Foundations of Assessment

1. Foundations of Assessment Measurement & Evaluation

2. Basic Concepts • Measurement • Scale, criterion, unit • Direct & indirect measurement • Scales types • Nominal • Ordinal • Interval • Ratio • Vriables • Evaluation • Types of assessment • Norm-referenced • Critierion-referenced • Ipsative • Pusposes of assessment • diagnose • formative • placement • summative M SOZBILIR

3. What is measurement? • Process of quantifying individual’s achievement, personality, attitudes, habits and skills • Quantification appraisal of observable phenomena • Process of assigning symbols to dimensions of phenomena • An operation performed on the physical world by an observer • Process by which information about the attributes or characteristics of things are determined and differentiated M SOZBILIR

4. Measurement properties • length, • height, • temperature, • humidity, • electric current, • velocity, • volume, • knowledge, • intelligence, • colour, • beauty, • Moral values, • learning, • … M SOZBILIR

5. Direct vs Indirect Measurement • What is the difference between measuring the size of a box and a piece of rock? • Direct measurement is when an object or something can be directly measured, meaning that you can actually pick it up and measure the sides (such as a box). • Something that wouldn't be classified to be directly measured is something like a rock, where you need to use Indirect measurement to measure it, like dropping a rock in a container with water, and see how much the water rises. • Give some examples of direct & indirect measurement from daily life routines. • Direct measurement involves less error compared to the indirect measurement! M SOZBILIR

6. What is a Scale? • A device that can be used for measuring something. • Meter • Thermometer • Liter • Attitude scale • Achievement test M SOZBILIR

7. Units in measurement • Cm, kg, C, number, tea spoon, … are a units. • Natural units: a student, two apples, … • Standard units: meter, hour, kw,… • What is zero point in measurement. M SOZBILIR

8. Units in measurement Three important features that we look in units:1. Equality of units (meter-overarm), 2. Generality of units (kg-libra-pounds), 3. Suitability of units to its purpose M SOZBILIR

9. Scales • Natural: • Finger, • Overarm, • step, footstep … • Standard: • Weighing scale, • Meter, • Pressure gauge, • Thermometer, • Clock, … M SOZBILIR

10. Criterion • a standard by which something can be judged or decided • a basis for comparison; a reference point against which other things can be evaluated • Without a criterion we cannot make evaluation. • According to the criterion evaluation. • Norm-referenced • Criterion-referenced • Ipsative M SOZBILIR

11. Criterion and Norm Reference Tests Criterion-Reference Tests • It serves to identify on what extent the individual’s performance has met in a given criterion. (ex. A level of 75% score inall the test items could be considered a satisfactory performance) • It points out what a learner can do, not howhe compares with others • It identifies weak and strong points in anindividual’s performance • It tends to focus on sub skills, shorter, mastery learning • It could be both diagnostic and prognostic in nature.

12. Criterion and Norm Reference Tests Norm-Referenced Tests • It compares a student’s performance with the performance of other students in the class • It uses the normal curve in distributing grades of students by placing them either above or below the mean. • The teacher’s main concern is the variability of the score. • The more variable the score is the better because it can determine how individual differs from the other. • Uses percentiles and standard scores. • It tends to be of average difficulty.

13. Types of Scales • Nominal • Ordinal • Interval • Ratio M SOZBILIR

14. Nominal

15. Ordinal?

16. Interval

17. Ratio

18. Types of Scales • Nominal - Identification only • Ex (players numbers, male=1 female=0) • Ordinal -Ranking • Ex (race ?) results of the car race 1st, 2nd, etc… • Interval –Ranks and distinguishes intervals • Ex (temperatureoC, calendar, math scores ) • Ratio – absolute quantities • Ex (weight, degrees Kelvin, lenght)

19. Variable? • A variable is something that can be changed, such as a characteristic or value. • Height, weight, intelligence level, attitude, achievement, gender, race, nationality, language, economic and social statue…. M SOZBILIR

20. Types of Variables M SOZBILIR

21. Evaluation defined • Qualitative aspect of determining the outcomes of learning. • Process of ranking with respect to attributes or trait • Appraising the extent of learning • Judging effectiveness of educ. experience • Interpreting and analyzing changes in behaviour • Describing accurately quantity and quality of thing • Summing up results of measurement or tests giving meaning based on value judgments • Systematic process of determining the extent to which instructional objectives are achieved • Considering evidence in the light of value standard and in terms of particular situations and goals which the group of individuals are striving to attain.

22. Types of Evaluation used in classroom instruction • Diagnostic Evaluation – detects pupil’s learning difficulties which somehow are not revealed by formative tests. It is more comprehensive and specific. • Formative Evaluation – It provides feedback regarding the student’s performance in attaining instructional objectives. It identifies learning errors that needed to be corrected and it provides information to make instruction more effective.

23. Types of Evaluation used in classroom instruction 3. Placement Evaluation – It defines student’s entry behaviors. It determines knowledge and skills he possesses which are necessary at the beginning of instruction. 4. Summative Evaluation – It determines the extent to which objectives of instruction have been attained and is used for assigning grades/marks and to provide feedback to students.