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PART 1

Abegail T. Sonas
Weeks 1-2
November 22, 2010
V


 Part of the educational evaluation process

Ł whereby some tools or instruments are used to
provide a a


 of the
progress of students towards desirable educational
goals
Ú 
 V


 irst step towards elevating a field of study into

a science is to take measurements of the
quantities and qualities of interest in the field.
Ú 
 V


 We can measure physical quantities

Ł By m
 directly measurable quantities to
form derived quantities

ample
Ł Area of rectangular piece of paper
Ú 
 V


 n the field of educational measurement,

however,
Ł the a
 and a
 à
 are
more abstract, unseen and cannot be touched.
 

 
 


à



à


à
 

Ú 
 V


 nowledge of the subject matter

Ł Often measured through 

 
  T
STNG
Ł Can also be measured in another way
J We can ask a group of eperts to rate a student¶s (or
a teacher¶s) knowledge of the subject matter in a


 of 1-5. -> P
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PTON






 Once measurements are taken of an educational

quantity or quality of interest
Ł The net step is to
 the 
 à
 


à
 àà







ample
º
        


   
 obtained Based on the



by administering a achievement test
 

 of 
results, the school
Grade V pupils in a  
 officials can assess
school district §  
 



TARG
T: 


§ 
Achievement level =
    
à

-
 







 As part of the overall evaluation process, we

need specifically to find out if the learners are
actually learning (changing their behavior) as a
result of the training.
Ł This will show us whether the training has been
effective, which ultimately is the most important
issue.






 Assessment is a means of finding out what

learning is taking place.
 As well as specific knowledge and skills,
Ł we might also like to measure other changes in
behavior related to
J rpersonalityr,
J social skills,
J interests,
J learning styles, etc.
 The measurement itself can be done in different
ways:
J Ask the learner to recall facts or principles (e.g. What is
µ¶?).
J Ask the learner to apply a given or recalled fact or
principle (e.g. How does  help you solve this problem?).
J Ask the learner to select and apply facts and principles to
solve a given problem (e.g. What do you know that will
help you solve this problem?).
J Ask the learner to formulate and solve his or her own
problems by selecting, generating and applying facts and
principles (e.g. What do  see as the problem here and
how can  reach a satisfying solution?).






 a practice of collecting evidence of student

learning
 should be so designed that it assesses
Ł § 




à
 (i.e. learning
targets and content) and
Ł the 
à
that lead there.






 The 

 of assessment

Ł is to improve student learning.
 Assessment provides students, parents/guardians,
and teachers with r  
 concerning
Ł student progress and
Ł their attainment of the epected curriculum.
 Assessment should §

§
as
information to improve student achievement.
Ł Assessments are based on the levels of achievement
and standards developed for those curricular goals
appropriate for the grade.
 The concept of assessment for learning is not new. t is underpinned
by the confidence and belief that every student is unique and
possess the ability to learn, and that we should develop their
multiple intelligences and potentials.
 To promote better learning, assessment is conducted as an integral
part of the curriculum, learning and teaching, and feedback cycle.
The curriculum has set out what students should learn in terms of
the learning targets / objectives (e.g. knowledge, skills, values and
attitudes). Assessment, a practice of collecting evidence of student
learning, should be so designed that it assesses what students are
epected to learn (i.e. learning targets and content) and the learning
processes that lead there. Different modes of assessment are to be
used whenever appropriate for a comprehensive understanding of
student learning in various aspects. eedback can then be given to
students and teachers to form basis on decisions as to what to do to
improve learning and teaching.
 x

 






 Assessment in school can be formative and

summative
Ł depending on the purpose for which the assessment is
designed.

 ormative assessment is carried out informally or

formally in 
 classroom learning and teaching
throughout the school term/year.
Ł The primary purpose is to feedback learning and
teaching.

 n contrast, summative assessment is conducted at

the end of the learning and teaching process.
Ł t focuses on the product of learning mainly and is
primarily used for measuring what a student has learned
and how much has been achieved at the of the
school term/year.
Ú 

 Process of   and  evidence
Ł regarding the problems and progress of
individuals in achieving desirable educational
goals
Ú 

 mplies that measurements and assessments of
an educational characteristic 
 
and that it is now desired to 
 
 
  on the 
à
à
à.
Ł n evaluating an outcome, we consider the
objectives of the educative process and analyze
J § the outputs and outcomes
  the
objectives and
J to §
these outputs and outcomes satisfy
these objectives
2  

Ú 

 Chief:
Ł To improve the individual learner
 Others
Ł To maintain standard
Ł To select students
Ł To motivate learning
Ł To guide learning
Ł To furnish instruction
Ł To appraise educational instrumentalities
O 

Ú 

 › 
Ł
nable one to clarify goals
Ł Check upon each phase of development
Ł Diagnose learning difficulties
Ł Plan carefully for remediation