MUHAMMAD IZZUDDIN BIN AZZMI KSP 6103 ASSESSING SCIENCE LEARNING

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Assignment: Definition of Term

1. Assessment

Assessment is about gathering information. The information gathered is
based on the purpose of assessment. An assessment can be as simple as an
exercise in which a teacher gathers information from students. According to
Palomba and Banta (1999), assessment is the systematic collection, review, and
use of information about educational programs undertaken for the purpose of
improving learning and development.

Assessment is the process of gathering and discussing information from
multiple and diverse sources in order to develop a deep understanding of what
students know, understand, and can do with their knowledge as a result of their
educational experiences; the process culminates when assessment results are
used to improve subsequent learning.

Lynn and Margaret (2006) define assessment is a process where data are
collected about a situation. They are then analyses and the results of the
analysis are reported to someone and then used. In education assessment has
many purposes and many levels. It can be a comment from the teacher designed
to help a pupil move on.






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2. Evaluation
Evaluation is the process of determining the merit, worth and value things,
and evaluations are the products of that process. (Scriven, 1991). Evaluation is
viewed as a systematic process. It should not be conducted as an afterthought;
rather, it is a planned and purposeful activity.
As explain by Rust-Eft and Preskill (2001) evaluation involves collecting
data regarding questions or issues about society in general and organizations
and programs in particular. Evaluation is a process for enhancing knowledge and
decision making, whether the decisions are for improving or refining a program,
process, product, system, or organization or for determining whether or not to
continue or expand a program. And, in each of these decisions, there is some
aspect of judgment about the merit, worth, or value of the evaluate (that which is
being evaluated.
In education, evaluation is an integral component of all systems of
education at all processes. It is what enables educators, teaches, administrators,
policy makers and the community have an idea of what is missing and what is
available. Evaluation can be defined in two ways, depending on what we want to
achieve at end of the exercise. Fist, evaluation is the systematic process of
collecting and analyzing data in order to determine whether, and to what degree
objectives have or are being achieved. Second, evaluation is the systematic
process of collecting and analyzing data in order to make decisions.

3. Measurement

Measurement is the process of gathering information about learning. It is
the process of quantifying the degree to which someone or something possesses
a given characteristic, quality or feature. Stevens (1951) define measurement is
the assignment of numbers to object or evens according to rules. Following
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Blalock (1968) define measurement as the process of linking abstract concepts
to empirical indicants.

The purpose of measurement is to produce quantitative data, such as test
scores, numerical rating on assigned projects, height, weight, visual acuity and
number of sit-ups completed in one minute. The numerical data generated in the
measurement process are typically used in the evaluation of something, for
example students achievement.


4. Test
Test is a question or a task or a series of such, designed to elicit some
predetermined behavior from the person being tested. The terms assessment
and test are usually used interchangeably by many people. However, the word
test implies a paper-and pencil instrument, administered under pre-specified
conditions that are consistent across students. Its traditional usage by teachers
has implied a written series of tasks to which students responded in writing (for
example essay or short-answer items) or marked their response choices with a
pen or pencil (for example true-false, multiple choice, or matching items)
(Gallagher, 1998).

5. Reliability

Any observed assessment score consists of a true score (which we can
never accurately know) and some measurement error. Different assessment
tools will measure true scores with different degrees of accuracy; the term we
use to refer to this is Reliability.

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We can define reliability as the accuracy with which a tool can measure
true scores. If there were no measurement error, then the scores we obtained
would be perfectly reliable and would always represent true scores i.e. they
would measure whatever it was they were measuring with total accuracy.

Reliability also as the extent to which a questionnaire, test, observation or
any measurement procedure produces the same results on repeated trials. In
short, it is the stability or consistency of scores over time or across raters.

6. Validity

Validity is defined as the extent to which the instrument measures what it
purpose to measure. For example, a test that is used to screen applicants for a
job is valid if its scores are directly related to future job performance.
A rather basic definition of validity is the degree to which a test measures
what is it supposed to measure. Although this definition is relatively common
and straightforward, it oversimplifies the issue a bit. A better definition, reflecting
the most contemporary perspective, is that validity is the degree to which
evidence and theory support the interpretations of test scores entailed by the
proposed uses of a test (AERA, APA, & NCME, 1999, p. 9).


7. Formative assessment
Formative assessments are on-going assessments, reviews, and
observations in a classroom. Teachers use formative assessment to improve
instructional methods and students feedback throughout the teaching and
learning process. For example, if a teacher observes that some students do not
grasp a concept, she or he can design a review activity or use a different
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instructional strategy. Likewise, students can monitor their progress with periodic
quizzes and performance tasks.

The results of formative assessments are used to modify and validate
instruction. Formative assessment is generally carried out throughout a course or
project. Formative assessment also referred to as educative assessment, is
used to aid learning. In educational setting, formative assessment could be a
teacher (or peer) or the learner, providing feedback on a students work and
would not necessarily be used for grading purposes.


8. 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. The goal of summative assessments is to make a judgment
of student competency, after an instructional phase is complete.

Summative assessments are used to determine if students have mastered
specific competencies and to identify instructional areas that need additional
attention. Summative assessment is generally carried out at the end of a course
or project. In an educational setting, summative assessments are typically used
to assign student a course grade.


9. Continuous assessment
Continuous assessment of learners progress could be defined as a
mechanism whereby the final grading of learners in the cognitive, affective and
psychomotor domains of learning systematically takes account of all their
performances during a given period of schooling (Falayalo, 1986).
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Continuous assessment is more likely to be formative, process-oriented,
informal, internal, learner-involved, and/or self-referenced in nature. It can take
the form of daily work (e.g. essays, quizzes, presentation and participation in
class), projects/term papers and practical work (e.g. laboratory work, fieldwork,
clinical procedures, drawing practice).


10. Assessment for learning
Assessment for Learning focuses on the learning process (rather than the
end product) and attempts not to prove learning, but rather improve it. It is
formative assessment. It is a way for us to take stock during the learning process
and can help inform us of how the learning is progressing. Assessment for
Learning is the process of seeking and interpreting evidence for use by learners
and their teachers to decide where the learners are in their learning, where they
need to go next, and how best to get them there. (The Assessment Reform
Group, 2002)
Stiggins, Arter, Chappuis,& Chappuis (2004) define Assessment for
Learning is a formative assessment practices designed to meet students
information needs to maximize both motivation and achievement, by involving
students from the start in their own learning
Assessment for Learning offer a sequence of effective research-based
practices that develop in students the patterns of thought they need to
substantially improve their own achievement, and in doing so, they will introduce
your students to the motivational power of being in control of the conditions of
their success.
In Assessment for Learning there is a high emphasis on transferable
learning, assessment becomes a much more transparent process because it is
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based on critical information that is shared with learners; and learners are able
to take responsibility for their own learning and, eventually, for their own
assessment


11. Assessment of learning

Assessment of learning refers to strategies designed to confirm what
students know, demonstrate whether or not they have met curriculum outcomes
or the goals of their individualized programs, or to certify proficiency and make
decisions about students future programs or placements. It is designed to
provide evidence of achievement to parents, other educators, the students
themselves, and sometimes to outside groups (e.g., employers, other
educational institutions).
Assessment of learning is the assessment that becomes public and
results in statements or symbols about how well students are learning. It often
contributes to pivotal decisions that will affect students futures. It is important,
then, that the underlying logic and measurement of assessment of learning be
credible and defensible.


12. Authentic assessment

Authentic assessment is a kind of assessment that directly measures
students performance through real-life tasks or product. This alternative
assessment includes the following tasks or products such as creating an original
piece of artwork, writing a paper, delivering speech and so on. Often teachers
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who use authentic assessment are interested not only in the products of learning
but also in the processes that students use to prepare such products. Thus,
portfolio of writing samples may be used to chart the development of students
writing skills over time as they relate to the production of a final editorial. In some
cases, teachers may videotape students practicing their delivery of speech on
successive occasions to document their growth in the development of final
version.
Gulikers, Bastiaens, and Kirschner, (2004, p. 69) define authentic
assessment as an assessment requiring students to use the same
competencies, or combinations of knowledge, skills, and attitudes that they need
to apply in the criterion situation in professional life.

Khaira and Yambo (2005) argue that authentic assessments should
resemble meaningful performances in real world contexts and should involve
real life tasks with multiple solutions for the student.
Similarly, Mueller (2006) suggests that the rationale for using authentic
assessment usually springs from the idea that graduates should be proficient at
performing the tasks they encounter when they graduate therefore their
assessment should require them to perform meaningful tasks that replicate real
world challenges.
So authentic assessment has to do with students demonstrating that they
know a body of knowledge, have developed a set of skills, and can apply them in
a real life situation and can solve real life problems. Authentic assessment is
performance-based and requires students to exhibit the extent of their learning
through a demonstration of mastery.



MUHAMMAD IZZUDDIN BIN AZZMI KSP 6103 ASSESSING SCIENCE LEARNING
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References

American Educational Research Association, American Psychological
Association, & National Council on Measurement in Education. (1999).
Standards for educational and psychological testing. Washington, DC:
American Educational Research Association.

Blalock, H. M. (1968) "The Measurement Problem: A Gap Between the
Languages of Theory and Research." in H. M. Blalock and A. Blalock (eds.)
Methodology in Social Research. New York: McGraw-Hill.

Gallagher, J. D.( 1998). Classroom assessment for teachers. Upper Saddle
River, NJ: Merrill/Prentice Hall.

Gulikers, J., Bastiaens, T., & Kirschner, P. (2004). A five-dimensional framework
for authentic assessment. Educational Technology Research and
Development, 52 (3), 67-85.

Khaira, H.G. & Yambo, D. (2005). The practicality of authentic assessment.
Paper presented at The First International Conference on Enhancing
Teaching and Learning Through Assessment. The Hong Kong Polytechnic
University, June.

Lynn,O., Margaret, S. Assessment ; A Practical Guide for Primary Teachers:
Continuum, 2006

Mueller, J. (2006). Authentic assessment toolbox. Retrieved on 25th June from
The website
http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm#looklike

MUHAMMAD IZZUDDIN BIN AZZMI KSP 6103 ASSESSING SCIENCE LEARNING
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Palomba, C.A. & Banta, T.W. Assessment Essentials: Planning,
Implementing, and Improving Assessment in Higher Education. San
Francisco: Jossey-Bass, 1999, p. 4

Scriven, M. (1991). Evaluation thesaurus(4th ed.). Thousand Oaks, CA: Sage
Russ-Eft, D., & Preskill, H. (2001). Evaluation in organizations: A systematic
approach to enhancing learning, performance, and change. Boston: Perseus.

Stevens, S.S. (1951). Mathematics, measurement and psychophysics. In S.S.
Stevens (Ed.), Handbook of experimental psychology (pp. 1-49). New York:
Wiley.
Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom
assessment FOR student learning: Doing it rightusing it well. Portland, OR:
ETS Assessment Training Institute.

The Assessment Reform Group. (2002) Assessment for Learning: 10 Principles