Fabíola Irafasha

Psychological Aspects of Evaluation

Bachelor's Degree in Mathematics Education

Rovuma University
Nampula
2022
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Fabíola Irafasha

Psychological Aspects of Assessment

Evaluative Character Work of the course of

Bachelor's Degree in Mathematics Education to be
submitted to the Department of Education and
Psychology under the guidance of Psychology of
Learning:

MA.: Gil Pedro Licaneque

Rovuma University
Nampula
2022
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Index

1 Introduction............................................................................................................................4

2 Aspects psychological assessment

3 Evaluation School

3.1 Diagnostic Assessment..................................................................................................5

3.2 Formative Assessment

3.3 Summative Assessment......................................................................................................6

4 Elaboration of Test Questions.....................................................................................7

4.1 Type Questions regarding the Writing...........................................................................8

5 Classification two Tests......................................................................................................9

6 Conclusion..........................................................................................................................10

7 References bibliographic.................................................................................................11
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1 Introduction
The present work of the Learning Psychology course arises within the scope of
activities guided by the subject teacher with a view to fulfilling the thematic plan and
it aims to address the psychological aspects of assessment in the Teaching Process
Learning (PEA). These well-coordinated and articulated psychological aspects allow for
scope of the objectives previously outlined by the teacher.
In general, this work seeks to analyze the psychological aspects of evaluation.
of the Teaching Learning Process (PEA) and, specifically, it is expected to achieve the
the following objectives:
Identify the psychological aspects of the evaluation;
Describe the psychological aspects of the PEA evaluation;
Explain the importance of mastering the psychological aspects of assessment.
In her approach, the author based her work on bibliographic consultations that consisted of
search, reading, analysis, censorship and synthesis in works, internet sources and scientific articles that
address the subject currently under study.

As for the structure of the work, it follows the following organization: introduction,
development where the aspects we referred to and the study of the type of
questionnaire to be applied depending on the level at which the teacher works, conclusion and
bibliographic references.
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2 Psychological aspects of evaluation

The teacher's activity consists of three essential moments: the planning of
classes, the execution of the classes, and the evaluation of the classes. So far, we have focused on aspects

psychological aspects related to the concept of learning, learning theories,

educational objectives, psychological aspects of the teaching-learning process such as
motivation, thought in learning, memory in learning. It has arrived the
moment to study the psychological aspects of assessment so that it is able to measure
to what extent the educational objectives formulated in each lesson will have been achieved.

3 School Evaluation
School assessment is defined by[CITATION Jos94 p 196 l 2070 ]as an appreciation
qualitative assessment of student performance in the teaching-learning process.
The performance of students in the teaching-learning process relates to the achievement of
expected outcomes in the cognitive, affective, and psychomotor domains expected in
program of a subject and chapter and class. The determination of expected results
it involves the obvious consideration of the objectives of each subject program, chapter, and class.
At the end of a course module, chapter, and lesson, one expects to achieve a certain
behavior in the cognitive, affective, and psychomotor domains, using certain means and
with a certain measurement standard. Based on the objectives of each subject program,
chapter and class the teacher selects the contents to be evaluated, which is reflected in the
elaboration of the types of questions or tasks or activities to be presented to the students.

The assessment allows the teacher to verify the following aspects:

The level of expected behavior reach in the cognitive, affective and domains
psychomotor
The level of cognitive, affective, and psychomotor development of the students, their
progress and difficulties;
The adequacy of the content, methods, means, and forms of evaluation
used.
Thus, evaluation fulfills the functions of diagnostic and didactic-pedagogical.
The assessment can be diagnostic, formative, and summative.
3.1 Diagnostic Evaluation
The diagnostic assessment aims to measure the current state of the student ’s development in
cognitive, affective and psychomotor domains in a specific subject, chapter or class.
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Teachers often start teaching a subject in a class

applying a test to measure knowledge, skills, and abilities.
This initial test is called a diagnostic test and serves as a starting point for the teacher.
plan a program and activities to overcome gaps for students with difficulties,
to update the students so that they understand the new content, considering
thus the individual characteristics of the students.
3.2 Formative Assessment
Second[CITATION Ron94 93 2070 ]the notion of formative assessment should be attributed to Landsheere
the Landsheere that define them in the following ways:
The formative assessment should create a situation of progress and recognize where and in what
the student has difficulties and helping him to overcome them. This assessment does not translate into levels and,

much less in numerical ratings. It is information in feedback for

student and teacher[CITATION Ron94, p. 91, l. 2070].
The formative assessment aims, on one hand, to verify the level of partial and final achievement of
expected results in the cognitive, affective, and psychomotor domains in the process of
a class or set of classes. This assessment allows the teacher to stimulate the
a student correcting themselves when they encounter difficulties, for example, by asking questions,

advising, giving hints or assigning additional tasks to students so that they can achieve
the expected results. After addressing a certain content, the teacher can place
the students solving the exercises of a worksheet.
The teacher may walk around the room, observing the progress of the exercises and, to
the students who correctly complete the exercises, write correctly in their notebooks, in
if they have finished, give them an additional form.
For the students with the incorrect exercises, ask them to focus on the exercise and the
lead them to check the steps in which each one will have erred and that
by itself continue until the correct resolution and, consequently, the teacher stimulates
symbolizing the answer as correct.
As can be seen, formative assessment aims to start from the current level of knowledge,
skills and aptitudes to, through the individualization of teaching-learning, lead the student
within the reach of the expected results in the cognitive, affective, and psychomotor domains.

3.3 Summative Evaluation

Second[ CITATION BRU94 2070 ]Summative assessment refers to the overall judgment after
conclusion of a project. Applied to the school context, summative assessment refers to the
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appreciation of the student's performance at the end of chapters (or) teaching programs of a
discipline. As can be seen, the summative assessment aims to rank students.

4 Preparation of Test Questions

Tests can only be correctly developed if, first of all, certain conditions are met.
consideration of the aspects related to the formulation of the issues. Such formulation requires the

consideration of aspects related to the level of requirements and their wording.

Regarding the level of demands, one must consider the levels of cognitive domain, of
Bloom's taxonomy. Test questions can have different levels of demand in terms of mastery.
cognitive that must still remember, namely, that of essential knowledge,
comprehension, analysis and synthesis, application and evaluation.

The level of demand for essential knowledge corresponds to the reproduction of information.
learned and fixed previously.
Say the name, the facts, the number, the date, the location;

What is it?

Define, say the concept of.

The level of comprehension demands signifies the presentation of learned content.
previously in the form of their meanings or explaining in their own
words.
The comprehension level questions appear in the following form:
Say the synonym of;
Say in your own words what you read.
The level of requirements for analysis and synthesis concerns the relationship of knowledge.
through the decomposition of the contents, discovering their common characteristics and more
essentials and their respective classification. The questions of the level of analysis and synthesis present

the following way:

Characterize, compare, differentiate, indicate the characteristics, analyze, synthesize.....
As can be seen through the examples, the questions present different levels of
requirements, forming a hierarchy in which the highest demands are those of analysis
and synthesis and application, and the lower ones are oriented towards essential knowledge and
comprehension.
Thus, when designing test questions, the teacher should include questions that
arrange the levels of cognitive domain requirements according to the objectives
placed.
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The test questions can be oriented towards the affective domain, that is, to the measurement of attitudes,

feelings. Questions directed at the affective domain may take the following form:
What do you think about the coexistence of people living with HIV/AIDS and those who are not?
carriers?
What is your opinion on the use of burning to clear land for
agriculture?
The questions of the tests can be oriented towards the psychomotor domain, to aspects related to
sensory-motor coordination, movement of the muscles.
The Portuguese language teacher asks the student to read a text in the Reading class and
Interpretation and check how the student pronounces the words, the reading speed, the
intonation.
4.1 Type of Questions Regarding Writing
The test questions can be objective and subjective.
Objective questions are questions that require exact, unequivocal answers, limiting the
student's freedom of response.
These questions fall into: multiple choice questions, alternative questions,
Matching questions, filling in blank spaces, ordering, and captioning.
Second[CITATION Ron94 p 97-98 l 2070 ]multiple choice questions present
statements and several possible answers for the student to identify the answer or answers
certain, possibly presenting the following variants:
Identification of the only correct answer;
Identification of the best answer;
Discovery of the only false answer;
Discovery of all the correct answers;
Discovery of the answer that provides the exact order of a series of responses.
The alternative questions present two answers from which the student has to choose one.
They present the following variants: true/false questions, either/or questions.
[CITATION Ron94 98 2070 ]define pairing issues as follows: They are
given two lists of items to the student, who must associate each element of the set on the left
to an element of the list on the right.
This association can be simple or multiple. It is simple when the association is of one
element for a single other element and multiple when the association occurs with one
element for more than one element.
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The fill-in-the-blank questions consist of sentences that have

spaces to be filled in with the word, the expression, the number, or the date
exact.
The sorting questions consist of the following procedure: the student is presented with
a series of statements or phrases in a random order, and you are asked to arrange them
according to a specific scheme (Abrecht, 1994: 98).
The subtitling questions require the student to fill in the names of elements of
presented drafts.

5 Classification of Tests
Tests can be classified according to the wording of questions and their frequency. Regarding the
writing questions tests are classified as objective and subjective and regarding the
periodicity classify - The objective tests if in diagnostic, permanent, periodic and
finals.
They present objective questions, closed questions that require unique, exact answers.
while subjective tests present subjective, open questions that provide a
certain freedom of response to students.
Diagnostic tests are conducted at the beginning of a subject aimed at measuring the level of
student in the cognitive, affective, and psychomotor domains, in order to start from the current level of

student and create basic conditions for all students to be able to learn the
new content without gaps. Diagnostic tests are also referred to as initial tests.
Permanent tests are conducted daily to measure the student's progress.
their difficulties, in order to lead the teacher to raise the student's level. These tests
they are presented in the form of Oral and Written Calls, Consolidation Exercises
journals, questions directed to students in classes.
The periodic tests take place at the end of a time determined by the school, group of
discipline to measure the level of achievement of teaching-learning objectives
chapters taught in order to classify students and also to take measures to
improvement of students' school performance, as well as teaching practices and
learning.
Final exams take place at the end of a term, semester, and year, taking the form of
of final tests and examinations, covering content from a trimester, semester, and year with the

end of classifying student performance.

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6 Conclusion
Upon completing the work, it concludes that the students' performance in the teaching process
learning relates to achieving the expected results in cognitive domains,
affective and psychomotor expectations in the program of a discipline and chapter and class, hence
It is up to the teacher to take into account the three primordial conditions, which is the planning of their

activities, execution and evaluation aimed at measuring the level of perception of the subject by the party

two students.
Throughout the work, we emphasize that these assessments should be gradual, starting.
first by the diagnosis aimed at assessing the predisposition and prior knowledge of
student, it will be followed by the formative and finally the summative.

And finally, we highlight the issue of the types of questions to apply to the student in which we saw that

they must take into account the level of knowledge of the student and that they are classified as
objectives (those that are based on straight and closed questions) and subjective (the questions
open discussions where the student is free to express their point of view.
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7 Bibliographic references

ABRECHT, R. (1994). Formative Assessment. Rio Tinto, Portugal: ASA Editions.

BRUNER, H., & ZELTNER, R. (1994). Evaluation of the Teaching and Learning Process:
gains and setbacks. São Paulo: UFMG.

LIBÂNEO, J. C. (1994). Didactics. São Paulo: Cortez.