Assessment

1
Assessment

• Stage Two
• Week One Assessment Strategies

2
Aim and Objectives

• To review previous knowledge of assessment and
  build upon that knowledge.
• Describe assessment in the current educational
  context.
• List and describe the four concepts and
  strategies of assessment
• Explain how accuracy is ensured
• Consider the impact of the rules of assessment on
  learning

3
Knowledge from Stage One

• The subject matter is similar. These sessions
  are designed to build on that knowledge and
  assist in the preparation of assessment tools for
  use in the classroom.
• So, to recap .

4
Some questions.
5
Four Concepts of Assessment

• Summative
• Formative
• Norm-referenced
• Criterion-referenced

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Summative

• Used by Awarding Bodies
• Used by employers
• Gives benchmarks
• Progression
• Informs curriculum review
• Can be threatening
• Can be politically biased

7
Formative

• Provides feedback, is inspirational, motivates
• Leads to improvement
• To identify problems and provide remedies
• Feedback to teachers, an agenda for curriculum
  improvement
• Not final

8
Norm referencing

• Measures students achievements and compares
  individuals with other students
• Compares individuals with a norm
• Enables ranking
• Can be used to adjust or maintain a pass rate
• Competitive and subjective

9
Criterion referencing

• Newest concept Glaser (1963)
• Mastery tests see Petty for more info
• Competence based
• Measures what someone can do
• Generally pass or fail
• Often continuous assessment

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Activity

• Each group to discuss one question and feedback
• Do all students need to achieve before moving on
  to the next stage?
• How does assessment affect motivation?
• In competence based assessment, do all the
  criteria have to be met?
• How does assessment affect educational
  achievement?

11
Accuracy

• Refers to the quality of assessments
• Assessment instruments(tools) should be accurate
  within the constraints of the tool

12
Key Words

• Reliability
• Validity
• Objectivity
• Power of discrimination

13
Reliability

• The extent to which the assessment consistently
  measures what it is supposed to.
• Achieved by sound marking practices, common
  assessment tools, moderated assessment and
  quality controls

14
Validity

• How well a test measures what it is supposed to.
  For example Is it appropriate, meaningful,
  useful and adequate.
• Validity is more within the control of the
  teacher
• Quality Assurance Tool

15
Objectivity

• This means equal
• It may be computer marked
• In subjective assessment, the achievement is
  personal for example essay markers

16
Power of Discrimination

• Not all the questions should be easy. This
  gives the wrong result. Everyone will pass. It
  gives a false overview of achievement, therefore
  the result does not discriminate between levels
  of achievement

17
Improving Accuracy

• Assessment specifications allocating marks to
  particular parts
• Marks to reflect the weight of issues
• Dont give most marks to hardest bit or you are
  favouring the able student
• Check syllabus or assessment guidance before you
  do assessment

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Activity

• Each group to answer one question
• True criterion marking means competencies are met
  or not. So where does marking with grades fit
  in?
• Compare the value of feedback versus grading.
• How can you assess and individual within a group?
• How does standardisation help assessment
  practice?

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Rules of Assessment

• Relevant
• Assesses what it is supposed to
• Recent
• Tests current competence
• Authentic
• Is it the students own work
• Sufficient
• Enough to meet assessment requirements

20
Assessment and Learning

• Cognitive skills, Behavioural skills (affective
  domain), psychomotor skills
• Assessments essay, short-answer q, multi-choice
  q, oral q, observation, assignment, self-assmt,
  peer assmt, presentation, diary, role-play,
  display, exercises, APL, exams.
• Make links between learning domains and
  assessment tools.

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In summary

• Four concepts
• Accuracy
• Impact on assessment rules

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Next Week

• Looking at assessment tools.
• Please bring with you ONE assessment activity
  that you have used with your students.