ENG520 Midterm Bitcoin

Lesson 01 · CONCEPT OF ASSESSMENT-I · Topic- 001: Measurement, Assessment and Evaluation · Measurement

Measurement is the process by which the attributes or dimensions of some object (both physical and abstract) are quantified. The tools used for this purpose may include test, observation, checklist, homework, portfolios, project etc. Measurement can be easily understood if we use this word to measure height and distance because these things are physical present in the existence so height can easily be measured by scale. But in the field of education, our variable are not physical and cannot be directly measured e.g. attitude, behavior, and achievement etc. these all are abstract, so there measurement is relatively difficult than those who have physical existence. The tool used for measuring the abstract variables cannot measure exactly like scale (thermometer). So, in this whole course, whenever the measurement word is used it means that tool which will be used for measuring student abilities and then converts it in numerical form.

Assessment

It means an appraisal of something to improve the quality of teaching and learning process for deciding what more can be done to improve the teaching, learning and outcomes.

Evaluation is the process of making a value judgment against intended learning outcomes and behavior, to decide the quality and extent of learning. Evaluation is always related to your purpose, you aligned your purpose of teaching with what students achieved at the end, with their quality and quantity of learning.

Example:

In a classroom situation, as a teacher, when you teach a chapter or unit to a class, first you made the objectives, either you will do it yourself as a teacher or you take it from a curriculum document of the particular subject. Objectives are also written at the start of the chapter or book which shows that at the end of the unit what the student will be able to do this, that is also referred as student learning outcomes. These SLOs can be checked by two aspects:

1. Assessment 2.

When you, as a teacher reflect on your teaching on a daily basis that what you teach yesterday was a good way to teach or not, what i taught was the students need, did they understand what I teach, and then you can decide changing which things can cause the improvement in the learning process of students. This is known as ASSESSMENT. At the end of the assessment, opinion is not about the individual, it is about the process from which the students or individuals are passing for the betterment of that process. Evaluation is that when the learning process is complete and you want to see what are your targets or objectives and how much my students achieved those objectives, then the tools are made and measures come from that tell that how much your student learn and what is the quality of their learning.

Difference in Measurement, Assessment and Evaluation

These terms are not different words for same concept, but a process, serving as prerequisite to each other and having unique purpose. Every mechanism or process starts with the measurement. In the field of education, measurements generate tools, i.e. test, observation, quiz, checklist, homework and portfolios. They can give information about students’ learning. The information we got from the tool is MEASUREMENT. Now if that measurement is used for the process of making the teaching learning process better than it is ASSESSMENT.

It is a systematic determination of a subject's merit, worth and significance, using criteria governed by a set of standards Assessment and Evaluation don‘t exist in a hierarchy; they both are parallel and different in purpose. Measurement is the source to move towards assessment and evaluation because it provides the base and evidence to quantify the teaching learning process. The quantified number has no meaning until we do an assessment or evaluation. Assessment purpose is to make the teaching learning process better so that student learning improves and measurement purpose is to align the learning with a purpose.

Topic – 002: Classroom Assessment

The process of gathering, recording, interpreting, using and communicating information about a child's progress and achievement during the development of knowledge, concepts, skills and attitudes is called classroom assessment. When we are teaching in a classroom, we are doing four things:

1. Developing students ‘knowledge
2. Improving their concepts
3. Teaching the skills
4. Making their attitudes

And while doing so, we collect information about the development of these things, and then we record, interpret and use it to communicate about the learning progress of students. This whole procedure is called classroom assessment Classification of Assessment Assessment can be classified in four ways

1. Nature of Assessment
2. Format of Assessment
3. Use in Classroom Instruction
4. Method of Interpreting Results

1. Nature of Assessment

i. ii.

2. Format of Assessment

i. Fixed Choice Assessment ii. Complex Performance Assessment 3. Use in

Classroom Instruction

i. Placement Assessment ii. Formative Assessment iii. Diagnostic Assessment iv.

4. Method of Interpreting Results

i. ii. Criterion Referenced Assessment

Topic – 003: Types of Assessment

1. Types of assessment by nature
2. Types of assessment by format

1. Types of Assessment by Nature

i. Maximum Performance Assessment ii.

Maximum performance assessment determines what individuals can do when performing at their best e.g. assess student in an environment when they exhibit their best performance. Procedure of this type is concerned with how well individual perform when they are motivated to obtain as high score as possible. This type of assessment includes aptitude tests and achievement tests. In achievement test, the student learn by themselves or we teach them and at the end, we want to see that how much student learn against our target so in this situation we make a test from which we can determine their best abilities. It is designed to indicate the degree of success in any past learning activity.

We use aptitude test when we want to predict the success in future learning activity, e.g. it is used when we want to see the interest of students in a particular field like medicine, sport and teaching. We know that different abilities used for going in different professions, we make a test depending on these abilities and then try to assess, in what abilities the students perform well.

The second category is a typical performance assessment determines what an individual will do under natural conditions. This type of assessment includes attitude, interest, personality inventories, observational techniques and peer appraisal. Here the emphasis is on what students will do rather than what they can do.

2. Types of Assessment by Format

i. Fixed Choice Assessment ii. Complex Performance Assessment

Fixed Choice Assessment

Fixed choice assessment is sued to measure the skills of people efficiently (means measure more skills in less time) and for this we usually use fixed choice items, i.e. multiple choice question, matching exercises, fill in the blanks and true false. It is called fixed choice because the person who is attempting the paper does not need to write the answer, just need to choice the answer. From these, we can assess