Assessment & Evaluation

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Assessment

Evaluation

Mr. / Girgis

E-mail 1 : girgishannaharoun@yahoo.co.uk

E-mail 2 : girgishanna027@gmail.com

Assessment:

Much scholarship has focused on the importance of

student assessment in teaching and learning in higher

education. Student assessment is a critical aspect of

the teaching and learning process. Whether teaching

at the undergraduate or graduate level, it is important

for instructors to strategically evaluate the

effectiveness of their teaching by measuring the

extent to which students in the classroom are

learning the course material.

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End-To-End Assessment: Supporting The Student Education Journey

Purpose of assessment

The major purpose of assessment in schools should

be to provide interpretative information to teachers

and school leaders about their impact on students,

so that these educators have the best information

possible about what steps to take with instruction

and how they need to change and adapt.

So often we use assessment in schools to inform

students of their progress and attainment. Of course

this is important, but it is more critical to use this

information to inform teachers about their impact on

students. Using assessments as feedback for

teachers is powerful.

Forms and Purposes

Standard 2 - Teaching, Learning, & Assessment - TAMALA J. THOMAS

2 forms of assessment:

The first, summative assessment, is assessment

that is implemented at the end of the course of study.

Its primary purpose is to produce a measure that

“sums up” student learning. Summative assessment

is comprehensive in nature and is fundamentally

concerned with learning outcomes.

While summative assessment is often useful to

provide information about patterns of student

achievement, it does so without providing the

opportunity for students to reflect on and demonstrate

growth in identified areas for improvement and does

not provide an avenue for the instructor to modify

teaching strategy during the teaching and learning

process.

Fun Ways to Assess Student Learning Informally

The second form, formative assessment, involves

the evaluation of student learning over the course of

time. Its fundamental purpose is to estimate students’

level of achievement in order to enhance student

learning during the learning process.

By interpreting students’ performance through

formative assessment and sharing the results with

them, instructors help students to “understand their

strengths and weaknesses and to reflect on how they

need to improve over the course of their remaining

studies.

Assessment behind outcomes means looking more

carefully at the process and conditions that lead to

the learning we care about…

Formative assessment includes course work—where

students receive feedback that identifies strengths,

weaknesses, and other things to keep in mind for

future assignments—discussions between instructors

and students, and end-of-unit examinations that

provide an opportunity for students to identify

important areas for necessary growth and

development for themselves.

Formative Assessment for Equitable Learning | NSTA

Formative assessments include:

Portfolios

Group projects

Progress reports

Class discussions

Entry and exit tickets

Short, regular quizzes

Virtual classroom tools like Socrative or Kahoot.

Happy students talking with their teacher Stock Photo - Alamy

Examples of summative assessments include:

Recording a podcast

Writing a script for a short play

Producing an independent study project

No matter what type of summative assessment you give

your students, keep some best practices in mind:

Keep it real-world relevant where you can

Make questions clear and instructions easy to follow

Give a rubric so students know what’s expected of them

Create your final test after, not before, teaching the lesson

Try blind grading: don’t look at the name on the

assignment before you mark it

Teacher helping students in university seminar class Stock Photo - Alamy

Six types of assessments are:

Diagnostic assessments

Formative assessments

Summative assessments

Ipsative assessments

Norm-referenced assessments

Criterion-referenced assessments

Methods OF Assessment

Self-Assessment

The goal of implementing self-assessment in a

course is to enable students to develop their own

judgement. In self-assessment students are

expected to assess both process and product

of their learning.

While the assessment of the product is often

the task of the instructor, implementing student

assessment in the classroom encourages

students to evaluate their own work as well

as the process that led them to the final outcome.

Things to Keep in Mind about Self-Assessment

Self-assessment is different from self-grading.

According to Brown and Knight, “Self-assessment

involves the use of evaluative processes in which

judgement is involved, where self-grading is the

marking of one’s own work against a set of criteria

and potential outcomes provided by a third person,

usually the instructor.

Students may initially resist attempts to involve

them in the assessment process. This is usually

due to insecurities or lack of confidence in their

ability to objectively evaluate their own work.

Brown and Knight note, however, that when students

are asked to evaluate their work, frequently student-

determined outcomes are very similar to those of

instructors, particularly when the criteria and

expectations have been made explicit in advance.

Methods of self-assessment vary widely and can

be as eclectic as the instructor. Common forms

of self-assessment include the portfolio, reflection

logs, instructor-student interviews, learner diaries

and dialog journals, and the like.

Peer Assessment

Peer assessment is a type of collaborative learning

technique where students evaluate the work of their

peers and have their own evaluated by peers.

This dimension of assessment is significantly

grounded in theoretical approaches to active

learning and adult learning.

Like self-assessment, peer assessment gives

learners ownership of learning and focuses on the

process of learning as students are able to “share

with one another the experiences that they have

undertaken

Essays

According to Euan S. Henderson, essays make two

important contributions to learning and assessment:

the development of skills and the cultivation of a

learning style.

Essays are a common form of

writing assignment in courses and can be either a

summative or formative form of assessment

depending on how the instructor utilizes them in

the classroom.

Diagnostic assessment in primary literacy | Research Schools Network

Exams

Examinations have traditionally been viewed as

a gold standard of assessment in education,

particularly in university settings. Like essays they

can be summative or formative forms of assessment.

Exams can make significant demands on students’

factual knowledge and can have the side-effect of

encouraging cramming and surface learning.

On the other hand, they can also facilitate student

demonstration of deep learning if essay questions or

topics are appropriately selected. Different formats

include in-class tests, open-book, take-home exams

and the like.

In the process of designing an exam, instructors

should consider the following questions. What are

the learning objectives that the exam seeks to

evaluate? Have students been adequately prepared

to meet exam expectations? What are the skills and

abilities that students need to do well? How will this

exam be utilized to enhance the student learning

process?

Assess Your Teaching | Center for Teaching and Learning

Assessment is More than Grading

Instructors often conflate assessment with grading.

This is a mistake. It must be understood that student

assessment is more than just grading. Remember that

assessment links student performance to specific

learning objectives in order to provide useful

information to instructors and students about

student achievement.

Traditional grading on the other hand, according to

Stassen et al. does not provide the level of detailed

and specific information essential to link student

performance with improvement.

“Because grades don’t tell you about student

performance on individual (or specific) learning

goals or outcomes, they provide little information

on the overall success of your course in helping

students to attain the specific and distinct learning

objectives of interest.”

Instructors, therefore, must always remember that

grading is an aspect of student assessment but does

not constitute its totality.

Evaluation

Evaluation is an important component of the teaching-

learning process. It helps teachers and learners to improve

teaching and learning. Evaluation is a continuous process

not a periodic exercise. It helps to form value judgment,

educational status and achievement of students.

Evaluation in one form or the other is inevitable in teaching-

learning process, as in all fields of activity of education

judgment need to be made. Hence, it is desirable that

teachers must acquire knowledge and understanding about

the various aspects of evaluation and its application in the

classroom. Chigeru (2020) sees evaluation as a systematic

process of collecting, analyzing, and interpreting information

to determine the extent to which pupils achieve instructional

objective

Evaluation of teaching can have many purposes, including

collecting feedback for teaching improvement, developing a

portfolio for job applications, or gathering data as part of

personnel decisions, such as reappointment or promotion

and tenure.

Evaluation is the process of assessing the value, worth, or

quality of something. In education, evaluation refers to the

systematic and ongoing assessment of student learning,

progress, and performance in relation to set learning

objectives and standards.

5 Ways to Strengthen the Teacher Evaluation Process – The Principal's Desk

The goal of evaluation:

The goal of evaluation is to provide teachers and

students with information to improve learning outcomes

and measure the effectiveness of teaching and learning

practices.

Evaluation methods can include tests, quizzes, essays,

projects, observations, and more. Evaluation is an

important aspect of the educational process as it helps

teachers understand student learning and adjust their

teaching practices accordingl

Setting Up Effective Evaluation Processes for Special Education Teachers | Network for Educator Effectiveness

Types of Evaluation:

Formative evaluation

Summative evaluation

Placement evaluation

Diagnostic evaluation

Formative Evaluation

Formative Evaluation: determines the worth of the

students’ performance, it is used to monitor learning

progress during instruction, provide continuous feedback

to but the students and teachers on the issues

concerning the success and failures if the teaching –

learning process.

Teacher made test and observational techniques are

mostly used in generating data for the formative

evaluation.

Summative Evaluation

Summative Evaluation: takes place at the end of

instruction or program. It is used to determine the

extent to which the instructional goals have been

achieved.

Examples are;

Evaluation done at the end of the term (first term

examination) or a program (JSS 3, SSS 3). It is mainly

used for certification.

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Placement Evaluation

Placement Evaluation: is used to evaluation is used to

evaluate students at the beginning of the instruction.

It is used to determine students’ entry behavior.

Ukwuije (2007) stated that placement evaluation elicits

the extent to which students’ interest, altitudes; habits

will be suitable for their pursuance of a particular

course of program.

Placement evaluation focused on

questions like;

1. Do the students’ possess the knowledge and skills

needed to begin the planned instruction?

2. To what extent do student already developed the

understanding or skills that are goals of the planned

instruction.

3. To what extent do the students’ interests, work habits

and personality characteristics indicated that one mode

of instruction might be better than another.

To answer these questions will require the use of variety

of techniques such as records of past achievement,

pretests on course objectives, self – report inventories

and observational techniques and so on.

Diagnostic Evaluation

Diagnostic Evaluation: is done to determine the learning

difficulties during instruction. It is used to determine

the causes of persistent learning difficulties and to

formulate a plan for remedied action. To carry out this

evaluation, data are mostly elicited from diagnostic test

as well as various observational technique.