1. Learning Assessment Learning Teaching Dr. Md. Mozahar Ali
Professor, Agril Extension GTI, BAU, Mymensingh
mail:
Cell No.:

2. Enduring Understandings
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.

3. “Education is that-- which remains after we’ve forgotten everything we learned.”
B.F. Skinner

4. Teaching Planning
Teaching Delivery
Teaching Evaluation

6. Learning (Product): Types
1. Cognitive
2. Affective
3. Psychomotor
Remember
Receiving
Imitation
Understand
Responding
Manipulation
Apply
Valuing
Precision
Analyze
Organization
Articulation
Evaluate
Characterization
Naturalization
Create

7. Why Assess Learning? (Focus)
Assessment of learning has to do with making decisions about the:
Learner
Instruction
Curriculum
Instructor

8. Purpose of Assessment
We can also postulate the purposes of assessment as:
Testing student’s mastery on the course content
Judging mastery of essential skills and knowledge
Measuring improvement over time
Way of ranking the students

9. Purpose of Assessment 5. Motivating students for further study
6. Giving recognition and inspiration to the students as they deserve
7. Diagnosing student’s difficulties (Rubric)
8. Evaluating teaching contents and strategies
9. Evaluating the effectiveness of the course

10. Assessment methods (1) Selected Response (2) Extended Written Response
(3)
Performance
Assessments
(4)
Personal
Communication

11. 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

12. 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

13. 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

14. 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

15. What is the best method? (2) (1) Selected Extended Written Response
(3)
Performance
Assessments
(4)
Personal
Communication

16. Quality attributes of assessments

17. 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

18. 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)

19. 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

20. Assessment Should also Satisfy Learning Styles of Students!!
Auditory
Visual
Kinesthetic
Three primary styles are:

21. TOOLS

22. TOS
Rubric?

23. Planning!

24. Table of

25. TOS Format

27. Why Rubric in Learning Assessment?
The most effective teachers handle students and grading fairly.
(Robert J. Walker, ASU)
Every university student we surveyed listed fairness as one of the characteristics of their favourite teachers.
(Thompson et al., Univ. of Memphis)

29. Rubric of a Research Proposal
Analytical Rubric - Research
Levels of Performance
Criteria
Weights 1 2 3
Number of Sources X1
1-4
5-9
10-12
Historical Accuracy X3
Lots of historical inaccuracies
Few inaccuracies
No apparent inaccuracies
Organization
Cannot tell from which source information came
Can tell with difficulty where information came from
Can easily tell which sources info was drawn from
Bibliography
Bibliography contains very little information
Bibliography contains most relevant information
All relevant information is included