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Course Overview

1: Introduction- basic concepts

2: What to Assess - Bloom taxonomy

3: Using Objective Tests

4: Using Essay Tests

5: Using Projects & Practical

6: Using Observation Checklist, Oral Tests & Portfolio assessment

7: Reliability & Validity of Assessment Techniques

8: Test preparation, administration & items analysis

9: Analysis & Interpretation of test score & reporting

10: Future Assessment

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Chapter 1: Overview

1.1 Differences between testing, evaluation and assessment

1.2 Historical origins of educational assessment

1.3 The why, what and how of educational

assessment

1.4 Objectives of educational assessment

1.5 Formative and summative assessment

1.6 Criterion and norm-referenced tests

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Introduction – important terms

Measurement
Evaluation
Testing
Assessment

Formative and Summative Assessment
Criterion and Norm-Reference tests

Can you differentiate them?

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Measurement

assignment numbers (value) to a phenomenon / what you want to know
using instrument(s) to get that numbers
examples of instruments are tests, quiz, observational scales, questionnaires, attitudinal inventories for education

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Testing

One of the methods of measuring using test as a tool
various types of test such as objective test, essay, exercises, quiz, oral test, diagnostic test etc

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EVALUATION

From the numbers we determine the standards or grades
Do you make judgement to the number?

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ASSESSMENT (using multi-source)

process of collecting information with the purpose of making decisions (judgement) about students
Data is collected using various tests, observations of students and interviews

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Summary

Measurement – identify a certain value
Evaluation – make a decision after measured
Testing – a way to measure
Assessment – process of gathering info from multiple sources to understand what a person learned

Formative Assessment - Progressive
Summative Assessment – At the End
Criterion test – based on criteria
Norm-Reference test- based the norm

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1.2 Historical Origin of Educational Assessment�

The Imperial Examination in China (keju, 科举制度) was a civil service examination system in Imperial China for selecting candidates for the state bureaucracy - dominant during the Song dynasty and lasted till 1905 in the late Qing dynasty reforms

- Initially Six arts -music, archery & horsemanship, arithmetic, writing and knowledge of the rituals and ceremonies in both public and private life.

- Later included Five studies

military strategy, civil law, revenue & taxation, agriculture and geography, and the Confucian classics.

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Confucian’s Classics

Four Books and the Five Classics (四書五經)- classics of Chinese Confucianism.

Four Books: Great learning (大学), Doctrine of the mean (中庸), Analects (论语), & Mencius (孟子)

Five disciplines (wuke 五科) or books: Shijing 詩經, Shangshu 尚書, Yijing 易經, Liji 禮記 and Chunqiu 春秋

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b) Development of Modern Educational Assessment�

- Francis Galton- differential psychology and psychometrics

Alfred Binet – IQ testing
Lewis Terman - Stanford-Binet revision of IQ test
David Wechsler - Wechsler Adult Intelligence Scale (WAIS)
Charles Spearman- “g” and “s” factors in intellegence
Leon Thurstone – 7 mental abilities, first multi-factor approach to intelligence

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1.3 The Why, What and How of Educational Assessment �(Fig. 1.4, p11)

Chapter 1 – Why do we assess

2 – What do we assess

3 – 6 - How do we assess

7 – 8 - How to know assessment

instruments are effective

9 – How to interpret assessment results

and do reporting

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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT (Figure 1.5 Purpose of Assessment , pg 12)�

Purpose	Examples
Diagnosis	Diagnostic Test
Exceptionality	Diagnostic Test, Observation, to determine students with unnormal ability or disability
Certification	Official Certificates: School or State level, National level like SPM, STPM, Degree
Placement	Streaming to Next Level, Class
Administration	Records of placement, certificates
Counselling	Counselling sessions to the parents, students,
Informing Parents	Report Card, Monthly Test Results – online
Improving Teaching	Annual reports, Post-mortem reports

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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT (Figure 1.6 Why do we Assess?, pg 14)

Types of Decisions
Help the Learner:		Questions to be Answered
Diagnosis for Remedial action		Should the student be sent for remedial classes so that difficulty in learning can be overcome?
Diagnosis for enrichment		Should the student be provided with Enrichment activities?
Exceptionality		Does the student have special learning needs that require special education assistance?
Selection		Should the student be streamed to X or Y?

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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT (Figure 1.6 Why do we Assess?, pg 14)

Progress		To what extent the student is making progress toward specific instructional goals?
Communication to parents
Certification		What is the strength and weakness in the overall performance of a student in specific areas assessed?
Administration &		How is the schooling performing in Comparison to other schools?
Counselling		Why students should be referred for counselling?

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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT (Figure 1.6 Why do we Assess?, pg 14)

Improve Teaching:		Questions to be Answered
Objectives		Were the desired learning outcomes achieved?
Teaching Method		Were the teaching methods employed effective?
Prior Knowledge		Did students have the relevant prior knowledge?
Teaching Materials		Were the teaching materials used effective?
Teacher Differences		Were particular teachers more effective than others?

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1.5 Formative and Summative Assessment Figure 1.7, pg 16

Timing – throughout vs at the end
Method – formal & informal vs formal
Aim – assess progress vs grading
Example – Quizzes, exercises, test vs final exam

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1.5 Formative and Summative Assessment�(Fig. 1.7, p 16)

	Formative	Summative
Timing	Conducted throughout the teaching-learning process	Conducted at the end of a teaching-learning phases (e.g. end of semester or year)
Method	Paper & pencil tests, observations, quizzes, exercises, practical sessions (group and individually)	Paper & pencil tests, oral tests administered to the group (formally conducted)
Aim	 To assess progress and recommend remedial action for non-achievers  Remedial or enrichment	 Grading to determine if the programme was successful.  To certify students and improve the curriculum
Example	Quizzes, essays, diagnostic tests, lab reports and anecdotal records	Final exams, national examinations, qualifying tests.

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1.6 Norm-Referenced and Criterion-Referenced Tests

Norm- referenced – based on norm or others in the group in performance

Criteria-referenced - based on testing criteria

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1.6 Norm-Referenced and Criterion-Referenced Tests (Fig. 1.8, p18)

	Norm-Referenced Test	Criterion-Referenced Test
Aim	Compare a student’s performance with other students  Select students for certification	 Compare a student’s performance against some criteria (e.g. learning outcomes)  Extent to which student has acquired the knowledge or skill  Improve teaching & learning
Types of Questions	Questions from simple to difficult	Questions of nearly similar difficulty relating to the criteria
Reporting of results	Grades are assigned	No grades are assigned (whether skill or knowledge achieved or not)
Content coverage	Wide content coverage	Specific aspects of the content
Examples	UPSR, PMR, SPM national examinations, end of semester / year exams	Class tests, exercises and assignments

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Exam 2018

Question 1
Many people are often confused with the differences between tests, measurement, evaluation
and assessment as they are used in education. Explain.
[Ramai orang keliru dengan perbezaan antara ujian, pengukuran, penilaian dan pentaksiran
sepertimana digunakan dalam pendidikan. Jelaskan]
[TOTAL: 10 marks]

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Question

Explain how each of the functions can be done through assessment one by one: Give examples
Remedial
Enrichment
Selection
Progress
Certification

Refer pg 12- 15, & Fig. 1.6, pg 15

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Chapter 2��WHAT TO ASSESS�

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Chapter 2: Overview

2.1 Changing Trends in Assessment

2.2 Determining Behaviours to be Assessed

2.3 Assessing Cognitive Learning Outcomes

2.4 Assessing Affective Learning Outcomes

2.5 Assessing Psychomotor Learning Outcomes

2.6 The ABCD of Instructional Objectives

2.7 Alignment between Objectives, Instruction and

Assessment

2.8 Important Trends in What to Assess

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2.1 Changing Trends in Educational Assessment

Easing up (reducing) on Exams
More student involvement and choice in assessment
More group assessment- more collaborative learning
Objectives or expectations are stated explicitly and clearly
Shift to process-based instead of product-based assessment.

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2.2 Determining the Behaviours �to be Assessed

National Philosophy of Malaysian Education

Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such as effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, society and the nation at large.

[Curriculum Development Centre, Ministry of Education Malaysia, 1988]

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2.2 Determining the Behaviours �to be Assessed

National Philosophy of Malaysian Education

Holistic & integrated
Intellectual, spiritual, emotional & physical
Knowledgeable and competent
Level of personal wellbeing
Abilities and attitudes contribute to the harmony and betterment of family & society

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Holistic Assessment of Learners�Figure 2.1, pg 4

Cognitive learning outcomes (knowledge or mental skills),

Affective learning outcomes (growth in feelings or emotional areas) and,

Psychomotor learning outcomes (manual or physical skills).

How to do that?

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Holistic Assessment of Learners�Figure 2.1, pg 4

COGNITIVE PSYCHOMOTOR AFFECTIVE

Knowledge (K) Skills (S) Attitude (A) / Values

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2.3 Assessing COGNITVE Outcomes �or Behaviours

Figure 2.2
Contents of a Subject that is Assessed, pg 6

Figure 2.3
Bloom’s Taxonomy of Cognitive Learning Outcomes (revised) , pg 7

Table 2.1
“The Helpful Hundred”, pg 9

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Contents of a Subject that is Assessed�Fig. 2.2, p6

Facts	Numbers	Formulae
Concepts	Principles	Generalisations
Graphs	Tables	Maps
Diagrams	Pictures	Equipment
Artefacts	Procedures	Sound
Movement	Drawings	Animation
Theories	Laws	Methods

History, Science, Economics, Mathematics, Geography, Commerce, Biology, Physics, Civics, Art, Music, Physical Education and so forth

EXAMPLE OF THE CONTENTS OF A

SUBJECT:

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·	Compare	·	Analyse	·	Predict
·	Explain	·	Apply	·	Reflect
·	Evaluate	·	Draw	·	Feel
·	Solve	·	Interpret

Figure 2.2 Contents of a Subject that is Assessed

WHAT LEARNERS ARE ABLE

TO DO WITH THE CONTENTS

OF A SUBJECT

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Bloom’s Taxonomy of Cognitive Learning Outcomes (revised) Figure 2.3 pg 7

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2.4 Assessing AFFECTIVE Outcomes or Behaviours

Why lack of emphasis in school?, pg 10

Intangible
Take longer time to attained
Can be private matter
Less reliable evaluation methods

Figure 2.5 Krathwohl, Bloom & Bertram’s Taxonomy of Affective, pg 11
Table 2.4 An Affective Taxonomy of Honesty, pg 14

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2.5 Assessing PSYCHOMOTOR Outcomes or Behaviour

Figure 2.5 The Taxonomy of Psychomotor Learning Outcomes, pg 15

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2.6 The ‘ABCD’ of Instructional Objectives

Figure 2.6 ABCD Building Blocks for Objectives, pg 18

Audience
Behaviour
Condition
Degree

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2.7 Alignment Between Instruction and Assessment

Figure 2.7 Non-Alignment between Instruction and Assessment, pg 20
Figure 2.8 Alignment between Instruction and Assessment, pg 21

Table 2.5 Objectives and Assessment methods, pg 21

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PART B: (15%) – about 4 pages�

“Need for a More Holistic Assessment System in Schools”
You can refer to any school system – e.g. Malaysian education system
Critically discuss the above statement. It should be your thoughts on the subject and you do not need to make any references.
You can agree or disagree with the statement. Provide a convincing argument for either side.
You DO NOT need to cite sources.
It should NOT be a statement of good educational practice as if written by a textbook author but rather should reflect your own views.
Remember it is not what others think, but what you think and why.

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Exam May 2018

Question 3

Explain how knowledge, skills and attitudes are assessed when the project is used as an

evaluation tool in a subject area.

[Jelaskan bagaimana pengetahuan, kemahiran dan sikap ditaksir apabila projek digunakan

sebagai alat penilaian dalam sesuatu mata pelajaran]

[TOTAL: 10 marks]

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Exam May 2018

Question 5

According to Heinich, Molenda, Russell, and Smaldino (2001), well written objectives should

have four parts called the ABCD's of instructional objectives. Elaborate.

[Menurut Heinich, Molenda, Russell, and Smaldino (2001), objektif yang ditulis dengan baik

harus mempunyai empat bahagian yang dipanggil ABCD objektif pengajaran. Huraikan]

[TOTAL: 10 marks

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