- Kinds of Assessment and Evaluation - Types of Assessment Tools

1. CHARGIE P.SANJUAN

2. ASSESSMENT VS. EVALUATION
 ASSESSMENT is
classroom research
to provide useful
feedback for the
improvement of
teaching and
learning.
 EVALUATION
uses methods and
measures to judge
student learning and
understanding of the
material for
purposes of grading
and reporting.

3.  ASSESSMENT
is feedback from
the student to
the instructor
about the
student’s
learning.
 EVALUATION
is feedback from
the instructor to
the student
about the
student’s
learning.
ASSESSMENT VS. EVALUATION

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5. DEFINITIONS
Assessment -- The process of measuring
something with the purpose of assigning a
numerical value.
Scoring -- The procedure of assigning a
numerical value to assessment task.
Evaluation -- The process of determining the
worth of something in relation to established
benchmarks using assessment information.

6. ASSESSMENT TYPES
Formative - for performance enhancement
Formal - quizzes, tests, essays, lab reports, etc.
Traditional - tests, quizzes, homework , lab
reports
Summative - for performance assessment
Informal - active questioning during and at end
of class
Alternative - PBL’s, presentations, essays, book
reviews, peers

7. DIAGNOSTIC ASSESSMENT
Types:
• Pre-tests (on content and abilities)
• Self-assessments
• Discussion board responses
• Interviews, 10-minute interview of
each student

8. FORMATIVE ASSESSMENT
• It provides feedback and information
during the instructional process, while
learning is taking place, and while
learning is occurring. Formative
assessment measures student
progress but it can also assess your
own progress as an instructor.

9. SUMMATIVE ASSESSMENT
• Summative assessment takes
place after the learning has been
completed and provides
information and feedback that
sums up the teaching and
learning process.

10. http://slideplayer.com/slide/8271347/

11. ALTERNATIVE ASSESSMENT
Alternative to what? Paper & pencil exams
lab work / research projects
portfolios
presentations
research papers
essays
self-assessment / peer assessment
lab practical
classroom “clickers” or responder pads

12. More Formal Alternatives
• mousetrap cars
• writing a
computer
program
• research project
• term paper
• create web page
• create movie
• role playing
• building models
• academic
competitions

13. AUTHENTIC ASSESSMENT
The National Science Education
Standards draft (1994) states, "Authentic
assessment exercises require students to
apply scientific information and reasoning to
situations like those they will encounter in
the world outside the classroom as well as
situations that approximate how scientists
do their work."

14. CRITERION,
NORM
REFERENCED
EVALUATION

15. Criterion-referenced evaluation --
student performance is assessed
against a set of predetermined
standards
Norm-referenced evaluation --
student performance is assessed
relative to the other students

16. TEST
A series of question or
problem designed to
determine the
knowledge, intelligence
and abilities

17. NORM REFERENCED TEST
• They are those that are used
constructed and interpreted to provide a
relative ranking of students.
• Norm referenced tests are useful for
measuring performance among
students.
• A relative standard of performance is
used for grading purposes.

18. NORM REFERENCED TEST
• Norm referenced assessment is
the process of evaluating and
grading the learning of students
by judging and ranking them
against the performance of their
peer group.

19. EXAMPLES
• IQ Tests
• Comparing scores against the
performance results of selected
group of test takers, typically of
the same age or grade level, who
have already taken the exam.

20. PURPOSES
• Classification of students.
• Classification of student in this way
that they can be placed in remedial or
gifted program.
• To help teachers select students for
different ability level.

21. CRITERION REFERENCED TEST
• They are those that are constructed and
interpreted according to a specific set of
learning outcome.
• This type of test is useful for measuring
the mastery of that subject.
• An absolute standard of performance is
set for grading purposes.

22. CRITERION REFERENCED
APPROACH
• An approach which
focuses on whether a
student’s performance
meets a predetermined
standard level, usually
reflecting mastery of
skills being tested.

23. PURPOSES
• To determine what test taker can do and what
they know, not how they compare to others.
• To see how well the students have learned the
knowledge and skills.
• To determine how well the student is learning
the desired curriculum and how well the
school is teaching that curriculum.
• To determine whether each student has
achieved specific skills or concepts.

24. Criterion-Referenced Eval’s
Based on a predetermined set of
criteria.
For instance,
90% and up = A
80% to 89.99% = B
70% to 79.99% = C
60% to 69.99% = D
59.99% and below = F

26. Assessment includes a wide variety of tools &
strategies
.... depending on the nature of the task
that are chosen selectively & purposefully
... depending on the amount & type of information required
This could include:
Rubrics Tests
Observation surveys Checklists
Exemplars Rating scales
Running records Samples of writing/work
Students’ records of their Direct Observation
independent learning Interviews
Portfolios Oral reports
Anecdotal records Research projects
Conferences Performance tasks

27. Assessment Tools
 Tools are what a teacher uses to record and/or
categorize his or her observations/assessment data
gathered through the use of various strategies
 Tools should provide a clear picture of what the
learning should look like (e.g. criteria & indicators)

28. Types of Assessment Tools
 Anecdotal Records
 Checklists
 Rating scales
 Rubrics

29. Anecdotal Records
 Capture & describe student performance
 Are gathered on specific “look-fors” pre-
determined by the teacher
 Allow the teacher to view the student “in action”
 Should be dated & recorded accurately &
objectively during an event or soon after

30. Anecdotal records should be used:
 To make observations which often cannot easily be
obtained using other assessment strategies
 To have written evidence of student progress,
interests, strengths, and areas of needs
 To build an ongoing information file on each
student

31. Rating Scales
 Assess performance on a several-point scale ranging from
low to high, which may have as few as 3 points or as many
as 10.
 Rating scales may be used to record the frequency or even
the degree to which a student exhibits a characteristic, to
describe a performance along a continuum or to record a
range of achievement in relation to specific behaviours.

32. Rating scales can be used:
 To assess a single performance, such as an oral retelling or
a reader’s theatre presentation
 To judge the quality of a performance
 To provide diagnostic information
 To assess the extent to which specific skills, facts, attitudes
and/or behaviours are observed in a student’s work or
performance

33. Checklists
 Provide a record of the presence or absence
of taught/acquired concept, skill, process or
attitude
 Provide a list of criteria to be looked for and
assessed in the completion of a task

34. Checklists should be used:
 To judge the process or product of a student’s
performance when it can be assessed as
correct/incorrect; present/absent;
adequate/inadequate

35. Rubrics
 Include a description of specific, observable criteria in the
four categories of knowledge & skills
 Use a range of levels of quality used to assess student work
 Include a scale which uses brief statements based on
criteria to describe the levels of achievement
 Assess a wide variety of tasks or activities both holistically
& analytically

36. Rubrics should be used:
 When teachers want to assess complex tasks
in a detailed & specific manner linked to the
categories on the achievement chart of the
curriculum documents

37. Rubrics are most effective:
 When developed by the teacher & shared with
students before the performance task
 When teacher & student analyze the examples
together
 When students use the rubric to guide their work

38. Self - Assessment
the process by which students gather
information about and reflect on their own
learning
involves such
questions as:

39. Peer – Assessment:
A reflective activity that requires students,
individually or as a group to reflect upon and
make observations about the performance of
one or more peers.

42. Quizzes & Tests:
Assessment strategies that require students to
respond to prompts in order to demonstrate their
knowledge or skills
Oral ,Written, or Performance

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-Ashley Lorenzana
https://www.goodreads. com/quotes/tag/evaluation

44. REFERENCES
• http://www.xula.edu/opira/assessment/documents/trainingdocs/5_Acad
emic%20Assessment_Scoring%20and%20Evaluation.pdf
• www.authorsstream.com/Presentation/randhawakiran23-1785230-
criterion-norm-referenced-evaluation/
• https://faculty.nipissingu.ca/ronjc/EDUC4454/Classes/CLASS%2023/cl
ass22_assessment_strategies_tools%202.ppt

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