3. ASSESSMENT FOR LEARNING

4. DEFINITION Assessment Any systematic method of obtaining evidence from posing questions to draw inferences about the knowledge, skills, attitudes, and other characteristics of people for a specific purpose  Assessment is the systematic process that allows us to answer the question, “Are we accomplishing what we have set out to do?”

6. ASSESSMENT OF LEARNING Assessment of learning refers to strategies designed to  Confirm what students know,  Demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or  To certify proficiency and make decisions about students’ future programs or placements.

7. ASSESSMENT FOR LEARNING The term 'Assessment for Learning' (AfL) was coined in 2002 by The Assessment Reform Group (ARG), based on research that had begun in 1998 by Black and Wiliam.

9. ASSESSMENT FOR LEARNING Assessment for learning is the process of seeking and interpreting evidence for use by teachers and learners  To decide, where learners are in there learning  Where they need to go  How best to get there

10. CONCEPT OF ASSESSMENT  Assessment is inherently a process of professional judgement.  Assessment is based on separate but related principles of measurement evidence and evaluation  Assessment decision- making is influenced by a series of tensions

11. CONCEPT OF ASSESSMENT (Contd..)  Assessment influences student motivation and learning  Assessment contains error  Good assessment enhances instruction  Good assessment is valid

12. CONCEPT OF ASSESSMENT (Contd..)  Good assessment is fair and ethical  Good assessments use multiple methods  Good assessment is efficient and feasible  Good assessment appropriately incorporates technology

13. PURPOSES

14. Cont…….  Compare learner performance to learning outcome.  Help learners make decisions about their next action.  Monitor students’ ongoing progress  Assess teaching methods  Revise the program

15. Cont…  Provide information to stakeholders.  Assess a learner’s background knowledge.  Determine learner satisfaction.  Develop self-assessment in learners.

16. Seven strategies for assessment for learning

17. KNOW WHERE THEY ARE GOING 1.Clear vision of the learning target 2. Example for the strong and weak work KNOW WHERE THEY ARE NOW 3.Offer regarding descriptive feed back 4.Teach students to self assess and set goals

18. KNOW HOW TO CLOSE THE GAP 5. Focus on one aspect of quality at a time 6.Teach students focused revision 7.Engage students in self reflection

19. CRITERIA IN CHOOSING ASSESSMENT

20. Cont…….  It should be reliable  It should be valid  It should be simple to use and should not to be costly  It should be seen by students and society in general  It should be benefit all students

21. THE MEMBERS INVOLVED IN ASSESSMENT OF LEARNING

22. Cont…  The teacher  Student  Student’s peer  Administrator  Parents

23. DIFFERENCE BETWEEN ASSESSMENT OF LEARNING AND ASSESSMENT FOR LEARNING

24. Cont…. PURPOSE AOL AFL To find out what students know understand and can do. To measure the progress they have made To help the students learn. it enhances learning process TIMINGTerminal(after learning) Ongoing (during learning) EXAMPLESTest and examsQuestioning Feedback Peer and self assessment CONTROLTeacher and externalTeacher and student

25. ASSESSMENT PROCESS Process Aims Action Assessment Adjustment

26. FLOW CHART DESCRIBING THE ASSESSMENT PROCESS

27. Identify assessment methods and targets of each learning outcome Inventory existing and needed assessment methods Define program student learning outcomes Define program goals Define program mission Organize for assessment PLAN

28. CONT.. Review information Monitor change and compare results Implement change Provide feed back Analyze results Collect data DO CHECK ACT

29. TYPES OF ASSESSMENT OF LEARNING

30. Cont…. Need assessment  To determine the knowledge, skills, abilities and attitudes  To assist with gap analysis and courseware development  Determines the variance between what a student knows and what they are required to know.

31. Cont…  Criterion-referenced assessment  It is related to agreed criteria Examples  Intended learning outcomes  level descriptions

32. Cont…  Norm-referenced assessment To measure a student’s performance in relation to the achievements of other students.

33. Cont…  Reaction assessment 1. Assess the reactions and opinions of students about their learning experience. 2. Gathers opinions from the students about what they thought of the course materials, the instructor, the learning environment, 3. The directions to the facility and any audio-visual support.

34. Cont…  Diagnostic assessment An assessment that is used to identify participants  The needs  Prior knowledge

35. Cont….  Formative assessment  Conducted throughout teaching and learning  Plan the next steps in instruction  Provide students with feedback  Help students see and feel how they are in control of their journey to success e.g. practice tests and exams

36. Cont…  Summative assessment  They sum up the knowledge or the skills of the person taking the test.  Provides a quantitative grade and  Makes a judgment about a person’s knowledge  Which provide a quantitative score

38. THE STAKES OF AN ASSESSMENT

39. Cont... These stakes are identified as: High Medium Low

40. FACTORS DETERMINING THE STAKES OF AN ASSESSMENT

42. CONSEQUENCES LOWMEDIUMHIGH FewSomeMajor DECISIONS Few and easily reversed Can be reversed Difficult to reverse OPTIONS FOR PRACTIONER Refine studies Pass fail or work hard Pass or fail MOTIVATION TO CHEAT LowMediumHigh ID INDIVIDUAL No importantMay be importantVery important PROCTORING REQUIRED NoSome times Always and constant DEVELOPMENT EFFORT MinorMediumMajor CHECK RELIABILITY AND VALIDITY RarelySME Psychometrician

43. ASSESSMENT TYPE ASSESSMENT USE ASSESSMENT STAKES EXAMSUMMATIVEMEDIUM,HIGH TESTDIAGNOSTICLOW,MEDIUM QUIZFORMATIVELOW SURVEYNEEDS, REACTION & DIAGNOSTIC LOW NATURE OF ASSESSMENTS

44. ASSESSMENT METHODS 1. Direct assessment method 2. Indirect assessment method

45. Direct assessment method  Course-related assessment Capstone Course Assignments/projects Case Studies Classroom Assessment Content Analysis

46. Cont….. Course-embedded Questions and Assignments Portfolios Essays Theses, research and projects, publications Awards/grants received

47. Cont… Standardized assessments Other Transcript analysis Placement record of graduates

48. Indirect Assessment Methods Institutional and Program Surveys Alumni Surveys Employer Surveys Graduating Seniors and Graduates Surveys Student Satisfaction Surveys

49. Cont….. Other Focus groups Interviews( faculty members, graduating students, alumni) Interactive - eAssessment involves assessment mediated through ICT, for instance quizzes, online texts, etc. That allows students to demonstrate their advanced skills, to role-play and to construct responses developed through social interactions.

50. GUIDELINES FOR SELECTING ASSESSMENT METHODS

51.  The evidence you collect depends on the questions  Use multiple methods to assess each learning outcome  Include both direct and indirect measures  Include qualitative as well as quantitative measures.

52. Cont…  assessment should assess the strengths and weaknesses of the program.  Enlist the assistance of assessment and testing specialists to create, adapt, or revise assessment instruments  Use established accreditation criteria for assessment program

53. PRINCIPLES OF ASSESSMENT FOR LEARNING

55. Cont….  Emphasises the interactions between learning and manageable assessment strategies that promote learning  Clearly expresses for the student and teacher the goals of the learning activity  Reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

56. Cont…  Provides ways for students to use feedback from assessment  Helps students take responsibility for their own learning  Is inclusive of all learners

58. Levels of assessment Measure the reactions of participants after learning experience Measures whether or not a student achieved the learning objectives during the learning event Measures whether learners were able to apply their new knowledge and skills to their job Concerns results Measures return on investment.

59. APPROACHES TO ASSESSMENT OF LEARNING

60. Cont…. 1. Classroom assessment 2. Assessment of concept 3. Assessment of generalization 4. Assessment of attitudes 5. Assessment of habits and hobbies 6. Assessment of individuals

61. 1.Classroom Assessment Three issues are important for assessment for student learning in the classroom. Data: The data indicate whether learning has occurred or not The Reference : An assessment requires a reference that is used for comparison

62. Cont… Tools and Techniques :collected by using  Paper/pencil Tests  Systematic observation  Participant observation  Clinical Tools

63. 2.Assessment of Concept The assessment of a concept could be done by: Seeking examples through the process of recall or recognition; Asking students to identify a non-example from a given list;

64. Cont.. Seeking the characteristics /attributes of a concept; Asking students to identify similarities and differences between two related /Unrelated concepts; Asking them to supply either part or full definition of a concept

65. 3.Assessment of Generalization  Relationships between two or more concepts or statements about a concept.  Based on a set of observations, evidences, events, and examples  Generalizations are abstractions made from concrete experiences.

66. 4.Assessment of Attitudes The attitude towards  what they learn  how they learn,  teachers and peers,  the educational set up

67. 5.Assessment of Habits and Hobbies  Behaviour which one acquires through repetitive practice.  One would be aware and analytical at the time of its acquisition  Most of our psychomotor behaviours' are acquired through repetitive practice

68. 6.Assessment of individuals 4 major approaches to the assessment of individuals:  Psycho educational assessment Include assessment of intelligence as well as achievement.

69. Cont… Assessment of behavior Rely on direct observation of the behavior(s) of concern using techniques Assessment of adaptive behavior Typically yields much detailed information about the level of adaptive functioning

70. CONT… Functional behavioral assessment To identify relationships between  personal and/or environmental events  occurrence or non occurrence of target behaviours.

71. THE BENEFITS OF COMPUTERISING ASSESSMENTS

72. Cont..  Possible to obtain valuable results almost instantly  Improves the quality of learning and satisfaction of the learners  Provide practice exercises with instant feedback Can have an enormous impact upon the bottom line and regulatory compliance.  Improve customer service, improve response times,

74. CONCLUSION Current assessment systems tend to be un- economical, time consuming, not cost effective and demotivating both for learners and teachers. They generally do not take into account individual learner differences and needs, Re- thinking assessment forms part of a larger drive to effect change across the curriculum. 