guided
practice; and regular reviews of material.
 Behaviorist methods also typically rely heavily
on the use of positive reinforcements such as
verbal praise, good grades and prizes.
STUDENT EVALUATION IN TRANSMISSION
–RECEPTION (BEHAVIORIST) MODEL OF
EDUCATION

 Behaviorists assess the degree of learning

using methods that measure observable
behavior such as exam performance.
 Behaviorist teaching methods have proven
most successful in areas where there is a
“correct” response or easily memorized
material.
BEHAVIOURAL PERSPECTIVES
 Behaviorism approach to assessment is when
teachers are observing the behavior of the child
and analyzing the behavior.
 Teachers pay attention to the consequences and
the cause that have arisen from this behavior.
 The behavioral approach frequently assesses
children with intense observations where they will
control and maintain the environmental factors.
 It includes the assessment methods such as
functional & ecobehavioural assessment
BEHAVIOURAL PERSPECTIVES
 Functional Assessment is finding out the relationship that in
between the child’s behaviour and the environmental influences
that could maintain or cause it.
 The teachers need to assess what factors cause this behaviour
and develop some predictions that can help us determine why
that behaviour is likely to occur.
 Ecobehavioural assessment is where find out how to identify the
functional relationship between the behaviours of the child and
the environmental events. It tends to focus on the behaviour
than the child has that should be acceleration such as active
engagement, communicative behaviours& peer interaction.
 Applied behaviour analysis (ABA) is a way to change the child’s
behaviour through behavioural principles this includes,
BEHAVIOURAL PERSPECTIVES
 Precision Teaching:
Use as data base method of instruction where you have direct
daily assessment with the child to determine their learning.
The learning is broke down for the child in several manageable
steps.
Teachers are able to check where the child is at each stage of
learning.
This is effective to teach the child academic skills.
• Mastery learning is a method of instruction to become a mastery
level of learning or predetermined level before they can move onto
the next task for their learning.
• Direct instruction is a method of teaching which bases itself around
testing and teaching skills to the child that will essentially be
mastery in certain subject areas. Teachers are able to control the
lesson plans in a formal and organized way.
BEHAVIOURISM IN EDUCATION
 Behaviourist principles dominated education in the first half of the
twentieth century.
 Teachers possessed knowledge that they delivered to students, and
students demonstrated their level of mastery of the content via
summative assessments that measured their ability to recall isolated
facts .
 Critics of behaviourism in education say that these summative
assessments, or assessments of learning, are problematic or even
detrimental to student learning because they do not authentically gauge
what students have learned.
 Wiggins (1990) uses the analogy of testing a new driver's ability behind
the wheel solely through written tests - the written tests are not capable
of completely measuring the skill, therefore they lack validity. Further,
there is the danger of instruction being tailored to the assessment of
learning, at the loss of other high quality learning experiences.
Assessment of learning
 Assessment that is accompanied by a
number or letter grade (summative)
 compares one student’s achievement
with standards
 results can be communicated to the
student and parents
 occurs at the end of the learning unit
SUMMATIVE ASSESSMENTS
 Summative assessments are used to evaluate student
learning, skill acquisition, and academic achievement at the
conclusion of a defined instructional period. Summative
assessments are defined by three major criteria:
 The tests, assignments, or projects are used to determine
whether students have learned what they were expected to
learn.
 They are given at the conclusion of a specific instructional
period, and therefore they are generally evaluative, rather
than diagnostic.
 Summative-assessment results are often recorded as
scores or grades that are then factored into a student’s
permanent academic record.
ADVANTAGES OF SUMMATIVE EVALUATION
 To know if students have understood
 They determine achievement
 They make academic records
 Provides opportunity
 Boosts individuals
 Weak areas can be identified
 Training success can be measured
 They are tools for evaluation
 Instructional design
 Measures educator performance
 Gains better understanding
 Benefits for projects
 DISADVANTAGES OF SUMMATIVE
EVALUATION:DRAWBACKS STUDENT EVALUATION IN
TRANSMISSION –RECEPTION (BEHAVIOURIST) MODEL OF
EDUCATION

 Demotivates individuals
 Disruptive
 Rectification is late
 No remedy
 Not accurate reflection of learning
 Negative effect for students
 Issues with teaching and curriculum
 Reliability and validity
 Biasing
 Authenticity
COGNITIVIST LEARNING THEORY
 Cognitive theorists recognize that much
learning involves associations
established through contiguity and
repetition
 The cognitive theory which has as
founding father Jean Piaget (1896-1980)
stipulates that learning takes place using
memory, motivation and reasoning
COGNITIVIST LEARNING THEORY
 Cognitive psychologists ‘support the view that
the amount of intelligence acquired depend
on the capacity of the learner to treat
information.
 Piaget is known for his longitudinal studies on
child development and learning which he has
developed into four stages.
Sensory motor stage (birth-2years old)
The preoperational stage (age 2-7)
Concrete operations (age 7-11)
Formal operation stage (age 11-15)
COGNITIVIST LEARNING THEORY
 Jean Piaget authored a theory based on the
idea that a developing child builds cognitive
structures, mental "maps", for understanding
and responding to physical experiences
within their environment.
 Child's cognitive structure increases moving
from a few innate reflexes such as crying and
sucking to highly complex mental activities.
GUIDING PRINCIPLES OF
CONSTRUCTIVISM
 Learning is a search for meaning. Therefore, learning must start
with the issues around which Students are actively trying to
construct meaning.
 Meaning requires understanding wholes as well as parts. Parts
must be understood in the Context of wholes. Therefore, the
learning process focuses on primary concepts, not isolated facts.
 In order to teach well, we must understand the mental models that
students use to perceive the world and the assumptions they make
to support those models.
 The purpose of learning is for an individual to construct his or her
own meaning, not just memorize the “right” answers and
regurgitate someone else’s meaning. Since education is inherently
interdisciplinary, the only valuable way to measure learning is to
make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning
CONSTRUCTIVIST LEARNING INCLUDES

 Learners construct their own meaning

 New learning builds on prior knowledge
 Learning is enhanced by social
interaction
 Meaningful learning develops through
“authentic” tasks
CONSTRUCTIVIST PROCESSES AND
EDUCATION
 Prior knowledge: Prior knowledge is called a schema. Constructivists
believe that prior knowledge impacts the learning process. In trying to
solve novel problems, perceptual or conceptual similarities between
existing knowledge and a new problem can remind people of what
they already know. This is often one's first approach towards solving
novel problems. Information not connected with a learner's prior
experiences will be quickly forgotten. In short, the learner must
actively construct new information into his or her existing mental
framework for meaningful learning to occur
 Real and authentic problems: Constructivist learning is based on the
active participation of learners in problem-solving and critical thinking–
given real and authentic problems.
 Constructivist curriculum: In constructivist classrooms, curriculum is
generally a process of digging deeper and deeper into big ideas,
rather than presenting a breadth of coverage.
 ASSESSMENT IN A CONSTRUCTIVIST
CLASSROOM
 The first kind is known as summative assessment, and it is
thought to be a rather traditional approach to assessing. It is
used in very often in multiple-choice tests or other receptive
ways of evaluation. The main function of such an approach is
to measure or summarize the knowledge that a student
possesses.
 The second kind of assessment is called formative
assessment. This is the form that is widely accepted in
constructivist learning which calls for elimination of grades and
standardized tests. Here the learners are evaluated in the
process of creating their competences and abilities. The
teacher’s role is to deliver the material which should be
internalized by the learners.
ASSESSMENT IN A
CONSTRUCTIVIST CLASSROOM
 In the constructivist theory assessment
is viewed as a part of the learning
process in which students play a greater
role in judging their own progress.
 CHARACTERISTICS OF CONSTRUCTIVIST LEARNING
 Multiple perspectives and representations of concepts and content are
presented and encouraged.
 Goals and objectives are derived by the student or in negotiation with the
teacher or system.
 Teachers serve in the role of guides, monitors, coaches, tutors and facilitators.
 Activities, opportunities, tools and environments are provided to encourage
meta cognition, self-analysis -regulation, -reflection & -awareness.
 The student plays a central role in mediating and controlling learning.
 Learning situations, environments, skills, content and tasks are relevant,
realistic, and authentic and represent the natural complexities of the 'real world‘
 Primary sources of data are used in order to ensure authenticity and real-world
complexity.
 Knowledge construction and not reproduction is emphasized.
 This construction takes place in individual contexts and through social
negotiation, collaboration and experience.
 The learner's previous knowledge constructions, beliefs and attitudes are
considered in the knowledge construction process.
CHARACTERISTICS OF CONSTRUCTIVIST LEARNING

 Problem-solving, higher-order thinking skills and deep understanding are

emphasized.
 Errors provide the opportunity for insight into students' previous knowledge
constructions.
 Exploration is a favored approach in order to encourage students to seek
knowledge independently and to manage the pursuit of their goals.
 Learners are provided with the opportunity for apprenticeship learning in
which there is an increasing complexity of tasks, skills and knowledge
acquisition.
 Knowledge complexity is reflected in an emphasis on conceptual
interrelatedness and interdisciplinary learning.
 Collaborative and cooperative learning are favored in order to expose the
learner to alternative viewpoints.
 Scaffolding is facilitated to help students perform just beyond the limits of
their ability.
 Assessment is authentic and interwoven with teaching.
CONSTRUCTIVIST LEARNING AND ITS DIFFERENCE FROM
TRADITIONAL APPROACHES OF LEARNING
CONTINUOUS AND
COMPREHENSIVE EVALUATION
 Meaning:
Continuous and Comprehensive Evaluation
refers to a system of school based
assessment that covers all aspects of
student’s development.
 WHAT IS CONTINUOUS COMPREHENSIVE
EVALUATION

 Continuous and Comprehensive evaluation

refers to a system of school based
assessment that covers all aspects of
student’s development.
 It emphasizes two fold objectives. •
 Continuity in evaluation and assessment of
broad based learning.
 Behavioral out come.
CHARACTERISTICS OF CCE
The Continuous aspect
 Assessment at the beginning of instruction(placement)
 Assessment during the instructional process (formative)
 Assessment of performance done at the end of a unit/term.
(summative)
The ‘Comprehensive' component
 Takes care of assessment of the all round development of child's
personality.
 It includes assessment of Scholastic as well as Co-Scholastic
aspects of the pupil's growth.
 Assessment is done informally and formally.
 Use of multiple techniques of assessment continually and
periodically.
 Assessment is done using multiple techniques on the basis of
identified criteria / indicators
SIGNIFICANCE OF CCE
 CCE is thus a curricular initiative, attempting to shift emphasis from memorizing to
holistic learning.
 It helps develop cognitive, psychomotor and affective skills.
 It aims at creating citizens possessing sound values, appropriate skills and
desirable qualities besides academic excellence.
 It is hoped that this will equip the learners to meet the challenges of life with
confidence and success.
 Co-scholastic assessment will focus on holistic development that will lead to
lifelong learning
 It makes evaluation an integral part of teaching-learning process.
 It helps to use evaluation for improvement of students' achievement and teaching -
learning strategies on the basis of regular diagnosis followed by remedial
measures.
 It makes assessment a quality control devise to raise standards of performance.
 It helps to determine social utility, desirability or effectiveness of a programme and
take appropriate decisions about the learner, the process of learning and the
learning environment.
 To make the process of teaching and learning a learner-centered activity
 CONTINUOUS COMPREHENSIVE
EVALUATION - Why?
 External Examinations ‘are largely inappropriate
for the knowledge society of the 21st century
and its need for innovative problem solvers‘.
 Evaluation of Scholastic learning only on marks.
 Ability of child not evaluated.
 Limited Techniques of Evaluation
 Do not identify learner’s level of attainment.
 Resulting in Pass/Fail.
 Causing frustration and humiliation.
FEATURES OF CCE
Continuous
 Continual—from the beginning and during the instructional
process
 Periodicity—frequency /term
Comprehensive
 Scholastic - Subject specific areas.
Academic, Work experience, Physical and Health Education,
Art Education
 Co-Scholastic - Life skills, attitudes & values and other co
curricular activities
Life Skills, Attitudes and Values, Outdoor Activities
 Includes a variety of tools and techniques for assessment of
the learners.
SCHOLASTICEVALUATION
Formative Assessment:
 Assessment which is carried throughout
the year by the teacher formally and
informally
 It is diagnostic and remedial
Summative Assessment:
 End of term or end of the year exams
 Feedback on learning (assessment of
learning) to teacher and parents
Formative Assessment (FA)
Formative Assessment is the continuous assessment of students’
learning inscholastic and coscholastic activities by the teacher
both in the classroom and in the extended learning environment.
This method of assessment
 Takes place during the course of learning.
 Provides continuous feedback for teachers & learners to fill in the
learning gap.
 Facilitates and encourages the learner to reflect on his learning
experiences.
 Encourages self assessment and enables improvement.
 Encourages peer group learning.
 Facilitates diagnostic and remedial measures.
 Is flexible with reference to time and space.
Formative Assessment (FA)
Formative Assessment is carried out in two
different modes namely,
 FA (a)- Activity Mode
 FA (b)- Test Mode
Formative Assessment FA (a)
 FA (a) is a measure of the learner’s active
participation in a spectrum of learning
activities. It can be conducted during the
course of learning in each unit. This may also
include group evaluation wherever
appropriate. It is assessment based on the
teacher’s observation / student’s participation
/presentation / creative expression and other
techniques
Salient Features Formative Assessment (a)

 Self Evaluation is possible for every child.

 Gives room for remedial measures.
 Through Group activities student can attain skills such
as decision making, problem solving, cordial
relationship, convergent thinking and effective
communication.
 Teachers can design the activities according to the
learning pace of the student.
 Each student should complete atleast 4 activities. At
the end of each term, best 2 will be taken for grading.
(2 activities x 10 marks = 20 marks)
Formative Assessment (a) – Suggested
Activities
 Projects
 Learning by doing
 Problem solving
 Assignments
 Data Collection
 Games
 Concept mapping
 Visualization
 Interpretation
 Investigation
 Estimation and approximation
 Puzzles
 Mathematical Communication
 Observation
 Higher order thinking Questions
Formative Assessment FA (b)
 It focuses on the assessment of the
learners’ written work carried out during
specified periods in the course of learning.
 The questions may be of various types, and
the format may include puzzles and riddles
in written mode.
 Formative Assessment (b) is to be
conducted at the end of the concept
/lesson / unit in shorter period (5 to 10
minutes) by slip test.
Salient of Features of FA (b)
 Each student learning level is analyzed or
estimated individually.
 Students can improve themselves through self-
analysis.
 It guides teachers to take remedial measures.
 Through individual activities the life skills such as
self-analysis, convergent thinking, creativity and
problem solving are improved.
 Each student should complete at least 4 activities
for each term. The best 2 of them will be carried
out for grading.(2 activities x 10 marks = 20 marks)
Some question patterns for Formative
Assessment (b)
 Multiple choice
 Short answer Questions
 Fill in the blanks
 Mental sums
 Match the following
 Sequencing
 Recalling mathematical concepts
 Graphic organizers
 Very short answer Questions
 Higher order thinking questions
Summative Assessment (SA)
 Summative Assessment (SA) is the assessment of
learners’ scholastic attainment at the end of each term.
This assessment is based on a blue print comprising of
knowledge, understanding, comprehension, application,
analysis etc., •
 It is a formal assessment
 It reflects the achievement of the learner at the end of
the Term.
 It is a blue–print based, written test.
 It is time-scheduled
 Summative Assessment should be conducted at the end
of each term for 60 marks.
TYPES OF ACTIVITIES
Individual Activity:
 Individual activity is very important to analyze
each student through Continuous and
Comprehensive Evaluation.
 This is feasible when the students’ strength is
less.
 While designing individual activities, teacher
should ensure that there is no loophole in
assessment.
 Learning through individual activity is long lost
and more interesting.
TYPES OF ACTIVITIES
Pair Work:
 When the students’ strength is very low, they can be made to work
in pairs. Same way we can evaluate their level of understanding too.
Small Group Activity:
 If the classroom strength is more, small groups will be formed to
administer for learning activities.
 The teacher should ensure that the materials are available and
enough before conducting them.
 The teacher should maintain conducive atmosphere for learning and
ensure that all the students should participate and no one should be
passive.
Whole Class Activity:
 Teacher can explain some concepts through observation,
explanation by considering the whole class as one group
Formative Assessment (a) Indicators
 Initiative • Participation
 Involvement
 Regularity
 Creative effort
While assessing student’s activities we not
only assess their achievement but also
assess their attributes on the above
stated descriptors.
Grading system
Maximum Grading Indicators
Marks
10 Very Good •Complete the activity with clarity and
(Maximum) *** perfection, intelligence, accuracy and active
participation
•Complete the task with given procedure and
express creativity
•Complete the activity in a sensible way
8-9 Good Activity is completed in a proper way
**
6-7 Satisfactory Completing the activity with lesser
* involvement
5 Need •Tasks needs completion, involvement
(Minimum) Improvement •Remedial measures is needed for those who
need attainment
Remedial Teaching
Those who do not complete the FA (a) or FA (b)
activities with involvement need remedial
teaching.
 Teacher gives them remedial activity using the
same (or) simplified activity (or) an alternative
activity until they reach their attainment level. •
Academic year will have 3 terms –
 FIRST TERM :June to September
 SECOND TERM: October to December
 Third Term :January to April
ADVANTAGES OF FORMATIVE EVALUATION

 Develops knowledge
 Plans for future
 Achieves successful outcomes
 Continuous improvement
 Provides rich picture
 Provides quick feedback
 Documentation
 Setting goals and plans
Activities
 Seminar
 Socratic seminar (is a ‘collaborative,
intellectual dialogue facilitated with
open-ended questions about a text.’)
 Projects
 Assignments
GRADING SYSTEM
 Grading is a process where in subjects or pupils may be
classified on the basis of predefined standards and
aimed at minimizing misclassification.
 In grading, students are categorized into a few ability
groups on the basis of their performance and proficiency.
 It involves the use of a set of specialized symbols or
numerals whose meaning ought to be clearly defined
and uniformly understood by the students, teachers,
parents and all other stakeholders.
 The grading symbols must have the same meaning for
all who use them to serve the purpose of communication
meaningful and precise.
Types of Grading
 Direct Grading
The process of assessing student’s performance
qualitatively and expressing it in terms of letter grades
directly is called direct grading. This type of grading can be
used for assessment of students‘ performance in both
scholastic and co- scholastic areas.
 Absolute Grading
In absolute grading, the marks are directly converted into
grade on the grades on the basis of a pre-determined
standard.
Absolute grading can be on a three- point, five- point or
nine –point scale for primary, upper primary and secondary
stages respectively.
TYPES OF ASSESSMENT
✓ PRACTICE BASED ASSESSMENT
✓ EVIDENCE BASED ASSESSMENT
✓ PERFORMANCE BASED
ASSESSMENT
✓ EXAMINATION BASED ASSESSMENT
PRACTICE BASED ASSESSMENT
 Practise- Based Education (PBE) is a curriculum model or
approach that educates people for practise in profession,
occupation or discipline. It is a social practise of
curriculum design and realisation, by course teams and
stakeholders( including students, teachers, institution
partners, external educators, accreditation bodies,
regulatory authorities and consumer communities)
 PBE pedagogies or teaching and learning strategies
encompass both the purpose and activities of these
strategies. Pedagogies employed in PBE curricula are
many and varied; ideally courses incorporate a blending
off pedagogies.
ASSESSMENT IN PRACTICE BASED
LEARNING
In this approach, teachers can assess the
educational goals based on: ▪
 Context
 Inherent characteristics of the
discipline/profession and
 The interests of students and other key
stakeholders.
Examples of PBE activities through which
assessment can be achieved include
 Small group learning
 Workplace learning
 Online learning
 Lectures
 Role plays
 Case studies
 Assignments
 Assessment and feedback
 Using open education resources
 Self-directed learning
 Community engagement
 Peer learning
 Service learning
Examples of PBE activities through which
assessment can be achieved include
 Visits to workplaces
 Tutorials
 Assignments
 Laboratories
 Professional conferences
 Volunteering
 Self-reflection
 Flipped classrooms
 Simulated workplaces for assessing learning activities and
 Course frameworks
EVIDENCE BASED ASSESSMENT
 Evidence is obtained through various forms of
assessment – which may include teacher observations,
tests, peer assessment and practical performance – and
constitutes the information and data that is used to
gauge the educational attainment and progress of
individuals; groups; and cohorts; and increasingly, the
effectiveness of programs and performance of
educational systems.
 Evidence based assessment (EBA) refers to the use of
research and theory to guide the selection of constructs
to be used for a specific assessment purpose and to
inform the methods and measures used in the
assessment Process.
Evidence -based Education process involves 5
steps:
 Converting the need for the information into an
answerable question
 Locating the best available evidence with which to
answer the question.
 Critically appraising that evidence for its validity,
impact, and applicability.
 Integrating the critical appraisal with professional
expertise, and with the client’s values and
preferences.
 Evaluating effectiveness and efficiency in
executing steps 1 to 4 (Schlonsky & Gibbs, 2004)
PERFORMANCE BASED ASSESSMENT

 In a performance based-assessment complex

thinking, information processing, effective
communication, cooperation/collaboration,
and development of effective habits of mind
are desired. These categories are particularly
relevant to what identified as life-long learning
standards.
PERFORMANCE BASED ASSESSMENT

Complex thinking

Development of
Information
Effective Habits of
Processing
Mind Performance
Based
Assessment

Cooperative/
collaborative Effective
Communication
EXAMINATION BASED ASSESSMENT

 Examination-origin- from late middle English

– examinare ‘weigh,test’
 A detailed inspection or study.
 The action or process of conducting an
examination.
 A formal test of a person’s knowledge or
proficiency in a subject or skill.
EXAMINATION AS ASSESSMENT TYPES

 Examinations can be broadly divided into

two types : oral and written.
 While oral exams are mostly conducted in
partial fulfillment of formative assessments,
written examinations are widely used to
assess the students in a summative manner.
EXAMINATION AS ASSESSMENT TYPES

Oral Written
Formative
Formative &
in nature Summative
in nature
Types of Test
 Achievement test
 Standardised test
 Teacher made test
 Written test
 Oral test
 Practical test
 Essay type test
 Short answer type
 Objective type
 Classification of Assessment
Prognostic Assessment
A prognostic assessment expands the findings of an assessment with
analysis of abilities and potentials with a further dimension: the future
development of the concerned person, as well as the necessary conditions,
timeframe and limits.
This type looks at a student’s future development. At different stages
during a student’s school career, people involved in a student’s education
process (students, teachers, parents, in some cases school psychologists
and authorities) recommend how a student should continue his or her
school career.

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)
 Discussion board responses (on content-
specific prompts)
 Interviews (brief, private, 10-minute
interview of each student)
 Criterion-referenced assessment
 Measures a student’s performance based on mastery of a specific
set of skills. It measures what the student knows and doesn’t know at
the time of assessment. The student’s performance is NOT
compared to other students’ performance on the same assessment.
 Driving Tests: Driving tests are designed to determine if a driver has
mastered the skills required to drive on the road safely. Driving tests
do not rank drivers against other drivers. All drivers can get 100% if
they master the skills required.
 End-of-unit exams in school: These exams are designed to
determine whether students have mastered the material presented in
a specific unit. Each student’s performance is measured based on
the material presented (what the student knows and what the student
doesn’t know). Again, all students can get 100% if they have fully
mastered the material.
Norm-referenced assessment
 Measures a student’s performance in comparison to the
performance of same-age students on the same assessment.
Normative scoring is based on a bell curve, meaning only half
of those tested can score above the 50th percentile.
 Pediatric Growth Charts: Growth charts are commonly used
by pediatricians to track a child’s growth as compared to the
growth of other children of the same age. Growth charts
compare a child’s height, weight, and body mass index to the
height, weight, and body mass index of same-age and same-
gender children
 The SAT(Scholastic Assessment Test ): A classic example of a
norm referenced test, the SAT is designed to determine one
high school student’s abilities as compared to the abilities of
other high school students
 The test is intended to assess students' readiness for college.
 PRACTICES OF ASSESSMENT
Principles of feedback, dialogue and marking
It is essential that all types of feedback and marking whether it is
verbal, non-verbal, spoken or written is DIAGNOSTIC,
DEVELOPMENTAL, VALUED – by the child - by the adults involved,
PERSONALISED, The child is GIVEN TIME TO RESPOND
 This dialogue, feedback and marking needs to:
have been positively received and worked upon with the child
have clarified the learning for the child [IDENTIFYING GAPS]
be understood to be part of the learning process of becoming a successful
learner.
is NOT over marking
 Expectations for marking Colour Coding for marking Teachers and
Teaching Assistants will use:
GREEN for positive comments (Growth)
PINK for developmental comments (progress)
PURPLE for responses by the children (self and peer evaluation)
Questioning and Dialogue in Classrooms

 The essential two-way interaction between

teachers and students can be achieved in
several ways, but the basic ingredients are:
rich questions. Strategies to support
participation by all learners, encouraging
open discussion, with all of these made
possible through challenging activities that
promote thinking and discussion.
 Rich Questions
 If questions are to serve a formative purpose in the design and
technology classroom, it is necessary to focus attention on how well
they serve this purpose – which factual questions usually fail to do.
 Collaboration between teachers to exchange ideas and experiences
about good questions can be very valuable.
 A good question should encourage imaginative and speculative
responses and thereby help develop students’ competence in asking
meaningful questions themselves.
 Examples of good questions might be
About designing a lantern for a religious festival,
Teacher could challenge the students with such questions as:
‘Where will your lantern be used?’
‘What safety aspects do you need to consider?’
‘If we are to use a tea-light candle, how will you hold it safely in place inside
the lantern?
Feedback through marking
 Marking is an essential part of the teaching and learning process. It
informs planning and assessment. Responding to pupils’ work through
constructive comment acknowledges achievement, promotes positive
attitudes and behaviour and leads to an improvement in standards.
 Through Marking Work and Providing Feedback We Aim to:
assist learning
provide information for assessment
encourage, motivate, support and promote positive attitudes
inform planning
promote higher standards
correct errors and clear up misunderstandings
recognise achievement, presentation and effort
show pupils that we value their work
To allow pupils to reflect on their performance and to set new targets together
with the teacher.
Self and Peer Assessment
 Self and peer assessment are
assessment methods in which students
assess their own work or that of their
peers, preferably with reference to
criteria (and standards).
 Though self and peer assessment can
serve summative (grading) purposes,
they are most commonly used
formatively (encouragement of learning).
Why involve students in their own assessment?

Self and peer assessment can enhance student learning through:

 helping students to develop desirable graduate attributes, particularly
those associated with independent, life-long learning and communication.
 legitimating, systematizing and increasing the effectiveness of what
students already do in spontaneous ways when they compare what they
have achieved and use this to reflect on their own learning progress.
 motivating student learning by providing an expanded audience for their
work.
 engaging students in a community of practice through exposure to the
work of others and
 inducting students into the assessment culture of higher education.
 countering criticisms of over-assessment while still providing opportunities
for systematic, on-going monitoring and encouragement of learning.
 efficiently providing students with more targeted feedback than ordinarily
possible at a time of large classes and heavier teacher workloads.
What types of assessment tasks are best used with self
and peer assessment
 Products such as essays, models, reports,
plans, journal articles, literature reviews
 Performances or presentations such as
seminars, clinical skills, drama performances
 Processes/learning behaviours such as
participation in group work or tutorials
 Reflections on learning such as ‘meta-essays’
providing commentaries on learning
 Portfolios – purposeful selections from the
above
Formative Use of Summative Assessment
 Summative assessment (assessment of learning) is the
assessment that involves an evaluation of student
achievement resulting in a grade or a certification.
 Both formative assessment (assessment for learning)
and summative assessment have vital roles to play in
the education of students, and although on the surface
they may not seem to have much in common, there are
identified ways they can work together to improve
student learning.
 Making formative use of summative assessment
means using information derived from summative
assessment to improve future student performance.
Formative Use of Summative Assessment
For the teacher it involves:
 Providing a range of assessment tasks and
opportunities to make certain that a range of
student learning styles are catered for. •
 Teaching students to prepare more efficiently
for summative assessment by making use of
knowledge about themselves as learners.
 Making use of the results of summative
assessment so that learning is emphasised.
Formative Use of Summative Assessment

For the student it involves:

 Developing the ability to identify 'where I
am now' and 'where I need to be'… and
to prepare for summative assessment
accordingly.
 recognising that summative assessment
experiences are an opportunity for
further learning and a chance to improve
future achievement.