ASSESSMENT STRATEGY

Prepared by: Tong Shih Lian

Nur Izzatie Umayrah
DEFINITION
Assessment is the process of gathering and interpreting
evidence to make judgments about student learning.

Used by learners and their teachers to decide where the

learners are at in their learning, where they need to go, and
how best to get there.

Improve learning, inform teaching, help students achieve the

highest standards they can and provide meaningful reports on
students achievement.
Types of Assessment
Formative Assessment- is assessment for learning.
It is used at the beginning of an instructional period
and during the process of instruction as teachers
check for student understanding.
also includes assessment as learning, where students
reflect on and monitor their own progress.
 Summative assessment is assessment of learning.
It is used towards and at the end of the instruction
period.
Summative assessment data provides teachers with
information about how effective teaching strategies
have been, time needed for instruction and how to
improve teaching for future students
Multiple Choice Questions
Can be useful for formative assessment and to
stimulate students' active and self-managed
learning.
Improve students' learning performance and their
perceptions of the quality of their learning
experience (Velan et. Al. 2008)
MCQ tests are strongly associated with assessing
lower order cognition such as the recall of discrete
facts.
When to use?
Gather information about students' pre-course
understanding, knowledge gaps and misconceptions,
to help plan learning and teaching approaches.

Test students' broad knowledge of the curriculum

and learning objectives.
Benefits
MCQ tests can aid teaching and learning by, for
example:

Providing students with rapid feedback on their learning.

Allowing objective scoring. There can be only one right answer

to a well-designed question, so marker bias is eliminated.

Being immune to students' diverse capabilities as writers.

Challenges
Are time-consuming to develop and require skill and expertise
to design well

Are generally acknowledged to be poor at testing higher

order cognition such as synthesis, creative thinking and problem
solving

Have been shown, when they are used for summative

assessment, to encourage students to adopt superficial
approaches to learning ( Scouller, 1996)
Constructing an MCQ test
Well in advance of an MCQ test, explain to students:

the topics being covered

the structure of the test
whether aids can be taken into the test (for
example, calculators, notes, textbooks, dictionaries)
how it will be marked, and
how the mark will contribute to their overall grade.
 3-5 answers is a reasonable range of options.
Plausible distractors: wrong answers shouldn't be
obviously wrong.
Concept motivation: Each wrong answer should be
motivated by a specific misconception.
A classic example is 27+35, with answers: 62
(correct); 52 (didn't carry); 512 (didn't regroup);
and 53 (carried to same column)
Why choose MCQ as a way of
assessment?
a. To assess how student are interpreting the concepts
presented & reconciling them with existing
information (no; misconception: MCQ just for
assessment)

b. To identify the weakest students for extra help from

helpers (no; misconception: MCQ doesn't affect
instructor action, doesn't use info about specific
misconceptions)
 c. To measure the fraction of the class who understand
the lesson before moving on.

d. To inform the most effective way of continuing the

lesson (Yes. Formative assessment is ultimately about
delivering effective lessons.)
THANK YOU!