Difference between revisions of "Assessment"

Difference between revisions of "Assessment"

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{{Term|ASSESSMENT|Continuous process with the objective of understanding and increasing learning by defining, selecting, designing, collecting, analyzing and interpreting the information obtained through observation and measurement of the learners. Assessments provide faculty with a better understanding of what learners are learning and engage them more deeply in the process of learning content. Learning and assessment are correlated, since the learning tasks stimulate the learners to develop some competencies and the assessment makes them demonstrate these competencies. To make an assessment more effective, the learners should be given the opportunity to practice with that form of evaluation before it becomes effective. By using assessment strategies that draw learners into the assessment process, they learn more of the content while getting the benefits of learning skills that will be useful to them in future. It also provides information to be used as feedback to modify the teaching and learning activities in which learners are engaged.<ref> [http://serc.carleton.edu serc.carleton.edu ](15 April 2008), [http://www.ltscotland.org.uk www.ltscotland.org.uk](15 April 2008)</ref>
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{{Term|ASSESSMENT|A generic term used to describe any systematic method e.g. quizzes, tests, surveys and exams, whose purpose is to evaluate and measure learners’ knowledge, skills, abilities and attitudes by collecting, selecting, analyzing and interpreting the information obtained through performance observation.
  
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Fadel, Honey and Pasnik (2007) believe that we are "shifting toward an innovation-based economy" where successful intelligence will be composed of "a three-point foundation of analytical, practical and creative skills".  They suggest that future assessment should be created to be "assessments ''for'' learning, rather than assessments ''of'' learning", so that the assessment process benefits students more effectively.  They also recommend that assessment "be performance-based" (so as to be practical), that it "makes students' thinking visible" (so that it can be observed and measured), "that it generate data that can be acted upon" (by teachers and administrators in improving the learning process), "that it build capacity in both teachers and students, and be part of a comprehensive and well-aligned curriculum".<ref>Fadel, C., Honey, M., & Pasnik, S. (2007, May 23). Assessment in the Age of Innovation. Education Week, 34, 40.</ref>
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Learning and assessments are correlated since the learning tasks stimulate the development of some competencies/skills/abilities and the assessment makes learners demonstrate their achievement.<ref> [http://serc.carleton.edu serc.carleton.edu ](15 April 2008), [http://www.ltscotland.org.uk www.ltscotland.org.uk](15 April 2008)</ref>
  
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When computers are involved in education and assessment, special attention must be paid to the way this is done in order to keep the goal of learning in mind.  Lin and Dwyer (2006) discuss the two orders of the fingertip effect (perpetual access to computers and the Internet), stating that the first-order effect changes how people accomplish tasks, but not what they are attempting to do, whereas the second-order effect changes the way people think and what they are attempting to accomplish.  Considering these effects, it is important to determine which effects the computer-based assessment has achieved, and to strive to use computers not only for assessment administration (creation and correction), but also for changing the type of assessment given.<ref>Lin, H., & Francis, D. (2006). The Fingertip Effects of Computer-based Assessment in Education. TechTrends, 50 (6), 27-31.</ref>
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There are five different styles of assessments which have different purposes as described below:
  
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It is also important to not overdo assessment and to keep in mind its ultimate goal: to enhance learning.  Pelligrino (1999) points out that the majority of the most common assessments serve the needs of audiences other than the learner (SATs, for example). In an example of diagnostic assessment, meant to help learning, Pelligrino cites a multiple choice question where the learner is asked not only what the correct answer is, but the reason why their chosen answer is correct. In this way, the instructor can see the different ways in which students may be misunderstanding a concept.<ref>Pelligrino, J. W. (1999). The Evolution of Educational Assessment : Considering the Past and Imagining the Future.  William H. Anghoff Memorial Lecture Series (pp. 1-19). New Jersey: Educational Testing Service, Princeton University.</ref>
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'''Diagnostic Assessments''': identify the needs and prior knowledge of learners with the purpose of directing them to the most appropriate learning experience.
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Pre-learning assessments (pre-tests, placement tests, personality assessments)
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'''Formative Assessments''': strengthen memory recall providing practice for search and retrieval from memory, correct misconceptions and promote confidence in learners’ knowledge.
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Practice tests and exams (quizzes during learning, self assessment of knowledge, skills, attitudes)
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'''Needs Assessments''': determine the needs or "gaps" between learners’ current and desired conditions to improve present performance or to correct a deficiency.
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Needs Analysis Surveys
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'''Reaction Assessments''': determine the satisfaction level with a learning or assessment experience.
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Course evaluation Surveys, Employee Opinion Surveys, Customer/Partner satisfaction Surveys
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'''Summative Assessments''': measure or certify knowledge, skills and aptitudes.
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Post Course Tests, Exams during study, Internal Exams, Open Exams, Licensing Exams, Pre-Employment Tests<ref> Shepherd, E., Godwin J., “Assessments through the learning process”, QuestionMark White Paper, 2010, pp. 3-9.</ref>
  
 
See also: [[A.D.D.I.E Model]], [[Assessment Standardization]]; [[Peer-to-Peer Assessment]]; [[Performance Assessment]]; [[Formative Evaluation]]; [[Instructional Design (ID)]]; [[Learning Objectives]]; [[Summative Evaluation]]
 
See also: [[A.D.D.I.E Model]], [[Assessment Standardization]]; [[Peer-to-Peer Assessment]]; [[Performance Assessment]]; [[Formative Evaluation]]; [[Instructional Design (ID)]]; [[Learning Objectives]]; [[Summative Evaluation]]
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{{Tool|General Guidelines for developing assessments|
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Good assessments correspond to well-written [[Learning_Objectives|learning objectives]].
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The following list  shows how early in the instructional process they should be designed:
  
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*Identify learning objectives;
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*'''Design and build assessments''';
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*Design and build content and activities;
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*Conduct [[Formative_Evaluation|formative evaluation]];
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*Revise assessments, contents, and activities;
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*Complete development;
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*Conduct [[Summative_Evaluation|summative evaluation]];
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*Maintain the course.<ref> [Patti Shank, Develop valid assessments, Infoline December 2009, ASTD Press, p. 2]</ref>
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=='''Design and build assessments'''==
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*'''Assessment methods''': after having determined key learning objectives, it is necessary to identify which type of assessment is appropriate to determine the level of knowledge/ performance achieved as a result of the learning activity.
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o If the objective is a knowledge objective which calls for recalling or selecting, test items can be used. Below is a list  based on [[Bloom's_Taxonomy|Bloom’s Taxonomy]] matching cognitive objectives with appropriate test assessments:
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== Some points to keep in mind when designing assessment: ==
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*Create clearly defined
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*Create assessment that is aligned with those learning objectives
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*Use assessment types that allow proper measurement of level of attainment of objectives.  For instance, if your objective is to describe the events which lead to a particular war, have the learner describe the events in an essay or short-answer question, not pick them from a list in a multiple-choice question.
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*Provide timely and helpful [[Feedback|feedback]] so that the learner may know how well they have mastered the specified objectives, how they may improve their [[Performance|performance]], and so that they may do so before the end of the learning session.
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}}
  
 
{{Addlink|Below you have the link to a slideshow that summarizes some of the concepts related to learning objectives:}}
 
{{Addlink|Below you have the link to a slideshow that summarizes some of the concepts related to learning objectives:}}
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{{Tool|Implementing Effective Assessment|
 
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== Some points to keep in mind when designing assessment: ==
 
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*Create clearly defined [[Learning_Objectives|learning objectives]].
 
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*Create assessment that is aligned with those learning objectives
 
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*Use assessment types that allow proper measurement of level of attainment of objectives.  For instance, if your objective is to describe the events which lead to a particular war, have the learner describe the events in an essay or short-answer question, not pick them from a list in a multiple-choice question.
 
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*Provide timely and helpful [[Feedback|feedback]] so that the learner may know how well they have mastered the specified objectives, how they may improve their [[Performance|performance]], and so that they may do so before the end of the learning session.
 
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}}
 
  
 
== References ==
 
== References ==
 
<references/>
 
<references/>

Revision as of 12:41, 11 November 2011

Term2.png ASSESSMENT
A generic term used to describe any systematic method e.g. quizzes, tests, surveys and exams, whose purpose is to evaluate and measure learners’ knowledge, skills, abilities and attitudes by collecting, selecting, analyzing and interpreting the information obtained through performance observation.

Learning and assessments are correlated since the learning tasks stimulate the development of some competencies/skills/abilities and the assessment makes learners demonstrate their achievement.[1]

There are five different styles of assessments which have different purposes as described below:

Diagnostic Assessments: identify the needs and prior knowledge of learners with the purpose of directing them to the most appropriate learning experience. Pre-learning assessments (pre-tests, placement tests, personality assessments)

Formative Assessments: strengthen memory recall providing practice for search and retrieval from memory, correct misconceptions and promote confidence in learners’ knowledge. Practice tests and exams (quizzes during learning, self assessment of knowledge, skills, attitudes)

Needs Assessments: determine the needs or "gaps" between learners’ current and desired conditions to improve present performance or to correct a deficiency. Needs Analysis Surveys

Reaction Assessments: determine the satisfaction level with a learning or assessment experience. Course evaluation Surveys, Employee Opinion Surveys, Customer/Partner satisfaction Surveys

Summative Assessments: measure or certify knowledge, skills and aptitudes. Post Course Tests, Exams during study, Internal Exams, Open Exams, Licensing Exams, Pre-Employment Tests[2]

See also: A.D.D.I.E Model, Assessment Standardization; Peer-to-Peer Assessment; Performance Assessment; Formative Evaluation; Instructional Design (ID); Learning Objectives; Summative Evaluation

Toolkit.png General Guidelines for developing assessments

Good assessments correspond to well-written learning objectives. The following list shows how early in the instructional process they should be designed:

  • Identify learning objectives;
  • Design and build assessments;
  • Design and build content and activities;
  • Conduct formative evaluation;
  • Revise assessments, contents, and activities;
  • Complete development;
  • Conduct summative evaluation;
  • Maintain the course.[3]

Design and build assessments

  • Assessment methods: after having determined key learning objectives, it is necessary to identify which type of assessment is appropriate to determine the level of knowledge/ performance achieved as a result of the learning activity.

o If the objective is a knowledge objective which calls for recalling or selecting, test items can be used. Below is a list based on Bloom’s Taxonomy matching cognitive objectives with appropriate test assessments:



Some points to keep in mind when designing assessment:

  • Create clearly defined
  • Create assessment that is aligned with those learning objectives
  • Use assessment types that allow proper measurement of level of attainment of objectives. For instance, if your objective is to describe the events which lead to a particular war, have the learner describe the events in an essay or short-answer question, not pick them from a list in a multiple-choice question.
  • Provide timely and helpful feedback so that the learner may know how well they have mastered the specified objectives, how they may improve their performance, and so that they may do so before the end of the learning session.
Link icon.png Web Resources
Below you have the link to a slideshow that summarizes some of the concepts related to learning objectives:
Link Content
Assessments in e-Learning This slideshow presents some of the basic concepts related to the development of good learning objectives and to the importance of measuring learning. It also presents different types of assessment.


References

  1. ↑ serc.carleton.edu (15 April 2008), www.ltscotland.org.uk(15 April 2008)
  2. ↑ Shepherd, E., Godwin J., “Assessments through the learning process”, QuestionMark White Paper, 2010, pp. 3-9.
  3. ↑ [Patti Shank, Develop valid assessments, Infoline December 2009, ASTD Press, p. 2]
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