EDUP3153

ASSESSMENT IN EDUCATION

TOPIC 1

BASIC CONCEPTS, PURPOSE AND ETHICS OF ASSESSMENT

(1L, 0T, 2 eL)
For Test only
 Content

1.1 Basic concepts of testing, measurement, evaluation and

assessment
1.2 Purpose of assessment
1.2.1 Assessment for learning
1.2.2 Assessment as learning
1.2.3 Assessment of learning
1.3 Ethics in assessment
1.3.1 Integrity
1.3.2 Confidentiality
 1.1 Basic concepts of testing, measurement,
evaluation and assessment
Testing
- A test is a sample of items as constructs that measure performance in a
specific domain (Ministry of Higher Education Malaysia, 2021, p. 21)
- Testing can be used to measure the level of knowledge, skill and
attitude.
- A test is an instrument or systematic procedure for measuring a sample
of behaviour (How well)
- It measure a particular characteristics of an individual or a group of
individuals.
 1.1 Basic concepts of testing, measurement,
evaluation and assessment
Measurement
- Measurement is a process of assigning numbers to what is being measured
including tangible and intangible aspects like attitudes, behaviour, using
measurement scale. (Ministry of Higher Education Malaysia, 2021, p. 21)
- Measurement can be done by using testing or without testing. Example:
The drawing skill of a student can be measured by observing, whereas his
knowledge and attitude can be measured through interview.
- It provide a score to determine learners’ performance.
- It is the process of obtaining a numerical description of the degree of
which an individual possesses particular characteristic (How much)
 1.1 Basic concepts of testing, measurement,
evaluation and assessment
Assessment
- It is a process of documenting ongoing collection of information about
what learners were able to do.
- It involves descriptive information to help learners make improvements
and interaction to make learners understand how well they have learned
and achieved. In a way it helps learners develop confidence (Ministry of
Higher Education Malaysia, 2021, p. 21)
- It attempt to measure the quantity and quality of learning and teaching
using various assessment techniques, and make improvement on
students’ learning and teachers’ teaching. It is process oriented – It
 1.1 Basic concepts of testing, measurement,
evaluation and assessment
Evaluation
- Evaluation consists of systematic collection, observation and interpretation of evidence to
provide judgement (about the quality of a student’s product or performance) for further action
e.g. Excellent, good, above average or below par. With the judgement, one can use to make
decisions (Ministry of Higher Education Malaysia, 2021, p. 21) (How good)
- Example: you may judge a student’s writing as exceptionally good. This evaluation may lead
you to encourage him to enter a national essay competition.
- To make this evaluation, you would first have to assess his writing ability. You may gather
information by comparing his writing to other students and to known quality standards of
writing, and so on. Such assessments provide information you may use to judge the quality or
worth of this student’s writing.
- It relates to the impact and effectiveness of achieving the intended aim / objectives where the
decisions about the worth of instruction, a course or even the whole curriculum can be made.
 1.1 Basic concepts of testing, measurement,
evaluation and assessment

The quality of the assessment instrument and method used in

education is very important since the evaluation and judgement that
the teacher gives on a student are based on the information he
obtains using these instruments.
 1.2 Purpose of assessment

1.2.1 Assessment for learning

1.2.2 Assessment as learning

1.2.3 Assessment of learning

 1.2 Purpose of assessment
1.2.1 Assessment for learning
- Assessment for learning is the process of improving and enhancing student learning.
- It is undertaken throughout the period of teaching, helping both student and teacher to know the
progress and shortcomings in the student learning by providing continuous feedback. It includes both
diagnostic and formative assessment.
- It is formative in nature.
- Example: Oral or written feedback to learners after their presentation.
- It establishes a classroom culture that encourages interaction (i.e., teachers interact with the students
during the entire period of teaching) and the use of assessment tools.
- It occurs throughout a learning sequence and is planned when teachers design teaching and learning
activities.
- It involves teachers adapting teaching practice to meet student needs. In this case, teachers have to
identify the particular needs of students and learning deficiency of backward students from the
feedback obtained from the assessment.
- Teachers select and adopt materials and resources that help to improve student learning.
 1.2 Purpose of assessment
1.2.2 Assessment as learning
- Ongoing peer assessment and self-assessment by learners to monitor their own
learning and use feedback from this monitoring to reflect on their learning or
making adjustments for deeper understanding.
- Example: Writing reflective entries either in journals, forum (online),
completing online quizzes that provide feedback on learners’ performance.
- It establishes students’ role and responsibility in relation to their learning and
assessment.
- It emphasizes the process of learning as it is experienced by the students.
- Teachers serve as a guide to the students. They guide students in setting their
own goals. They provide regular feedback to students as they learn.
 1.2 Purpose of assessment

1.2.3 Assessment of learning

- The output of the assessment usually is in the form of score or grade.
- It is summative in nature because it occurs at the end of a learning
process or task or unit of work or for reporting at the end of a time
period such as a semester.
- Example: Final exam score.
- It is used to plan future learning goals.
- This is the assessment that is used to certify learning for reporting to
students, parents and the system.
 1.3 Ethics in assessment
1.3.1 Integrity
- Integrity describes a person’s commitment to honesty and a willingness to do
what’s right. For example, a person who abstains from cheating, lying, or
stealing would be considered to be a person who acts with great integrity.
- Not to cheat in the examination.
- Plagiarism should be strictly prohibited.-
- Students must ensure that what they submit is wholly their own work (unless
a group assignment)
- Students should understand how to quote from their original source, how to
paraphrase, and how not to pitchwrite.
 1.3 Ethics in assessment

1.3.2 Confidentiality
- Examples of teachers’ conducts that constitutes a severe violation of test
administration procedures:
# Disclosing the contents of any portion of a test
# Providing an examinee with an answer to a test questions, or suggesting
the examinee to review or change his/her response
# Changing or altering an examinee’s response
# Duplicating secure material