Using the «Assessment» Method in Assessing Students' Knowledge (original) (raw)
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Assessment: Constructing and Evaluating
Based from the behavioural educational theories, higher learning institutions has been using assessment to measure the quality or success of a taught course and to evaluate whether the students have achieved (Ellery, 2008) the minimum standard that is acceptable to be awarded with the degree. An assessment can be conducted by means of paper and pencil, presentations, lab work, case studies, essays, multiple choice questions, true/false statements, short essays, etc. During the semester, students may be tested to improve their learning experience; this is called a formative test (continuous assessment), whereas a summative test (final assessment) is done at the end or completion of the course or program. A test can be used to measure students' ability or to determine the basic mastery or skills or competencies acquired during a course. There are several types of tests; such as, placement test, diagnostic test, progress test, achievement test, and aptitude test. A placement test is done to place students in teaching groups or classes so that they are within the same level of ability or competency. A diagnostic test is done to identify students' strengths and weaknesses in a particular course. A progress test is done during the semester to measure the progress of students in acquiring the subject taught. An achievement test is done to determine students' mastery of a particular subject at the end of the semester. Whereas an aptitude test is done to determine the students' ability to learn new skills or the potential to succeed in a particular academic program. A good assessment should be valid, reliable, and practical. In terms of validity, an assessment should test what it is intended to measure. For example, content validity is when the test items adequately cover the syllabus. A valid assessment measures achievement of the course learning outcomes. In terms of reliability, does the assessment allow the examiners to evaluate it consistently and differentiate between varying levels of performance? Whereas in terms of practicality, we need to ensure that the length given to students for their assessments are appropriate. There are two types of tests, objective and subjective. For objective, we can choose multiple choice questions, true/false, or fill in the blanks; whereas for subjective we can choose either short or long essay. Although there are objective and subjective tests, I would like to focus on subjective test (essays) because we use this type most often; especially in final exam. When constructing an assessment, we need to bear in mind the objectives of learning of a particular course. Specifically, we need to refer to the course information of the course learning outcomes before constructing the exam questions. In addition, we need to understand Bloom's Taxonomy or classifications of objectives. The three classifications are cognitive, affective, and psychomotor. The six levels of cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels for affective domain are receiving, responding, valuing, organizing, and characterizing. Psychomotor levels are imitation, manipulation, precision, articulation, and naturalization. I have discussed in detail about the levels of each domain in the previous issue; thus, in this issue I would like to discuss on cognitive domain because this is the most frequently used in final exam and we are quite familiar with it.
Assessment of Students' Knowledge, Types and Its Most Effective Instruments
Journal of Educational and Social Research, 2015
Teaching and learning are difficult and complex processes. However to be successfully implemented both of these processes are interrelated and interdependent on one another, depend on a number of factors: the planning of teaching forms of work, principles, tools, techniques, methods. Among these factors important place occupies the assessment of student progress in the learning process as objectivity in this process affects the motivation and guiding students into the profession in the future. Based on the importance, value, and function of multiple student progress assessment, we say that this process is an integral part of teaching and learning, and as such should be regular and objective. The process of assessing student progress, ranging from a view, or follow the work of students, during a task or activity in the classroom, to the conduct of examinations held by the state administration bodies, or other institutions that care for work school. To successfully implement the evaluation process of student progress, we can apply instruments and diverse techniques, which enable objective assessment and student engagement. So in this context, viewing the particular importance of this problematic treatment, in support of contemporary literature, and my prosperous experience, I will try to illuminate important issues of assessing student progress in learning. The paper will be welcomed, and will serve you somehow, all those dealing with education of new generations, because it will relieve you work more complex and sensitive, assessment of student progress.
According to Linn and Miller (2005) define assessment as any of a variety of procedures used to obtain information about student performance. Assessment refers to the full range of information gathered and synthesized by teachers about their students and their classrooms (Arends, 1994) Assessment is a method for analyzing and evaluating student achievement or program success. 3. 3. Assessment for Learning Is practiced, students are encouraged to be more active in their learning and associated assessment. The ultimate purpose of assessment for learning is to create self-regulated learners who can leave school able and confident to continue learning throughout their lives. Teachers need to know at the outset of a unit of study where their students are in terms of their learning and then continually check on how they are progressing through strengthening the feedback they get from their learners.
ASSESSMENT AND EVALUATION IN EDUCATION
Unleashing the potential of continuous improvement in teaching/learning requires an appreciation of the difference in spirit between assessment and evaluation. Assessment is frequently confused and confounded with evaluation. The purpose of an evaluation is to judge the quality of a performance or work product against a standard. The fundamental nature of assessment is that a mentor values helping a mentee and is willing to expend the effort to provide quality feedback that will enhance the mentee's future performance. While both processes involve collecting data about a performance or work product, what is done with these data in each process is substantially different and invokes a very different mindset. This paper first looks at what assessment is and the various aspects involving. Then attention will be turn to evaluation and its components. Furthermore, it will look at testing as a tool used by both assessment and evaluation, lastly some differences between assessment and evaluation will be presented.
" There are three sides to every story—your side, my side, and the truth. " —JOHN ADAMS The goal of assessment is to collect objective evidence that represents the truth about student performance. In order to assure objectivity the assessment plan must be well grounded in the principles of assessment. The first step in developing an objective assessment plan is to become familiar with the terminology of assessment to facilitate your understanding of the bigger picture. The purpose of this chapter is to review the basic terminology and principles of assessment and provide you with a basic understanding of the framework on which to base an objective and comprehensive systematic assessment plan. These concepts are discussed in detail in subsequent chapters. Many of you are familiar with these terms. Some readers may even prefer to move past this chapter and delve right into the strategies for developing assessment tools. However, as further discussion demonstrates, you cannot start collecting data until your assessment plan is established. Unless you consistently work in the area of assessment, you will find this refresher beneficial. Reviewing this chapter will increase your fluency in the Language of Assessment and your understanding of the proposed guidelines. Assessment Chapter 1, " The Role of Assessment in Instruction, " introduces you to the concept of assessment as the broad and comprehensive process of collecting quantitative and qualitative data to make informed educational decisions about students. It is a process that encompasses the full range of procedures used to obtain information about student