Lecture Two 26-07-2024: Concept of Assessment (2) PDF

LECTURE 2 DEFINING ASSESSMENT DR VT MABALANE 24/07/ 2024  UNIT OUTCOMES At the end of this lecture, you should be able to: Critically explain the concept of assessment Identify the difference between assessment and evaluation. Articulate why we assess Identify and appl...

LECTURE 2 DEFINING ASSESSMENT DR VT MABALANE 24/07/ 2024  UNIT OUTCOMES At the end of this lecture, you should be able to: Critically explain the concept of assessment Identify the difference between assessment and evaluation. Articulate why we assess Identify and apply the keys to quality classroom assessment Discuss how to assess Critically discuss Principles of assessment Identify who is involved in the assessment process Discuss the role of the assessor Explain the various reasons for assessment  Defining Assessment Assessment can be defined as the systematic process of collecting, measuring and interpreting information about learner’s responses to the process of instruction.  Defining Assessment Assessment is a continuous, planned process of: identifying, gathering and interpreting information to gauge learners’ performance and can take various forms.  Defining Assessment It involves four steps: generating and collecting evidence of achievement; evaluating this evidence; recording the findings; and using this information  Defining Assessment Assessment should be both informal (Assessment for Learning) and formal (Assessment of Learning). In both cases, regular feedback should be provided to learners to enhance the learning experience.  Defining Assessment Performance information helps teachers and other involved parties to understand and thereby assist the learner’s development in order to improve the process of learning and teaching.  Questions Analyze the picture and answer the questions that follows: What do you see? How did you come to you answer? What is the implication of what you have seen? What does it say about assessment?  Principles of assessment Assessment is important and it should include: ethics, fairness, sufficiency, currency, authenticity, reliability, validity, and learning domains.  Other principles of assessment Flexible: consider the diversity and multiple learning styles of the learners Equitable: duration and content – simple and difficult Efficient: free of errors Time: Students should be aware; given formative assessment opportunities and feedback well before the summative assessment opportunities. Incremental: provided continuous follow up assessment opportunities with regular feedback Principles of assessment (Cont) Redeemable: Provide multiple opportunities for learners to improve their grades Demanding: not to be too simple Authentic: assessment tasks allow the learners to experience learning outcome Accountable: accountable to the requirements of the profession Transparent: No hidden agendas or surprises for learners  CRITERIA FOR EFFECTIVE ASSESSMENT In order for school-based assessment to be effective three main areas need to be considered: fair, valid and reliable. Fairness means assessment that does not hinder a learner. Validity means assessment measures what is says it is measuring. Reliability means the consistency with which an assessment task is undertaken by different assessors at different times and in different places.  What is the difference between assessment and evaluation? Evaluation is making informed judgments or decisions based on the information (data) collected in the assessment process. It is a subjective judgment of the worth or quality of a learner’s development at various stages of learning.  Keys to quality classroom assessment Classroom Assessment: Every one is a Learner All of the pieces contributing to sound classroom assessment instruments and practices are built on a foundation of the following five keys to quality: 1. They are designed to serve the specific information needs of intended user(s). 2. They are based on clearly articulated and appropriate achievement targets. 3. They accurately measure student achievement. 4. They yield results that are effectively communicated to their intended users. 5. They involve students in self-assessment, goal setting, tracking, reflecting on, and sharing their learning  Inclusive Assessment Strategies Learners need the opportunity to articulate and test their understanding of key areas and to receive informed and constructive feedback. Examples of inclusive assessment strategies Provide students with the option of using a variety of assessment methods such as exams, essays, presentations, demonstrations, reports, visual journals, multi- media presentation and group discussions  Inclusive Assessment Strategies Provide opportunities for continuous assessment as subjects are delivered/completed and consider the weighting given to ongoing assessment tasks. Consider the different ways examinations/ assessing can be conducted. For example, learners can be offered an alternative assessment that may be better at enabling them to demonstrate their learning and knowledge (eg. An oral assessment instead of a written)?  Assessment versus evaluation Dimensions Assessment Evaluation Timing Formative Summative Focus of activity Process-oriented Product- oriented Relationship: teacher Reflective and learner Prescriptive Findings and uses Diagnostic Judgemental Modifiability of criteria Flexible Fixed Standards of measurement Absolute (individual) Comparative Relation between Cooperative learners Competitive  WHY ASSESS? Informative Corrective Motivational Developmental Regulative Prognostic Differential  WHY DO WE ASSESS? The most obvious reason why we assess is often to obtain a mark or grade to record. Assessment also helps advice teachers on how to plan their learning content. It also helps us to analyse patterns of errors in order to identify an underlying problem. We can also check if new concepts are understood by learners. Finally, it helps to evaluate the effectiveness of a learning programme.  HOW DO WE ASSESS? We should strike a careful balance of assessment over a period of time to monitor a learner’s progress. We should assess by giving learners a variety of opportunities in different ways and contexts when conducting assessment. Our methods of assessment should always match our teaching goals for example, a traditional pen and paper test might be appropriate for testing recall, but to assess how well learners are participating in a team we need to observe their behaviour during group work. ACTIVITY - PAIRS  WHO IS INVOLVED IN THE ASSESSMENT PROCESS? The following are the often the key stakeholders in the assessment process: The teacher and the learner The learner’s peers Parents’ and family members Policy makers and members of the institution The community  WHAT IS THE ROLE OF THE ASSESSOR? The main role of the assessor is: To design assessment tasks which are fair, valid and reliable. To collect information about or evidence of how well the learner performs. To make judgments (evaluations) based on the information or evidence. To record and report the evaluations to interested stakeholders.  Based on today’s content: Define assessment in your own words. CLASSROOM ACTIVITY