course assessment mqf

8/8/2019 Course Assessment Mqf

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COURSE ASSESSMENT


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Assessment

A broad term defined as a process for

obtaining information that is used for

making decision about

Students

Curricula and programmes

Educational policies

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Evaluation

The process of making a value

judgment about the worth of a students

product or performance

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Measurement

A procedure for assigning numbers

(usually called scores) to a specified

attribute or characteristic of a person in

such a way that the numbers describe

the degree to which the person

possesses the attribute.

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Concept Overview

An assessment may or may not provide

measurements. If a procedure

describes a student by qualitative labels

or categories, the student is assessed,

but not measured.

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Formative Assessment

Judgment about quality or worth madeduring the design or development ofinstructional materials, instructionalprocedures, curricula, or educationalprograms.

Occurs during a lesson or unit to provideongoing feedback to the lecturer andstudent.

Its purpose is to provide corrective actionsas instructions occurs to enhance studentslearning.

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Formative Assessment (cont.)

Formative assessment should occur

regularly throughout the instructional

process

It occurs when lecturers feed

information back to the students in ways

that enable the student to learn better,

or when students can engage in asimilar, self-reflective process.

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Formative Assessment (cont.)

Consists of informal observation,

questioning, student responses to

questions, worksheets, and teacher

feedback to student.

Is integrated with instruction on a daily

basis.

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Summative Assessment

Judgment about the quality or worth ofalready-completed instructional materials,instructional procedures, curricula, or

educational programs. Takes place at the end of a unit of study.

Its primary purpose is to document studentperformance after instruction is completed.

Also used to identify patterns in the errorsthat students make.

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Summative Assessment (cont.)

Black (1998) explains summative

assessment as:

When the cook tastes the soup, thats

formative assessment; when the customer

tastes the soup, thats summative

assessment.

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Norm-Referenced Evaluation

When the performance of one student is

compared with that of other students,

and a judgment is passed on the basis

of that comparison, a norm-referenced

evaluation is being made (Mager,

1990).

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Criterion-Referenced Evaluation

When we compare a measurement not

with other measurements, but with

some objective standard, we are

making a criterion-referenced evaluation

(Mager, 1990).

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Types of Assessment

Paper-and-pencil tests

Alternative assessment

any method that differs from conventional,most particularly objective tests (McMillan,

1997).

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Alternative Assessment

Examples:

observations

exhibitions

oral presentations

experiments

portfolios

interviews

projects

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Performance-based Assessment

A performance-based assessment is

one which the instructor observes and

makes a judgment about the students

demonstration of a skill or competency

in creating a product (McMillan, 1997).

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Performance-based includes

performance and product.

The emphasis is on the students ability

to apply their knowledge and skills to

produce their own work.

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Performance-based

Assessment (Cont.)


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Authentic Assessment:

It involves the direct examination of a

students ability to use knowledge to

perform a task that is like what is

encountered in real life or in the real

world.

Authenticity is judged in the nature of

the task completed and in the context ofthe task (e.g., in the options available,

constraints, and access to resources).

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Authentic Assessment (Cont.)

Students are aware of the criteria and

standards by which the work will be

judged prior to beginning their work.

Students plan, construct, and deliver an

original response, and explain or justify

their answers.

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WHAT MAKES A GOODWHAT MAKES A GOOD

ASSESSMENT?ASSESSMENT?

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Good Assessment

Objectivity

Validity

Reliability

Practicability

Explicitness

Item difficulty

Item discrimination

Comprehensiveness

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1. Objectivity

The degree to which a test can be scoredwithout bias or the personal opinion of thescorer affecting the grades, and the

interpretation of individual test items by thetest taker.

Ideally, a test should be constructed sothat any qualified person can administer

and score it and obtain the same resultsas any other scorer; closely related toreliability and validity.

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2. Validity

A measure of the degree to which a test

is appropriate for its intended use; the

soundness of interpretation and uses of

students scores assessment results. It

emphasizes the results interpreted, not

the instrument or procedure itself.

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3. Reliability

The degree to which students assessmentresults are the same (consistent) when:

they complete the same task(s) on two differentoccasions;

two or more lecturers mark their performance onthe same task(s); or

they complete different but equivalent tasks on thesame or different occasions.

As long as the quality being measured has notchanged, any student should get about thesame score in each time he/she gets the test

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4. Practicability

The extent to which a test is usable,including the tests:

readability

ease of administration ease of scoring

time required

material needed

money required

personnel needed

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5. Explicitness

Procedures and criteria should be

known; students need to know the basis

for grading and what they will be held

responsible for.

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6. Item Difficulty

The percentage of individuals who correctlyanswered a given item; must take into accountthe type of assessment procedure (0.30-0.70 =good difficulty index).

An item, correctly answered by fewer than 25percent of students, may be a questionable item.

An item, correctly answered by more than 75percent of students, may be a questionable item.

Hopkins, Stanley, & Hopkins (1990)

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7. Item Discrimination

The ability of each separate item to

differentiate between the high scorers

and the low scorers on the assessment

(0.40 & above = high positivediscrimination index).

Hopkins, Stanley, & Hopkins (1990)

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8. Comprehensiveness

The test being long enough and containingan appropriate number and type of itemsto do the job.

No specific formula It is a matter of the test makers judgment

Is the test comprehensive enough tomeasure accurately and thoroughly what I

expect it to measure?Paul A. Bott (1996)

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THANK YOU

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