Topic: Constructing, Administrating and scoring a test.A workshop is going at GECE Lyari Karachi

A workshop is going on at GECE Lyari Karachi

Topic: Constructing, Administrating and scoring a test.

Actually this workshop is designed by course Teacher   Zulfiqar Behan.

Which is about unit No.2, participants (students) taking active participate and preparing a test of class ADE subject classroom assessment.

COURSE OUTLINE FOR CLASSROOM ASSESSMENT

DEPARTMENT OF TEACHER EDUCATION

COURSE OUTLINE FOR CLASSROOM ASSESSMENT

Unit 1: INTRODUCTION TO CLASSROOM ASSESSMENT: CONCEPTS AND           CONTEXT

1.1        Overview of the Course/ sharing Grading Policy/Assignments/Field-based tasks

1.2        Key concepts / Basic terminology in Classroom Assessment

1.3        Linkage of the course with National professional Standards for Teachers in Pakistan

1.4        Re-visiting Assessment practices in Elementary and Secondary Schools in Pakistan/Personal experiences with tests in Schools

1.5        Distinction between Assessment of Learning and Assessment for Learning

1.6        Research on positive effects  continuous Assessment

1.7        National Educational Policy (NEP-2009-2015)- Statement & Action Plan about Assessment

1.8        Distinction between Formative and Summative Assessment

1.9          Challenges of transforming a Culture of Testing in schools into a Culture of Assessment

 

Unit 2: ASSESSMENT AS THE BRIDGE BETWEEN TEACHING AND LEARNING

2.1        Types of Test: Merits and Demerits of  Objective type and Essay type tests

2.2  Guidelines for constructing Objective Type Test

2.2.1        Rules for writing Selected- Response Objective  type test questions

2.2.2        Rules for writing Constructed- Response Objective type test questions

2.3                  Guidelines for constructing Essay Type Test

2.3.1        Guidelines/Rules for writing Restricted-Response Essay type test questions

2.3.2        Guidelines/Rules for writing Extended- Response Essay type test questions

2.3.3        Scoring rubrics for Restricted-Response and Extended-Response Essays

2.4  Assembling the Test

             2.4.1          Building and finishing Table of Specification

2.4.2          Checking balance between the coverage of learning objectives

                   2.4.3         Determining the length of the test     

            2.4.4     Relationship between Reliability and Validity

2.5  Making sense of the test items

                   2.5.1     Item analysis and report on the result of item analysis

                   2.5.2     Deciding which item to be eliminated/ improved

                   2.5.3     Guidelines for test administration

Unit 3: INTEGRATING AND SHARING ASSESSMENT RESULTS

3.1  Definition of feedback

3.2  Characteristics of feedback

3.3  Conclusions from Research on feedback in the classroom and the role of feedback in increasing lines for students’ learning

3.4  Guidelines for writing effective feedback

3.5  Sharing assessment results with parents

3.6  Providing feedback to parents in a way that facilitate teaching-learning environment at home

3.7  Designing and reviewing Feedback Framework : Medal, Mission and Goals

Unit 4: THE ARRAY OF AVAILABE ASSESSMENT TASKS

4.1  Informal Performance Assessment

4.2  Learning objectives for performance Assessment

4.3  Strengths and Weaknesses in Performance Assessment

4.4  Informal behavioral observation with check list

4.5  Class discussion assessment

4.6  Portfolio Assessment: Issues and Challenges

4.7  Review of the course

4.7.1        What went well?/(Strengths)

4.7.2        What was frustrating? (Limitation/weaknesses)

4.7.3        What should be included in/excluded from the course?

4.7.4        Your own version of Philosophy of Assessment in classroom as Elementary/Secondary School Teacher

Assessment of learning & Assessment for learning

open  this link
http://www.ucd.ie/t4cms/UCDTLA0044.pdf

Assignment by.Javeria Naveed student of GECE Lyari Karachi

Assignment by.Javeria Naveed student of GECE Lyari Karachi Assessment

Assessment is judgment and it is the process of documenting, usually in measurable terms, knowledge, skill, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity).

The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning.

Role of assessment

Assessment does more than allocate a grade or degree classification to students It plays an

Important role in focusing their attention and, as Sainsbury & Walker (2007) observe, actually

Drives their learning. Gibbs (2003) States that Assessment has 6 Main functions:

1. Capturing student time and attention

2. Generating appropriate student learning activity

3. providing timely feedback which students pay attention to

4. Helping students to internalize the discipline’s standards and notions of equality

5. Generatingmarks or grades which distinguish between students or enable pass/fail Decisions to be made

6. Providing evidence for other outside the course to enable them to judge the

    Appropriateness of standards on the course

Assessment is the engine which drives student learning

A student undertaking any form of study will be subject to assessment in one form or another. Similarly, any member of teaching staff will be engage at some point in assessment related work. For some of you, assessment takes up a considerable proportion of your workload, and for students it can be a significant determinant of what, when and how they learn. Getting assessment 'right' is therefore essential, both for your students and for you.

Good' assessment benefits student learning...

Well-designed assessment can encourage active learning especially when the assessment delivery is innovative and engaging. Peer and self-assessment, for instance, can foster a number of skills, such as reflection, critical thinking and self-awareness – as well as giving students insight into the assessment process. Discussing the ways in which you're assessing with your students can also help to ensure that the aims and goals of your assessments are clear. Utilizing assessment that makes use of technology, such as the use of online discussion forums or electronic submission of work, can teach students (and perhaps your colleagues)

new skills. If you design your assessments well they can also help to deter plagiarism by reducing the ways in which students can gather and report information. At the end of the day, taking some time to think about why, what and how you're going to assess your students is a worthwhile investment of time. It can help ensure you're assessing the skills and knowledge that you intended and it could open up new possibilities for different ways to assess your students, some of which may be more efficient and effective than the current methods you're using.

Standards of quality

In general, high-quality assessments are considered those with a high level of reliability and validity. Approaches to reliability and validity vary, however.
Reliability
Reliability relates to the consistency of an assessment. A reliable assessment is one that consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability—including ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following:

·         Temporal stability: Performance on a test is comparable on two or more separate occasions.

·        Form equivalence: Performance among examinees is equivalent on different forms of a test based on the same content.

·      Internal consistency: Responses on a test are consistent across questions.

·        Use sufficient number of questions or observations

Allow enough time

·        Instruct students on the use of the rubric.

·        Have a systematic procedure for rating. Often, it is good to use a rubric.

To increase reliability, you should:

·        Encourage students to perform their best

·        Match the assessment difficulty to the students’ ability levels

·        Have scoring criteria that are available and well understood by students before they start the assignment

·      Validity

A valid assessment is one that measures what it is intended to measure. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam.
Validity of an assessment is generally gauged through examination of evidence in the following categories:

1.     Content – Does the content of the test measure stated objectives?

2.     Criterion – Do scores correlate to an outside reference? (Ex: Do high scores on a 4th grade reading test accurately predict reading skill in future grades?)

3.     Construct – Does the assessment correspond to other significant variables? (Ex: Do ESL students consistently perform differently on a writing exam than native English speakers?)

4.     Face – Does the item or theory make sense, and is it seemingly correct to the expert reader?

A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrongly will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multiple choice. It isn't as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry.
It is well to distinguish between "subject-matter" validity and "predictive" validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively valid test would assess whether the potential driver could follow those rules.
How should we assess?

1.     Day to day observation

2.     Test and quizzes

3.     Rubrics

4.     Rating scales

5.     Project work

6.     Port folio

By assessment we can assess the students:

·        To find out how student go about the tasks of doing their work

·        To find out how student feel about their work.

That’s why assessment is important in classroom.

CLASSROOM ASSESSMENT Assignment presented BY:ANUM IDREES

CLASSROOM  ASSESSMENT

BY:ANUM IDREES
Overview
• What is classroom assessment?
• What is formative assessment?
• Goal, Strategies & Examples of formative
assessment .


• What is summative assessment?
• Goal, Strategies & Examples of summative
assessment.
What is classroom assessment?
Classroom assessment is the process of
gathering evidence of what a student knows,
understands, and is able to do. It can also
help to identify students' learning needs.


 What is formative assessment?
Formative assessments are on-going
assessments, reviews, and observations in a
classroom. Teachers use formative
assessment to improve instructional methods
and student feedback throughout the
teaching and learning process.
 Goal of formative assessment
The goal of formative assessment is to monitor
student learning to provide ongoing
feedback that can be used by instructors to
improve their teaching and by students to
improve their learning.
 Strategies of formative assessment
• Feedback. A teacher provides oral or written feedback to student discussion or
work. For example, a teacher responds orally to a question asked in class;
provides a written comment in a response or reflective journal; or provides
feedback on student work.

• Curriculum-based measurement (CBM). This set of standardized measures is
used to determine student progress and performance. An example is the use of
oral reading fluency (the number of words a student can read correctly during
a timed reading of a passage) as an indicator of a student's overall reading
ability.

• Self-assessment. Students reflect on and monitor their progress. This activity
may be performed in conjunction with a CBM, in relation to predetermined
academic and behavioral goals, or with learning contracts.

• Observation. A teacher observes and records a student's level of engagement,
academic and/or affective behavior; develops a plan of action to support that
student; implements the plan; and continues to record observations to determine
its effectiveness.

• Portfolios. A growth portfolio can be used to create a record of student growth in
a number of areas. For example, a teacher may use writing portfolios to collect
evidence of a student's progress in developing writing skills.
 Example of formative assessment
• For example, a teacher marks an essay give comments
and advice. The student re-writes the essay in response to
the comments before being finally assessd.
• Everyday example, TV programme popularity ratings.
• Examples of formative assessments include asking
students to:
 draw a concept map in class to represent their
understanding of a topic
 submit one or two sentences identifying the main point
of a lecture
 turn in a research proposal for early feedback

 What is summative assessment?
Summative assessments are typically used to
evaluate the effectiveness of instructional
programs and services at the end of an
academic year or at a pre-determined time.  Goal of summative assessment
The goal of summative assessment is
to evaluate student learning at the end of an
instructional unit by comparing it against
some standard. Summative assessments are
often high stakes, which means that they
have a high point value.  Strategies of summative assessment
• End of unit tests or projects. When assessments reflect the stated
learning objectives, a well-designed end of unit test provides
teachers with information about individual students
(identifying any student who failed to meet objectives), as well
as provides an overall indication of classroom instruction.
• Course grades. If end of course grades are based on specified
criteria, course grades provide information on how well a student
has met the overall expectations for a particular course.
• Standardized assessments. Tests that accurately reflect state
performance and content standards provide an indication of how
many students are achieving to established grade-level
expectations.
• Portfolios. When used as part of an evaluation of student
learning, portfolios provide evidence to support attainment of
stated learning objectives. Example of summative assessment
• For example, learners write exams at the end of the year to
determine who passes or who fails.
• Everyday example, Oscar awards for actors.
• Examples of summative assessments include:
 a midterm exam
 a final project
 a paper
 a senior recital
 Information from summative assessments can be used
formatively when students or faculty use it to guide their
efforts and activities in subsequent courses.
 

• Classroom Assessment • Assessment Tools Waleed Iqbal Student ADE

1st Assignment submitted by Waleed Iqbal

Dated:03-9-2014

·      Classroom Assessment ·      Assessment Tools                                    Waleed Iqbal

Classroom Assessment

An assessment developed, administered, and scored by a teacher to evaluate individual or classroom student performance.

Classroom assessment is the process, usually conducted by teachers, of designing, collecting, interpreting, and applying information about student learning and attainment to make educational decisions. There are four interrelated steps to the classroom assessment process. The first step is to define the purposes for the information. During this period, the teacher considers how the information will be used and how the assessment fits in the students' educational program. The teacher must consider if the primary purpose of the assessment is diagnostic, formative, or sum-mative. Gathering information to detect student learning impediments, difficulties, or prerequisite skills are examples of diagnostic assessment. Information collected on a frequent basis to provide student feedback and guide either student learning or instruction are formative purposes for assessment, and collecting information to gauge student attainment at some point in time, such as at the end of the school year or grading period, is summative assessment.

Assessment Tools

·  Concept Maps - A diagramming technique for assessing how well students see the "big picture".

·  Concept Tests - Conceptual multiple-choice questions that are useful in large classes.

·  Knowledge Survey - Students answer whether they could answer a survey of course content questions.

·  Exams - Find tips on how to make exams better assessment instruments.

·  Oral Presentations - Tips for evaluating student presentations.

Topic: "My Best Friend"

·         Name of friend

·         How long they have been a friend

·         Where they live

·         What you like to do together

·         Why you like them

·  Poster Presentations - Tips for evaluating poster presentations.

·  Peer Review - Having students assess themselves and each other.

·  Portfolios - A collection of evidence to demonstrate mastery of a given set of concepts.

·  Rubrics - A set of evaluation criteria based on learning goals and student performance.

·  Written Reports - Tips for assessing written reports.

·  Other Assessment Types Includes concept sketches, case studies, seminar-style courses, mathematical thinking and performance assessments.