TOPIC 1 – OVERVIEW OF ASSESSMENT (CONTEXT, ISSUES AND TRENDS) DEFINITIONS OF TERMS 1. Test A subset of ASSESSMENT intended to measure a test-takers language proficiency, knowledge, performance or skills. A technique of assessment. 2. Assessment A comprehensive process of planning, collecting, analyzing, reporting and using information on students over time. Appraising the level of magnitude of a person’s attributes. Consists of tests, projects, portfolios, anecdotal information and student self- reflection. 3. Evaluation Evaluation ≠ testing Involves the interpretation of information. Involves conveying the marks or test results into performance report for test- takers. 4. Measurement Assigning numbers or values to certain attributes of objects, events or people according to a rule-governed system. Measurement must be conducted according to explicit rules and procedures e.g. test specifications, criteria and marking procedures. Process of quantifying the observable performance of classroom learners. Test scores are measurements. Conveying the meaning of those scores is evaluation. Evaluation, however can also take place WITHOUT measurement (e.g. responses in classroom by learners) Trends and Issues – read Module. TOPIC 2 – ROLE AND PURPOSES OF ASSESSMENT IN TEACHING AND LEARNING REASONS/PURPOSE OF ASSESSMENT To determine the effective teaching strategies to be used in the classroom. To improve classroom practice and instructions. To provide information to children, parents and administrators. To measure students’ achievement – identify students’ strengths and weaknesses. Identify the difficult topic in a given unit – need to reteach. Used to measure proficiency, place students into levels of course, diagnose students’ strengths and weaknesses. ASSESSMENT OF LEARNING @ SUMMATIVE LEARNING A summary of learning. Measure, record and report on student’s level of achievement in regards to specific learning expectations. Tells teacher the current status of the students’ learning. Provide focus to improve on students’ achievement. ASSESSMENT FOR LEARNING @ FORMATIVE ASSESSMENT/DIAGNOSTIC ASSESSMENTS Conducted to improve students learning in teaching and learning process. Find out alternative teaching strategies Find out students’ understanding of the instructions. ASSESSMENT TYPES FORMAL INFORMAL Public exams (UPSR, PMR, SPM, STPM) Year-end exams / semester exams. Monthly test Projects Question and Answer Quizzes Students’ self-reflection
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TOPIC 1 – OVERVIEW OF ASSESSMENT (CONTEXT, ISSUES AND TRENDS)
DEFINITIONS OF TERMS
1. Test
A subset of ASSESSMENT intended to measure a test-takers language
proficiency, knowledge, performance or skills.
A technique of assessment.
2. Assessment
A comprehensive process of planning, collecting, analyzing, reporting and
using information on students over time.
Appraising the level of magnitude of a person’s attributes.
Consists of tests, projects, portfolios, anecdotal information and student self-
reflection.
3. Evaluation
Evaluation ≠ testing
Involves the interpretation of information.
Involves conveying the marks or test results into performance report for test-
takers.
4. Measurement
Assigning numbers or values to certain attributes of objects, events or people
according to a rule-governed system.
Measurement must be conducted according to explicit rules and procedures
e.g. test specifications, criteria and marking procedures.
Process of quantifying the observable performance of classroom learners.
Test scores are measurements. Conveying the meaning of those scores is evaluation.
Evaluation, however can also take place WITHOUT measurement (e.g. responses in
classroom by learners)
Trends and Issues – read Module.
TOPIC 2 – ROLE AND PURPOSES OF ASSESSMENT IN TEACHING AND LEARNING
REASONS/PURPOSE OF ASSESSMENT
To determine the effective teaching strategies to be used in the classroom.
To improve classroom practice and instructions.
To provide information to children, parents and administrators.
To measure students’ achievement – identify students’ strengths and weaknesses.
Identify the difficult topic in a given unit – need to reteach.
Used to measure proficiency, place students into levels of course, diagnose students’
strengths and weaknesses.
ASSESSMENT OF LEARNING @ SUMMATIVE LEARNING
A summary of learning.
Measure, record and report on student’s level of achievement in regards to specific
learning expectations.
Tells teacher the current status of the students’ learning.
Provide focus to improve on students’ achievement.
ASSESSMENT FOR LEARNING @ FORMATIVE ASSESSMENT/DIAGNOSTIC ASSESSMENTS
Conducted to improve students learning in teaching and learning process.
Find out alternative teaching strategies
Find out students’ understanding of the instructions.
ASSESSMENT TYPES
FORMAL INFORMAL
Public exams (UPSR, PMR, SPM, STPM)
Year-end exams / semester exams.
Monthly test
Projects
Question and Answer
Quizzes
Students’ self-reflection
SIX TYPES OF INFORMATION TESTS PROVIDE ABOUT STUDENTS (HENNING, 1987)
Diagnosis and feedback
Screening and selection
Placement
Program evaluation
Providing research criteria
Assessment of attitudes and socio-psychological differences
CLASSIFICATION OF TESTS (ALDERSON, CLAPHAM & WALL, 1995)
Proficiency Tests
Not based on a particular curriculum or language program.
Assess overall language ability of students at varying levels.
Describes what students are capable of doing in a language.
E.g. ETS, Cambridge ESOL, American TOEFL, IELTS.
Achievement Tests
Similar to progress tests
Administered at mid-and-end point of the semester or academic year.
Content of achievement tests is generally based on the specific course content.
Diagnostic Tests
Seek to identify those language areas in which students need further help.
Information gained is crucial for further course activities and providing students
with remediation.
Aptitude Tests
Measure general ability or capacity to learn a foreign language a priori.
Predicts success in that undertaking.
Progress Test
Measure the progress the students are making towards defined course or program
goals.
Teacher-produced, narrowed focus.
Cover smaller amount of material and assess fewer objectives.
Placement Tests
Assess students’ level of language ability for placement in an appropriate course or
class.
Indicates the level at which a student will learn most effectively.
Create groups homogenous in level.
TOPIC 3 – BASIC TERMINOLOGY IN TESTING
NORM-REFERENCE TEST
In NRTs individual test-taker’s score is interpreted in relation to
o a mean (average score),
o median (middle score),
o standard deviation (extent on variance in scores)
o and/or percentile rank
Purpose: to place test-takers along a mathematical continuum in rank order.
Scores commonly reported back to test-taker in the form of a numerical score.
Administered to compare an individual performance with his peers or a group/
In SBE, NRTs are used for summative evaluation e.g. year-end examination for streaming
and selection.
CRITERION-REFERENCE TEST (CRT)
A collection of information about student progress or achievement in relation to a
specified criterion.
Standards serve as the criteria or yardstick for measurement.
Provide:
o Feedback to test-takers mostly in the form of grades, on specific course or
lesson objectives.
o Information on students’ mastery based on outcomes or objectives as
specified in the syllabus.
Advantage: allows test-takers to make inferences about how much language proficiency
they originally had and their successive gains over time.
NRT CRT
Definition/Purpose Test that measures student achievement as compared to others. Determine performance difference among individual and groups.
Approach that provides information on student’s mastery based on a specified criterion Determine learning mastery based on specified criterion.
Test item / Frequency
Easy to difficult – discriminates examinees’ ability. Continuous assessment in classroom.
Guided by minimum achievement in the related objectives. Continuous assessment.