Educational

Assessment
By
Dr. Arthur Joseph
School of Education, UWI, St Augustine

Objectives
Participants will:
Understand and define basic terms: assessment, test,
measurement, evaluation
Explain and classify the purposes of classroom
assessments
Examine the ways assessment can assist in
instructional decisions
Discuss the importance of alignment in the classroom
Compare performance/authentic assessment with other
assessment types

Educational Assessment
Assessment = Measurement + Evaluation

Definitions of Assessment
1.Assessment

- purposeful collection, synthesis, and

interpretation of data both qualitative and quantitative
---- to aid the teacher in decision making (Airasian, 2001)

2.Assessment

answers the question, How well does the

individual perform? (Linn & Miller, 2005)

3. Assessment-- any of a variety of procedures used to

obtain information about student performance. For example,
. traditional paper-and -pencil tests and extended responses
.essays,
. performances of authentic tasks (e.g., laboratory
experiments)
.teacher observations, and
.student self-report

Definitions of Measurement
Measurement

The process of obtaining a numerical description of the

degree to which an individual possesses a particular
characteristic.

The process of quantifying the degree which someone or

something possesses a given characteristic, quality, or
feature.

Measurement answers the question How much? the

results of measurement are always expressed in numbers
(e.g., Alex correctly solved 35 of the 40 mathematics
problems). It does not include qualitative descriptions
(e.g., Lauras work was neat, (Gallagher, 1998).

Definitions of Measurement and

common related terms
Test
A particular form of measurement
An instrument or systematic procedure for
measuring a sample of behaviour by posing
a set of questions in a uniform manner.

Tests answer the question How well does

the individual perform- either in comparison
with others or in comparison with a domain
of performance tasks.

Definition of Evaluation
Evaluation
This

is the process of making judgments

about the quality or goodness of a

performance or a course of

action

The data used to make evaluations can be

quantitative , qualitative or both

Purposes of Assessment
Assessments are employed for many purposes because they are
required to make many different kinds of decisions.

The overriding purpose of all assessment is to gather information to

facilitate effective decision making.

However, there are many other purposes of assessment:

Establishing classroom equilibrium
Planning and conducting instruction
Placing pupils
Providing feedback and incentives

Purposes of Assessment

Teachers diagnose difficulties/ problems

Verify learning after instruction

Identify prerequisite learning

Determine where to start in a learning sequence based on

what students already know

Authentic/Alternative
Assessments
Portfolios
Research projects
Process assessment
simulation
Demonstration
Interviews/ conferences
Product assessment
Oral presentations

General Criteria for

Evaluating Assessment
Instruments

Fairness Allows all students an equal chance to

demonstrate their knowledge and skill

Specificity Measures specific learning

Difficulty Is appropriate for the group being tested

Discrimination differentiate between high and low

scoring students

Speededness sufficient time is given for completion

of test

General Criteria for

Evaluating Assessment Instruments

Relevance - measures objectives for the class

Balance - Measures objectives in same proportion as time

spent on instruction

Efficiency a balance between time available to collect

the data and cost requirements for scoring and
summarization

Objectivity Do assessors come up with the same results

Reliability Consistency of measurements

General Principles of
Assessment

Clearly specify what is to be assessed.

Select an assessment procedure that is relevant to the

characteristics or performance to be measured.

Use a variety of assessment procedures.

Be aware of the limitations of assessment procedures.

Remember, assessment is a means to an end, not an

end in itself.

Characteristics of Good Assessment

Validity:
Does the assessment task actually assess what you want to
assess?
Reliability:
The extent to which an assessment consistently assesses
whatever it is assessing.

Assessment and Cultural

Diversity
Before valid assessment can take place we must create a
receptive environment. Some common things to do to
build sensitivity and appreciation of diversity:

Consider and discuss cultures not only from a historical

context but also in terms of contemporary society

Dont consider culture only on special days but

throughout the year

Use hands-on activities to develop both cognitive and

physical sense of cultural artifacts

Assessment and Cultural

Diversity

Beware of using cultural stereotypes

Emphasize both similarities and differences of

cultural varieties

Emphasize both group and individual

characteristics of culture

Avoid token representation of particular cultures

Types of Assessment
Formative assessment :
Serves to improve student learning; it is a major
aspect of assessment for student learning.
Is

usually carried out throughout a unit, course or

project.

Is

used to aid learning and feedback

Is usually provided by a teacher, peer or self.

Is

a diagnostic

Types of Assessment
Summative assessment:

Used to document student learning; it is assessment of

learning.

Generally carried out at the end of a course, unit or

project.

Assessment that is used to determine how much

learning has taken place as a result of the exposure
the students have had to the content and activities.

Typically used to assign students a course grade.

Summary of the Characteristics of

Formative and Summative Assessment
Characteristic

Formative
To provide ongoing feedback
and adjustments to instruction

Summative
To document student learning at
the end of an instructional
segment

When conducted

During instruction and after

instruction

After instruction

Student involvement
Student Motivation

Encouraged
Intrinsic, mastery-oriented

Discouraged
Extrinsic, performance-oriented

Teacher Role

To provide immediate, specific

feedback and instructional
correctives

To measure student achievement

and give grades

Learning Emphasized

Deep understanding, application, Knowledge and comprehension

and reasoning

Level of Specificity
Structure
Techniques
Impact on Learning

Highly specific and individual

Flexible, adaptable
Informal
Strong, positive, long-lasting

Purpose

General and group oriented

Rigid, highly structured
Formal
Weak and fleeting

Application of Assessment Data

Selecting, appraising, and clarifying instructional

objectives

Determining and reporting student achievement of

educational objectives

Planning, directing, and improving learning experiences

Evaluating accountability and programmes

Counselling

Selecting students for special programmes

Two approaches to Assessment

1.
.

2.
.

Criterion Referenced
Used to ascertain an individuals status in a
defined assessment domain.
Specifying the instructional objectives associated
with these behaviours is central to criterionreference measurement( e.g., Class room tests)
Norm-referenced
Used to ascertain an individuals status with the
performance of other individuals on the measure
( e.g., standardized tests).

Areas of Application for CRM

and NRM
Purpose

CRM

Clarifying instructional goals and

objectives
Determining and reporting student
achievement

Planning, directing, and improving

learning experiences

Accountability/programme evaluation

Counselling
Selection

NRM

+
+

References

Payne, D.A.(2003).Applied educational assessment( 2nd Ed.).

Belmont, CA: Wadsworth Thomson Learning, Inc.

Popham, W. AJ.(2011). Classroom assessment: what teachers

need to know (6th Ed.). Boston, MA: Allyn & Bacon.

McMillan,J.H.(2011). Classroom assessment: principles and

practice for effective standard-based instruction. Boston,
MA: Allyn & Bacon.

Miller, M.D., Linn,R.L.,& Gromlund, N.E.(2009).Measurement

and assessment in teaching( 3rd Ed). Upper Saddle River, NJ:
Pearson Eduation Inc.