ASSESSMENT

1. ASSESSMENT ADIBAH BINTI ABDUL LATIF SCHOOL OF EDUCATION FACULTY OF SOCIAL SCIENCES AND HUMANITIES

2. ACTIVITY 1 • Please write down one thing that you want to know about the process of assessment related to your job scope. (5 Minutes)

3. 4A BASIC CONCEPT IN ASSESSMENT

4. “Assessment is at the heart of student experience” Brown and Knight (1994) “If you want to change student learning then change the method of assessment” Brown, Bull & Pendlebury (1997)

6. Introduction • Educational measurement and evaluation are essential to sound educational decision making • Should be based on accurate, relevant information and that the responsibility of gathering and imparting that information belongs to educators • Will affect many people for example, parent’s or only a single person

7. Assessment TERMINOLOGY Evaluation Measurement Testing

8. TESTING • A tool to determine student’s ability to complete specific tasks or demonstrate mastery of a skill or knowledge of content • The most critical basis in ensuring the validity of students interpretation score • Examples: Q&A session in class, assignment, performance task, test, quiz and final exam

9. MEASUREMENT • A systematic process of assigning numerals (quantitative) to the test administered. • It can be in raw scores, percentile, standard score, etc. • Examples: Assignment marks, total sore in a final exam, mean of PLO, KPI score, mean of elppt, ranking score.

10. MEASUREMENT Ability Score SPP2032::Educational Measurement and Evaluation

11. EVALUATION • The process of describing, obtaining, and providing useful information for judging decision alternatives. This process allows one to make a judgment about the desirability or value of something. • Examples: ABCD, Pass and Fail, HL,TM,MM, Description from the value (Baik, Cemerlang, Sederhana), Description of P1 to P5 in e-LPPT.

12. ASSESSMENT • The process of gathering information to monitor and reflect the progress in learning and teaching and to make educational decisions if necessary. • Examples: Dr A found out that her students are excellent in formative assessment, but they cannot perform well in their final exam. What to do? • Dr B realises that there are two groups of ability/level of skills in his class. How can he do to make sure the learning environment can help students’ learning?

13. ACTIVITY 2 • Provide three situations related to testing, measurement, evaluation and assessment. Discuss in groups and other groups will guess the answer. (20 minutes)

14. Differences between ASSESSMENT and EVALUATION • Let us discuss together!!

15. Dimensions of Difference Between Assessment and Evaluation • Timing • Focus of Measurement • Relationship Between Administrator & Recipient • Findings, Uses thereof • Ongoing Modifiability of Criteria, Measures thereof • Standards of Measurement • Relation Between Different Objects of A/E

16. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

17. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

18. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

19. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

20. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

21. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

22. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

23. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

24. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

25. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

26. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

27. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

28. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

29. Assessment n Evaluation (various sources, but especially Dan Apple 1998)

30. Summary of Differences

31. Discuss some test/task that called as evaluation and called as assessment. • Can evaluation and assessment happen concurrently in one test/task? • Are there any differences between summative assessment and evaluation?

32. PRINCIPLE OF ASSESSMENT • Well-aligned with educational learning outcomes. • Assessment should be valid and reliable • Formative assessments needs to scaffold students in the summative assessment • Student should receive feedback on their work in timely manner. • Assessment should be inclusive and equitable for all students • Assessment is not used to threaten and intimidate students. • Assessment should help student mastery learning.

33. ASSESSMENT IN OBE

34. TYPES of ASSESSMENT • Assessment Of Learning (AoL) • Assessment For Learning (AfL) • Assessment As Learning (AaL)

36. Types of Tests Essay or Subjective Objective -Short-answer -Discussion or extended response -Oral -Mathematical Problem -Short-answer single word, formula multiple words/phrase -True or False / Yes or No -Multiple Choice -Matching

37. Low Moderate High Short Answer Essay Multiple-choice Structured Response Cloze Test Types of Tests Test is classified of required answers by the student and not by the questions Answer Capacity

38. Types of Tests Test might be in any form such as • Informal test – classroom tests that are not arrange or plan • Teacher’s made test – a procedure whereby the teacher can reliably and validly evaluate how effective their students have been taught

39. Types of Tests • Achievement test – To measure student’s progress or performance after a period of lesson • Aptitude test – To determine and estimate the student’s achievement and what students’ can do when performing at their best • Diagnostic test – To identify learning difficulties

40. Purpose of the Test Measure of maximum performance • To determine the students’ ability • The students are motivated to obtain as high a score as possible • Examples: IQ test Subject/course test Aptitude/achievement test

41. Purpose of the Test Measure of typical performance • To measure students’ interest, personality and attitude • Responses are classified thru the preset criteria, not the highest marks • Examples: Affective Test Personality Test Career Test

42. Types of Classroom Evaluation • Pretests designed that is before teaching process Placement • To identify the presence or absence of prerequisite skills Formative Diagnostic • Concern with the students’ readiness to begin the instruction Summative • Concern with the appropriateness of our planned instruction Example: A pretest in algebra might be confined to computational skill in arithmetic

43. Types of Classroom Evaluation • Tests are given periodically and it is ongoing during the process Placement • To reinforces successful learning and reveals learning weaknesses Formative Diagnostic • Covers some predefined segment of instruction Summative • Help the teachers in making decision about students’ progress Example: Monthly/weekly tests, oral questions during teaching process, assignments, worksheets SPP2032 Educational Measurement and Evaluation

44. Types of Classroom Evaluation • As needed during instruction Placement • To detect students’ learning difficulties Formative • To pinpoint the specific types of error each student is making Diagnostic Summative • Takes up where the formative test leaves off

45. Types of Classroom Evaluation • At the end of a course Placement • Results are used primarily for assigning grades or certifying student Formative Diagnostic • Used for evaluating the effectiveness of the instruction Summative Example: Final examination.

46. Assessment Procedures Test Preparation Test Administration Inspection and Measurement Analysis Interpretation and Action

47. Norm Referenced Test and Criterion Referenced Test Norm Referenced Test Criterion Referenced Test

48. Let’s discuss Issues on testing, measurement, evaluation and evaluation that you face as a lecturer

49. VALIDITY OBJECTIVITY INTERPRETABILITY RELIABILITY USABILITY ADMINISTRABILITY

50. HOW YOU MEASURE YOUR VALIDITY AND RELIABILITY OF YOUR TEST? HOW YOU CHOOSE YOUR ITEM IN YOUR ITEM BANK?