1. AsseSSment
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2. My role Share things that I know of Am not an expert on education
Act as a facilitator
Share things that I know of
Am not an expert on education
Am open to learn new things or learn new ways of doing things for the better
What I am facilitating here? For building an awareness, providing a framework and food for thoughts, demonstrating ICT for building effective assessment strategy for our own course
There are many many more things that I do not know about .. So I am not an expert and open to know new things from you, so please feel free to share with IQAC
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3. Workshop learning outcome
After the end of this workshop the participants will be able to
Define assessment
Relate the learning outcomes with assessment
Relate the Bloom’s cognitive levels with assessment
List types of assessment
Explain the purposes of assessment
Explain attributes of assessment
Define TOS
Prepare TOS for individual’s course
List the characteristics of MCQ
Make MCQs ensuring higher order learning
Design rubrics for assessment
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4. Introduction to assessment
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5. What is assessment?
The process of gathering and judging evidence in order to decide whether a person has achieved an outcome
Gathering evidence
Activities: Quiz, CTs, Exams, Assignments etc.,
Performance: Presentation, Viva, Debate, etc.
Judging evidence: Scoring the activities and performance
Assessment is the art and science of knowing what students know
It provides “evidence” of students’ knowledge, skills, and attitudes
“Evidence” supports instructors’ inferences of what students know and can do
It guides and informs instruction
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6. A paradox
It’s a paradox in our educational system that a student can make all ‘A’s and still not understand a principle, concept, or idea.
Lack of alignment between outcomes and assessment techniques
University should emphasize higher order learning, i.e., creation, characterization and naturalization
“Education is that which remains after we’ve forgotten everything we learned.” B. F. Skinner
What are the six levels of learning? If the knowledge is in the level of remembering, what can we expect? It will be lost with the passage of time.
We should emphasize higher order leaning. How much should we do it? It depends on what is our vision with our graduates and the quality of raw students that we get. If we can fulfill the HOL, the saying of B. F. Skinner will be true … Example driving … if it is in the level of naturalization, it always stays with us.
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7. Teaching-learning-Assessment flow
The teachers teaches through Instruction methods
The students learns through activities: passive learning and active learning
The teachers evaluates through activities
Design Program Outcome
Design Course Outcome
Design Lesson Outcome
Deliver Lessons
And
Activities
Assess Outcome
Alignment
Alignment
Alignment
Alignment
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8. Teaching-learning-assessment flow
Learning Outcomes
Learning Activities
Assessments
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9. Getting the right input students who are capable and equally motivated to achieve the learning outcomes for the program is always important
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10. Learning: Types 1. Cognitive 2. Affective 3. Psychomotor Remember
Receiving Awareness, willingness to hear.
Imitation Observing and patterning behavior
Understand
Responding Active participation
Manipulation to perform certain actions by following instructions and practicing
Apply
Valuing The worth or value a person attaches.
Precision Refining, becoming more exact
Analyze
Organization Organizes values into priorities
Articulation Coordinating a series of actions, achieving harmony and internal consistency
Evaluate
Characterization Internalizing values
Naturalization Having high level performance become natural, without needing to think much about it.
Create
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11. Domains/Levels of Assessment
Cognitive is for mental/intellectual skills (Knowledge)
Affective is for growth in feelings or emotional areas (Attitude)
Psychomotor is for manual or physical skills (Skills).
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12. Levels of Assessment (Cognitive)
1.1: Recall or Remember (Knowledge)
1.2: Understand (Comprehension)
1.3: Apply (Application)
1.4: Analyze (Analysis)
1.5: Evaluate (Evaluation or Judgment)
1.6: Create (Synthesis)
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13. IQAC, UIU

14. Questions Adopting Bloom’s: example
List four major learning theories.
Explain how constructivists evaluate new information with old knowledge.
What is the use of knowing learning theories?
What are the differences between behaviourism and constructivism?
Which learning theory best applies for psychomotor learning?
Propose a research topic with specific objectives on the use of learning theories.
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15. Learning outcome format
Do – What – (how) format
Action verb needs to be specific and measurable
Bad example – the students will be able to understand the bloom’s taxonomy
Good example – the students will be able to explain the bloom’s taxonomy in cognitive, psycho-motor and affective domain
The action verb dictates where we want to take students – higher order or lower order learning
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16. Purpose of Assessment Testing student’s mastery on the course content
Judging mastery of essential skills and knowledge
Measuring improvement over time
Way of ranking the students
Motivating students for further study
Giving recognition and inspiration to the students as they deserve
Diagnosing student’s difficulties (Rubric)
Evaluating teaching contents and strategies
Evaluating the effectiveness of the course
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17. Assessment category Two Broad Categories
Formative Assessment – Short term assessment such as classroom assessment techniques (CAT)
Summative Assessment – Long term assessment such as comprehensive final exams
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18. Assessment methods (1) Selected Response (2) Extended Written Response
(3)
Performance
Assessments
(4)
Personal
Communication
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19. Assessment methods (1) Selected Response
Students select the correct/best
response from a list provided
Multiple choice, true/false, matching,
short answer, fill-in questions
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20. Assessment methods (2) Extended Written Response
Students construct a written answer
in response to a question or task
Compare … Analyze… Interpret….
Solve a problem and explain work…
Describe in detail…ESSAYS
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21. Assessment methods (3) Performance Assessments
Assessment is based on observing
a performance/product and making a judgment
Performances:
*playing an instrument,
*carrying out steps in an experiment
*speaking in a foreign language
*working productively in a group
Products:
*term paper
*lab report
*work of art
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22. Assessment methods (4) Personal Communication
Determine what a student has learned
through personal interaction with them
*Asking questions during instruction
*Interviewing students in conferences
*Giving examinations orally
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23. Which is the best method?
(1)
Selected
Response
(2)
Extended Written
Response
(3)
Performance
Assessments
(4)
Personal
Communication
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24. Quality attributes of assessments
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25. Quality attributes of assessments
Validity – does it measure what it is supposed to measure?
Reliability – does it produce consistent results?
Practicability – is it practical in terms of time and resources?
Difficulty – are the questions reasonable and fair?
Discrimination – is the method discriminate good performers and poor performers
Depth of knowledge – does it test deep thinking?
Newble D, Cannon R. A Handbook for Medical Teachers. London: Kluwer Academic Publishers; 1994:
Newble D, Cannon R. A Handbook for Medical Teachers, 1994
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26. Levels of Assessment (Cognitive)
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27. Assessment Should also Satisfy Learning Styles of Students!!
Auditory
Visual
Kinesthetic
Three primary styles are:
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28. TOOLS
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29. QUIZ
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30. TOS
Rubric?
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31. Table of specifications
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32. Table of
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33. Sample of TOS
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34. Analysis of questions with Bloom’s Taxonomy
Bloom’s levels of Cognition
Question no
Marks per question 1 2 3 4 5 6 10 7 15 9 14 8
Total marks 80 31 25
Total % in each level
11.3%
38.8%
31.3%
7.5%
2.5%
8.8%
% Marks in levels (1&2: 3&4: 4&5)
50%
39%
11%
Ratios in levels (1&2: 3&4: 4&5)
This grid was used for the analysis of questions according to Bloom’s Taxonomy levels.
Horizontally the levels of Bloom’s were included
Vertically the marks allocated to each question is shown
The marks were linked proportionally to one or more of the six levels of Bloom’s Tax
The marks from each level were added and the % distribution of the marks through the levels of Bloom’s calculated
So far this method has been used by many researchers
A further step was taken in this study to simplify the results and to make easy comparison possible between papers
Two levels of Bloom’s were combined and a ratio was calculated.
The use of these ratios represents a new approach to the analysis of the depth of cognitive knowledge
This ration indicates that more or less 40% of the of the questions were basic factual knowledge and understanding
50% questions required from the students higher order thinking - application & analysis and
10% requires evaluation and judgment
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35. Tea beak
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36. IQAC, UIU

37. IQAC, UIU

38. IQAC, UIU