Evaluation and Assessment

Ungui, Ma. Fe Colansi, Minalyn Paguinto, April Rose Encinares, Paulene Anne

Group 6

Assessment
Assessment: Procedures used to obtain information about student performance(Woolfolk, (2005, p. 504). Assessment is the process of identifying, gathering and interpreting information about students' learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning(NSWDET, 2008).

Sometimes the term assessment is used to describe the process of trying to determine what students already know about a topic before instruction, whereas the term evaluation refers to the process of monitoring progress during and after instruction(Nelson & Price, 2007, p. 65)(65)

Assessment is defined as the gathering and synthesizing of information concerning students, learning, while evaluation is defines as making judgments about students learning. The processes of assessment and evaluation can be viewed as progressive: first assessment; then evaluation; evaluation(Echevarria, et al, 2004, p. (148)

Evaluation
Evaluation: Decision making about student performance and about appropriate teaching strategies (Woolfolk, 2005, p. 504). strategies

Evaluation is the process of gathering and interpreting evidence regarding the problems and progress of individuals in achieving desirable educational goals.

Formative Assessment
Formative Assessment: Happens during the lesson. Allows teachers to see how successfully students are progressing in relation to objectives Allows students to benefit from the teachers feedback while the lesson is still happening

Can tell teachers where to go next (review, spend more time, move on) Examples: Checks for Understanding Checks for understanding (CFU) are monitoring opportunities that, when done correctly provide teachers with excellent ways to evaluate whether students are learning (Nelson & Price, 2007). learning Observation Conversations with students

Summative Assessment:
Can happen at the end of a lesson, unit, school year, etc. Allows teachers to compare student performances to objectives and standards Tells the teacher whether a student has mastered the objective Helps shape future instructional plans Examples: Criterion Reference Tests Work Samples/Portfolios

Assessment can be many things for many situations. Assessment can be informal, formal, authentic, multidimensional, alternative, dynamic, written, oral, etc.! No matter what the type of assessment, it should emphasize learning rather than better grades or scores. Assessment information is not valuable if it does not lead to a course of action for the students (and teachers teachers) benefit(Hargett, 1998, p196).

Reliability
The consistency of a test includes: test-retest reliability Alternate form reliability Split half reliability (internal consistency)

Validity
Criterion-related validity Content validity Construct validity

So What is the Point?

Make sure you are testing what you want to test! Assessment and evaluation of proficiency in L2 should measure proficiency in L2, not other factors. Make sure assessment measures and expectations are clear.

When standards and expectations are clearly communicated to students, it also allows students to become partners in assessing their own progress(Hargett, 1998, p 199). Make sure that both formal and informal measures of assessment are free from bias. Have colleagues help.

Teacher-made Test
A test a teacher designs specifically for his or her student Teacher-made test can consists of variety of formats, including matching items, fillin-the-blank items, true or false questions, or essay.

The key to teacher-made tests is to make them a part of assessment not to separate them from it. Teachers also need to make adjustments in their tests for the various learning styles, multiple intelligences, and learning problems of the students in their classes.

Guidelines for teacher-made test:

-The following guidelines may help in the construction of better teacher-made test

Create the test before beginning the unit. Make sure the test is correlated to course objectives or learning standards and benchmarks. Give clear direction for each section of the test.

Arrange the question from simple to complex Give points values for each section (example: true or false {2 points}) Vary the question types (true/false, fill in the blanks, multiple choice, etc.) Limit to ten questions per type. Group question types together Type or print clearly Make sure appropriate reading level is used Include a variety of visual, oral, and kinesthetic tasks Make allowance for students with special needs.

Give students choice in every question to select. Vary levels of questions by using the three intellect verbs to cover gathering, processing and application questions. Provide a grading scale so the students will know what score constitutes a certain grade. Give sufficient time for all students to finish.

Tips in constructing test questions

True-False items Avoid absolute words Like, "all,"" never, "and" always." Make sure items are clearly true or false rather than ambiguous. Limit true or false question to ten. Consider asking students to make false questions true to encourage the higher order thinking

Matching items Limit list to between five and ten items. Use homogenous lists. Give clear instructions. Give more choices than there are questions.
Multiple Choice items State main idea in the core or stem of the question Use reasonable incorrect choices Make options the same length Include multiple correct answers.

Completion items Structure for a brief, specific answer each item Avoid passages lifted directly from text Use blank of equal length Avoid multiple blanks that sometimes make a sentence too confusing. Essay items Avoid all-encompassing question Define criteria for evaluation Give point value Use some HOT verbs like predict, or compare and contrast

Standardized Test
designed to have consistent questions, administration procedures, and scoring procedures. is it done so according to certain rules and specifications so that testing conditions are the same for all test takers.

 Standardized tests come in many forms, such as standardized interviews, questionnaires, or directly administered intelligence tests. The main benefit of standardized tests is they are typically more reliable and valid than non-standardized measures. They often provide some type of standard score which can help interpret how far a childs score ranges from the average.