PROF ED 107- ASSESSMENT FOR LEARNING
UNIT 1 PRELIMINARY CONCEPTS AND RECENT TRENDS
A. What is educational assessment?
B. Common technologies
C. High quality assessment components
D. Recent trends and focus
Intended Learning Outcomes”
1. Explain the basic concepts and principles in educational assessment;
2. Discuss on the role of assessment in making instructional decisions to
improve teaching and learning;
3. Reflect on and discuss the applications and implications of assessment to
teaching and learning.
Educational Assessment
It is the systematic process of documenting and using empirical data on the
knowledge, skill, attitudes, and beliefs to refine programs and improve student learning.
Basic Principles of Educational Assesment
Assessment should be Fair, it must: measure a student's ability in the subject they
have studied. effectively differentiate student performance. ensure no student is
disadvantaged, including those who speak English as a second language.
Assessment should be Valid, Validity ensures that assessment tasks and associated
criteria effectively measure student attainment of the intended learning outcomes at the
appropriate level.
Assessment should be Authentic, The assessor must be sure the evidence belongs to
the learner and not someone else. If the evidence was developed by a group of people,
then the assessor must access supplementary information that specified the learner's
contribution.
Assessment should be Reliable, There is a need for assessment to be reliable and this
requires clear and consistent processes for the setting, marking, grading and
moderation of assignments.
Assessment should be Current, The assessor must be sure the evidence belongs to
the learner and not someone else. If the evidence was developed by a group of people,
then the assessor must access supplementary information that specified the learner's
contribution.
Assessment should be Sufficient- The quantity of the evidence must be appropriate so
the assessor has sufficient information on which to make a judgement. If insufficient
evidence is provided, the assessor must be able to provide guidelines on the
requirements for the next attempt.
BEE-EGE-2-1 PROF ED 107
Assessment should be Comparable
Assessment should be Manageable The scheduling of assignments and the amount of
assessed work required should provide a reliable and valid profile of achievement
without overloading staff or students.
Alternate form of Reliability
Assessment 1
Assessment 2 Students in Same
Class A result
Assessment 3
Types of Educational Assessment
Before the class formally start, a teacher communicated the intended learning outcome
to them and that is, “At the end of the session, the students can multiply integers with
precision and accuracy”.
Then he let his students answer a drill on addition of integers. He let them examine the
sign of the sum.
When they are done with the drill/activity,he gave immediate feedback.
After ascertaining their readiness to focus their attention to the new lesson, he started
introducing multiplication of integers. (ASSESSMENT FOR LEARNING??)
Assessment FOR Learning
It is an assessment that takes place while the learner is still engage in the
learning process.
It is also called as formative assessment.
The essential element for this type of assessment is that it enables learners to
get feedback while they’re still engaged in the learning process.
Teacher’s Roles in Assessment for Learning:
Assessment for learning occurs throughout the learning process. It is interactive
with teachers;
Aligning instruction
Identifying particular learning needs of students of groups.
BEE-EGE-2-1 PROF ED 107
Selecting and adapting materials and resources.
Creating differentiated teaching strategies and learning opportunities for helping
individual students move forward in their learning.
Providing immediate feedback and direction to students.
Assessment OF Learning
The purpose of this kind of assessment is usually SUMMATIVE and is mostly
done at the end of a task, unit of work etc.
Teacher’s Roles in Assessment of Learning:
Teachers have the responsibility of reporting student learning accurately and fairly, based on
evidence obtained from a variety of contexts and applications. Effective assessment of learning
requires that teachers provide:
A rationale for undertaking a particular assessment of learning at a particular point int
time.
Clear descriptions of intended learning
Processes that make it possible for students to demonstrate their competence and skill
Assessment AS Learning
- Through this process students are able to learn about themselves as learners and
become aware of how they learn- become metacognitive (knowledge of one’s own
thought processes).
- Students reflect on their work on a regular basis, usually through self and peer
assessment and decide (often with help of the teacher, particularly in the early stages)
what their next learning will be.
ASSESSMENT AS LEARNING MONITORING METACOGITION
ASSESSMENT AS LEARNING FEEDBACK
Teacher’s Roles in Assessment as Learning:
“The teachers’ role in promoting the development of independent learners through
assessment as learning is to:
Model and teach the skills of self-assessment
Guide students in setting their own goals, and monitoring their progress toward
them
Provide exemplars and models of good practice and quality work that reflect
curriculum outcomes.
Work with students to develop clear criteria of good practice.
“Change is the end result of true learning.”
-Leo Buscaglia
BEE-EGE-2-1 PROF ED 107
