Module 1 Nature and Roles of Assessment

Summary

This educational module explores the nature and roles of assessment in education, distinguishing between pre-assessment, formative, and summative assessments. It delves into outcome-based education (OBE) principles, measurement, testing, and evaluation processes. The script highlights assessment types, their purposes, and relevance to various stakeholders, emphasizing the importance of clarity, relevance, and proper use of assessment tools for effective educational outcomes.

Takeaways

• 📚 Assessment helps in identifying learning needs, monitoring progress, and evaluating student performance.
• 📝 There are three types of assessments: pre-assessment (before instruction), formative assessment (during instruction), and summative assessment (after instruction).
• 🎯 Outcome-Based Education (OBE) focuses on organizing education around achieving clear outcomes for students at the end of their learning experiences.
• 🔢 Measurement refers to the quantitative description of an attribute, while testing is the practice of gathering information through formal tests.
• 🎓 The purposes of tests include assessing knowledge, evaluating progress, identifying strengths/weaknesses, and providing a basis for awards or program entry.
• ✔️ Assessment involves gathering information about learning and making value judgments based on that information.
• 📊 Evaluation is the process of making judgments about the quality of student performance using criteria and evidence.
• 🔄 There is a relationship between measurement, testing, and evaluation, where all can overlap, but each has distinct roles in assessing performance.
• 📈 Types of assessments include maximum performance assessments (achievement and aptitude tests) and typical performance assessments (interest, attitude, personality inventories).
• 🎯 Assessment plays various roles for students, teachers, parents, administrators, and policymakers by providing information for decision-making and improving learning processes.

Q & A

What is the primary purpose of assessment in education?

Assessment is used to determine learning needs of students, monitor their progress, and examine their performance against identified student learning outcomes.

What are the three types of assessment mentioned in the script?

The three types of assessment are pre-assessment, formative assessment, and summative assessment.

What does OBE stand for and what does it focus on?

OBE stands for Outcome-Based Education, which focuses on organizing everything in the education system around what is important for students to be successful at the end of their learning experiences.

What are the four principles of Outcome-Based Education?

The four principles of OBE are clarity of focus, designing town, high expectations, and expanded opportunities.

What is the difference between measurement and testing?

Measurement is a quantitative description of an object's characteristic or attribute, while testing refers to the practice or act of giving tests to measure someone's knowledge or ability.

What are the general principles of assessment?

The general principles of assessment include clearly stating what is to be assessed, selecting procedures relevant to the characteristics or performance to be measured, requiring a variety of procedures for comprehensive assessment, being aware of the limitations of assessment procedures, and viewing assessment as a means to an end, not an end in itself.

How does evaluation differ from measurement and testing?

Evaluation refers to the process of making judgments based on criteria and evidence, whereas measurement and testing involve gathering information and do not necessarily involve making judgments or decisions.

What are the two classifications of assessment mentioned in the script?

The two classifications of assessment are maximum performance assessments and typical performance assessments.

What are the purposes of assessment for learning?

Assessment for learning involves diagnostic and formative tasks used to identify learning needs, monitor student progress, and guide instruction.

What is the difference between formative and summative assessment?

Formative assessment mediates the teaching and learning process and is both teacher-centered and learner-centered, while summative assessment determines the extent to which students have attained learning outcomes and is done at the end of instructions.

Why are different types of tests important in assessment?

Different types of tests are important because they allow for varied modes of response, ease of qualification of response, modes of administration, and modes of interpreting results, which provide a comprehensive view of a student's abilities and achievements.

Outlines

00:00

📚 Introduction to Assessment of Student Learning

Jeffrey Dani introduces the concept of assessment in education, particularly focusing on Module 1. This module outlines the expectations, including identifying terms related to assessment, understanding the distinctions between measurement, testing, assessment, and evaluation, and analyzing the roles of assessment in education. Jeffrey also explains the three phases of assessment: pre-assessment, formative assessment, and summative assessment.

05:00

🎯 Outcome-Based Education (OBE) and Its Principles

Jeffrey introduces Outcome-Based Education (OBE), explaining its focus on ensuring that educational systems are designed to help students achieve success by the end of their learning experiences. Four key principles of OBE are discussed: clarity of focus, designing with outcomes in mind, maintaining high expectations, and expanding learning opportunities.

10:02

📏 Measurement and Testing Explained

The concepts of measurement and testing are broken down, with measurement defined as a quantitative description of an object's characteristics and testing as a systematic procedure for assessing someone's knowledge or ability. The purposes of tests are discussed, including evaluating student understanding, progress, and identifying students for awards or scholarships.

15:03

📊 General Principles of Assessment

The general principles of assessment are outlined, emphasizing the importance of clarity in assessment objectives, the relevance of procedures, and the variety of assessment methods. It is stressed that assessment is a means to an end and that it provides valuable information for decision-making about students, instruction, and curriculum.

✅ Evaluation and Its Relationship with Measurement and Testing

Evaluation is defined as the process of making judgments based on evidence and criteria. The relationships among measurement, testing, and evaluation are discussed, with examples provided on how evaluation can occur with or without measurement and testing, and the different approaches used in student evaluations.

📝 Assessment Types: Maximum and Typical Performance

Jeffrey discusses the two main classifications of assessment: maximum performance and typical performance. Maximum performance assessments measure students at their best, focusing on their achievements, while typical performance assessments gauge what students regularly do, focusing on motivation and personality traits. Examples include aptitude tests, achievement tests, and peer appraisals.

🔍 Different Purposes of Assessment

The three key purposes of assessment are presented: assessment for learning (diagnostic and formative), assessment as learning (encouraging self-reflection), and assessment of learning (summative). Each type has different uses, such as monitoring student progress, guiding instruction, and evaluating final outcomes.

👩‍🏫 Relevance of Assessment to Different Stakeholders

Assessment is crucial for students, teachers, parents, administrators, and policy makers. For students, it enhances engagement, while teachers use assessment data to guide instruction. Parents contribute to the assessment process by providing insights into learning habits. Administrators and policy makers use assessments to evaluate the effectiveness of programs and make informed decisions about educational resources.

📖 Types of Tests Based on Response and Administration

Various types of tests are categorized based on mode of response (oral, written, performance), ease of qualification (objective, subjective), mode of administration (individual, group), and method of interpreting results (norm-referenced, criterion-referenced). The differences between these test types are explained, highlighting their suitability for different educational contexts.

🧠 Specialized Tests: Personality, Aptitude, and More

Several specialized tests are described, including personality tests (measuring behavioral styles), aptitude tests (predicting future learning potential), intelligence tests (measuring mental ability), and vocational tests (assessing specific job-related skills). These tests serve various purposes, from career guidance to evaluating student readiness for specific fields.

📜 Roles of Assessment in Education

The different roles of assessment in education are outlined. These include placement assessment (to determine student entry-level performance), formative assessment (to mediate teaching and learning), diagnostic assessment (to identify learning difficulties), and summative assessment (to evaluate student achievement at the end of instruction). Each type of assessment serves distinct purposes within the educational process.

Keywords

💡Assessment

Assessment refers to the process of determining learning needs, monitoring progress, and examining performance against identified student learning outcomes. It is central to the video's theme as it discusses various types and purposes of assessment in education. For instance, the script mentions pre-assessment, formative assessment, and summative assessment, each serving different purposes in the educational process.

💡Outcome-Based Education (OBE)

Outcome-Based Education is a system that focuses and organizes educational efforts around desired student learning outcomes. It is highlighted in the script as a way to ensure clarity of focus, high expectations, and expanded opportunities for students. OBE is integral to the video's message as it represents a shift towards more purposeful and results-driven educational practices.

💡Measurement

Measurement is defined as a quantitative description of a characteristic or attribute of an object. It is used in the video to describe the act of quantifying student learning. The script explains that measurement is a fundamental aspect of assessment, helping to determine what students have learned and how well they have mastered a subject.

💡Testing

Testing is the act of giving tests to measure someone's knowledge or ability. It is a systematic and formal procedure for gathering information, as mentioned in the script. Testing is a tool used within the broader process of assessment to evaluate student understanding and progress over time.

💡Evaluation

Evaluation is the process of making judgments based on criteria and evidence. It is discussed in the video as a critical component of assessment, where the quality of performance or course of action is judged. Evaluation helps determine the effectiveness of learning and teaching strategies.

💡Formative Assessment

Formative Assessment occurs during instruction and is used to provide feedback that can be used to improve learning. The script emphasizes its role in mediating the teaching and learning process, making it a key concept in the video's discussion of assessment's role in education.

💡Summative Assessment

Summative Assessment is conducted at the end of an instructional unit or learning period to determine the extent to which students have achieved the desired learning outcomes. The video script uses this term to illustrate how assessment can be used for evaluation and reporting purposes.

💡Diagnostic Assessment

Diagnostic Assessment is used to identify learning difficulties during instruction. The script mentions it as a tool for pinpointing areas where students may need additional support or intervention, which is crucial for personalized learning and instruction.

💡Maximal Performance Assessment

Maximal Performance Assessment measures what students can do at their best, often under optimal conditions. The video script uses this term to contrast with typical performance assessments, highlighting the importance of understanding a student's potential versus their regular performance.

💡Typical Performance Assessment

Typical Performance Assessment focuses on what students will do or choose to do on a regular basis, reflecting their typical behavior and motivation levels. The script discusses this in the context of assessing interests, attitudes, and personality traits, which are important for understanding a learner's overall engagement.

💡Standardized Tests

Standardized Tests are assessments that are administered and scored in a consistent manner across a large group of students. The video script mentions these tests as a way to measure student performance relative to a norm, which can be useful for comparing and benchmarking educational outcomes.

Highlights

Assessment is used to determine learning needs, monitor progress, and examine performance against student learning outcomes.

There are three types of assessment: pre-assessment, formative assessment, and summative assessment.

Outcome-Based Education (OBE) focuses on organizing education around student success.

Measurement is a quantitative description of an object's characteristic or attribute.

Testing is a systematic procedure for gathering information about knowledge or ability.

Tests serve multiple purposes, including assessing understanding, evaluating progress, and identifying strengths and weaknesses.

High-stakes testing is crucial for qualifications and teacher evaluations.

Assessment procedures should be clearly stated, relevant, varied, and aware of their limitations.

Assessment is a means to an end, aiding in decisions about student instructions and curriculum.

Evaluation is the process of making judgments based on criteria and evidence.

The relationship among measurement, testing, and evaluation is complex and multifaceted.

Assessments can be classified as maximum or typical performance measures.

Assessment purposes include assessment for learning, as learning, and of learning.

Assessment is relevant for students, teachers, parents, administrators, and policymakers.

Different types of tests include oral, written, and performance tests.

Tests can be objective or subjective, with different methods of response qualification.

Tests can be administered individually or in groups, with standardized or non-standardized tests.

Tests can be interpreted using norm-referenced or criterion-referenced interpretations.

The nature of tests can vary, including personality, achievement, aptitude, intelligence, social metric, and vocational tests.

Assessment roles include placement, formative, diagnostic, and summative assessments.

Transcripts

good day my name is jeffrey dani and

welcome to assessment of student

learning

module 1 nature and roles of assessment

at the end of this module you are

expected to identify the terms

related to nature and rules of

assessment

determine the difference as well as the

relationship among the process of

measurement

testing assessment and evaluation

analyze basic concepts and principles of

the nature and roles of assessment

what is assessment assessment is used in

determining learning needs of

students monitoring their progress and

examining their performance against

identified student learning outcomes

there are three pieces of instruction

pre-assessment

with which is before the instruction

formative assessment during instruction

and summative assessment after

instruction

we have to discuss also outcome-based

education or obe

this refers to the process of clearly

focusing and organizing

everything in the system of education

around what is important for all the

students

to be able to be successful at the end

of their learning experiences

there are four principles of

outcome-based

education clarity of focus designing

town

high expectations and expanded

opportunities

let's discuss about measurement

measurement comes from the old french

word measure meaning

limit or quantity basically it's a

quantitative description

of characteristic or attribute of an

object

testing refers to the practice or act of

giving tests

so as to measure someone's knowledge or

ability it is also refers to a

systematic and formal procedure

for gathering information

what are the purposes of tests one to

assess

understanding of student to the given

topic within a subject

and determine what they have learned two

to evaluate the progress of student in

subject within a given period of time

three to assess the strengths and

weaknesses

of students for focus assistance or

individual instructions

four is to identify who will receive

awards

scholarships and recognitions five

to provide basis of qualifications for

entry into a program

school higher education scholarship

or internship six to gain

college credit advanced placement exam

seven to mass show the effectiveness of

a teacher

or schools as part of teacher evaluation

high stakes testing

let's now talk about assessment

assessment prepares the procedures

used to gain information about the

learning of students

and the value judgment formation

concerning learning progress

what are the general principle of

assessment

number one the highest priority is

clearly stating

what is to be assessed two

because of the relevance of assessment

procedure

to the characteristics or performance to

be measured it should be

selected three variety of procedures

is required in a comprehensive

assessment

four an awareness of this of the

limitation of assessment

procedures is required in the proper use

of the sad procedures

5. assessment is

a means to an end not an end in itself

information about assessment aids as in

making decisions about students

instructions and curriculum it should

never be utilized just to keep agreed

even if that is the purpose everyone

should know and understand

what the purpose of a specific type of

assessment is

now let's talk about evaluation it is

refers to the process of making judgment

based on criteria and evidence

it is the process of judging the quality

of performance

or course of action

let's discuss about relationship among

measurement

testing and evaluation area one is

evaluation which does not involve tests

or measurements

an example is the utilization of

quantitative descriptions

to describe performance of students

non-test procedures which can be used

to diagnose learning problems among

students

are observations area 2 is the non-test

measures

for evaluation an example of non-measure

for evaluation used by teachers

in assigning grades in the ranking

area 3 is where all three converge

examples of this are the teacher made

test

area 4 pertains to the non-evaluated

test measures

examples of these are the test scores

utilized in correlational studies

area 5 pertains to non-test measures

and non-evaluative like assigning

numerical codes to the responses

in research study nominal skills

is no medial skills used in labeling

educational attainment

or example of this let's talk about

assessment

assessments come from the lapping word

acidity which means

to sit beside a judge it signifies that

assessment is tied up with evaluation

it is also refers to the information

collection about

performance of learners using different

methods and tools

there are two classification of

assessment maximum performance

and difficult performance maximum

performance

when students are motivated to perform

well maximum performance is achieved

result of assessments for maximum

performance shows

what students can do at their level best

their achievements and abilities

students are encouraged to make to aim

for a high score in this category

example of measures of maximum

performance are aptitude

and achievement tests

while typical performance measures

manifests

what students will do or choose to do

it is assesses how the ability of

learner is

evident in if demonstrated

on a regular basis it is more

focused on level of motivation of

learner rather than his

optimal ability measure parties

are interests attitude and personality

inventories peer appraisals and

observation techniques

insights into the learner's interests

personality traits and potential career

preference

let's discuss about the purposes of

assessment

assessment for learning assessment as

learning

and assessment of learning

assessment for learning it pertains to

assessment tasks which

are diagnostic and formative in nature

and which are utilized to identify the

learning needs

monitor progress of students

academically

during a unit or block of instruction

and guide instructions

example of this pre-test quizzes

written assignments focus questions

concept maps

while assessment as learning it is

employs

activities or tasks which provide

opportunities to students

in monitoring and furthering their own

learning

to think about their personal learning

habits and how to adjust their learning

strategies

to us to achieve their goals example of

this

self-assessment rubrics peer assessments

rubrics

and portfolios and lastly assessment of

learning

it is summative in nature it is done at

the end of

tasks unit process or period

to provide evidence of the level of

achievement of students

in relation to curriculum outcomes it is

purposes

it is used for purposes of creating

evaluation

and reporting example of this unit tests

and final projects

let's talk about relevance of assessment

for students

teachers parents administrators and

program staff

and policy makers students become

actively engaged in the process of

learning through the different

constructive

and learner-centered assessment tasks

teachers assessments give information to

teachers

about the knowledge and performance base

of students

parents education is shared partnership

in the assessment process parents should

be involved

they are valued source of assessment

information on the learning habits

and educational history of their

children especially for preschoolers

who don't understand their development

progress yet

administration and program staff in

identifying strengths and weaknesses

of the program administrators and school

planners

utilize assessment administrators and

school planners are able to designate

program priorities

assess options and lay down plans for

improvement and for the policy makers

information about the achievements of

students in

which in turn reflect quality of

education being provided by the school

is provided by the assessment

with the said information different

government agencies can set

or do some modification on standards

keep rewards or

sanction schools and direct educational

resources there are different types of

tests

mode of response is a qualification of

response

mode of administration test constructor

mode of interpreting results and nature

of answer

mode of response there are oral tests

written tests and performance tests for

other tests

answers to these tests are spoken oral

communication skills can be measured

using this type of test

understanding of theories concepts and

procedures of students may be

checked using this for written tests

students select or provide response to a

prompt

written tests it is positive points and

can

be administrative in large group at one

time

performance tests these are

usually called as performance assessment

this requires learners to demonstrate

their ability or skills

to perform specific actions

another type of test is ease of

qualification of response

we have objective tests and subjective

tests

objective tests can be corrected and

quantified easily

items in the tests have a specific or

single convergent response

it includes multiple choice completion

true or false and matching type while

subjective tests varied responses

are elicited by a subjective test here

a certain question may have more than

one answer

these include extended or restricted

response

essays another type of test

mode of administration individual tests

and group tests

individual tests it is tests given to

one person at a time

to gather information extensively about

each student's cognitive

functioning and his ability to process

and perform specific tests

individual cognitive and achievement

tests

and the other one is group tests it is

administrative to a group

of examiners or a class of students sign

most dangerously

the reason why it is developed is to

address

the practical needs of testing

and also there is test constructor under

this standardized tests

and non-study tests standardized tests

specialize who are births in the

assessment principles

are the ones who prepared this test

this are administrative to a large group

of examiners or students

under similar condition and

non-standardized tests

these tests are usually prepared by

teachers and usually administrative

to one or few classes to measure the

course

or subject achievement

another type of test is mode of

interpreting results

tests that yield norm reference

interpretations

and tests that are allow criterion

reference

interpretations tests that are yield

norm reference interpretation

in this test performance of students are

measured in relation to the performance

of a group on the same test while

tests that allow criterion reference

interpretations

in this test performance of students is

described against

an agreed upon or per established

performance level

or criterion and we have nature of tests

that are different under this category

personality test

achievement test aptitude tests

intelligent tests

social metric tests trade or vocational

tests

personality tests and this test measures

one's personality and behavioral style

there is no right or wrong answer in

this test

achievement tests this measure to create

the learning of

students as a result of instruction and

training experiences

they serve as basis for promotion to the

next level or grade

aptitude tests these tests determine the

potential of students to learn

do new twists this aids in choosing the

best line of work per individual based

on these interests and skills

number four intelligence tests

learners mental ability or initiate

intelligence are measured in this test

social metric tests

interpersonal relationship in a social

group are measured in this test

trait tests or vocational tests

this test assesses knowledge skill

and competence of an individual in a

particular occupation

days may consist of practical tests and

theory tests

let's discuss about roles of assessment

number one placements of assessment it

is basically

utilized to determine an entry

performance of learner

at the beginning of the instruction

assessment is done by the teacher

number two formative assessment

it mediates the teaching and learning

process

it is both teacher-centered and

learner-centered

number three diagnostic assessment

to identify the learning difficulties

during instruction in the intention of

diagnostic assessment

number four summative assessment to

determine the s

the extent to which the students have

attained

the learning outcomes it is done at the

end of instructions

thank you and see you on next module

which is appropriateness and alignment

of assessment methods of

learning outcomes