MAJOUR ISSUES IN CLASSROOM ASSESSMENT

Submitted by

Greeshma. P. P

Ns12

1st year BEd Natural science

ASSESSMENT

• Assessment is a broad term, but at its core, it refers to the process of gathering information about a student's knowledge, skills, and abilities in a particular domain/area.

• Assessment is a crucial component of teaching and learning.

• It helps teachers understand where students are at, guide them towards their learning goals, and ensure that everyone has the opportunity to succeed.

• Issues refer to challenges, problems, or concerns that hinder its effectiveness in measuring student learning and supporting their growth

Commercialisation of education

The commercialization of education has been fairly a recent trend in India that stems from the educational reform in the country over the last two decades.

• It mainly materializes itself in mushrooming private schools, public schools and private universities and at the high education level

CURRENT ISSUES IN ASSESSMENT

• * weaker relationship between learning outcomes and assessment
• * lack of transparancy in assessment system.

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• * new philosophy with old systems
• * little use of authentic assessment.

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• classroom assessment techniques are rare.

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• Most systems are still based on marks.

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• Various issues in grading.

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• Quality issues in assessment
• ( quality of questions, consistency in assessment, Academic integrity, consistency in learning etc )

1) COMMERCIALIZATION OF ASSESSMENT

• It is an ongoing process in our contemporary society

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• Readymade assessment tools or study materials are easily available in the market and most of these toole are not up to the quality.

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Teachers and students depend on this type of tools and material.

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• It's often affects the standard of class room assessment.
• It cause mushroom private school,Public School,and private University and at the high education level.

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• Generally commercialization is a process by which a new product or service is introduced into the general market.
• It is a tendency which give emphasis on to make education Profitable as well as business oriented.

2)POOR TEST QUALITY

• Test conducted by teachers usually does not maintain the required quality.
• Test may not show sufficient evidence of validity and reliability.

VALIDITY

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• Most important criteria for the quality of a test.
• Validity refers to weather or not the test measures what it is claims to measure.

• Test with high validity the items will be closedly linked to the test intendend focus.
• If a test has poor validity then it is not measure the job related content and competencies it ought to.

RELIABILITY

• One of the most important elements of test quality.
• It has to do with the consistency yor reproducibility or an examinees performance on the test.

• A test with pure reliability results different scores for the examinee across the two test administrations.

FAIRNESS

• Fairness of an exam refers to its freedom from any kind of bias
• The exam should be appropriate for all qualified examination irrespective of rice,religion,gender or age

• Item writers a should address the the goal of fairness as they Undertake the tasks of writing items.

LEGAL DEFENSIBILITY

• An exam program to have legal defensibility their must be evidence us to test quality that would stand up in court challenge
• Professionally recommended guidelines were followed throughout the design,development,and maintenance of the exam programme.

3)DOMAIN DEPENDENCY

• Domain can be defined and area of control or sphere
• ---> cognitive domain
• ---> affective domain
• ---> psycho motor Domain

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• A teacher who has week cognitive domain understanding is less likely to know what a question to ask of students.
• A possible approach to dealing with the domain dependency issue is to conceptualize and Institute formative assessment within the context of specific domains

4)MEASUREMENT ISSUES��Measurement:

• Measurement means providing numerical values/ assigning symbols to the performance of the students in the test.

MEASUREMENT ISSUES

• It involves four activities
• 1) designing opportunities to gather evidence
• 2) collecting evidence
• 3) interpreting evidence
• 4) acting on interpretations

• The measurement issues Lies in the interpretation of evidences for learner performance and achievement.
• Eg, weak performance in mathematics may be due to linguistic deficiency,but the same would wrongly interpret as under achievement in mathematics

5) SYSTEM ISSUES

• Assessment components can be considered internally coherent when they are mutually supportive.
• Formative and summative assessment need to be alligned with one another.

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• System issues it refers to the fact that assessment exist with within a larger educational context.
• The coherence are not present in components of the system will either work against one another or work again still largar societal goals

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• It leads to changing the system not just the approach of assessment want to maximum impact on learning and the instruction.
• Changing the system is very big challenge indeed.

OTHER ISSUES IN ASSESSMENT

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• 1) Bias in assessment
• Unfair evaluation due to cultural gender or social economic biasis

2)Inadequate feedback

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• Lack of constructive feedback for students to understand improve.

3) over emphasis on testing�

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• Too much focus on exams rather than the Holistic understanding of the subject

4)Standardisation challenges

• Difficulty in creative fair assessments that cater to diverse learning styles

5) assessment design flaws

• Poorly designed assessment may note accurately measured student knowledge.

6) cheating and plagiarism

• Addressing and preventing academic dishonesty in assessments.
• Cheating involves unauthorized use of information, materials, devices, sources or practices in completing academic activities.

• For example, copying during an exam that should be completed individually is an unauthorized practice, and, therefore, is considered cheating.

7) Limited range of assessment type

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• Over Reliance on one type of assessment may not capture diverse skills

8) Time constraints

• Assessment that are two time consuming can causes and hinder learning

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• Time constraint means the theprojects schedule for completion including the deadlines for each face of the project.

Timing Constraints

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• Different timing constraints can be divided into:
• a. Performance constraints: are the constraints that are imposed on the response of the system.
• b. Behavioral constraints: are the constraints that are imposed on the stimuli generated by the environment.

• Performance and Behavioral constraints can be further classified in to the following types:
• 1) Deadline constraints
• 2) Delay constraints
• 3)Duration constraints

9) inadequate Technology integration

• Challenges in effectively in corporating technology for assessment purpose

Barriers to Technology Integration

• Lack of training
• Security constraints that impede instructional strategies
• Lack of administrative support
• Limited time for planning
• Difficult to access (location)
• Budget constraints
• Lack of high-speed school networks
• Resistance to change

10)Inconsistency in grading

• Varied interpretation and application of grading criteria among educators

11)Lack of student engagement

• Assessments that failed to capture students intetest may lead to student disengagement

12)Inequality in resources

• Disparities in access to resources for preparation or completion of assessments.
• Unequal distribution of academic resources.

13)Assessment anxiety

• Assessment May contribute to anxiety and negatively impact on performance

14)Insufficient training for educators

• Teachers may training in creating and administrating effective assessment

15) inclusion of multiple intelligence

• Assessment should recognise and accommodate different types of Intelligence

Reforms in assessment

A) OPEN BOOK ASSESSMENT

• Open book allow student to takes notes at the time of examination
• It aims at developing the skills of critical and creative thinking

TYPES OF OPEN BOOK ASSESSMENT

• Restricted
• Students are permitted to bring one or more passive documents approved by the course instructor

• Unrestricted
• Students are free to bring whatever they like

Merits and Demerits

• Merits
• To reduce tendency of rote memory
• To develop higher order thinking.
• To eliminated tendencyb of copying.
• Develop self study habits
• Encourage creative abilities

• Demrits
• Time consuming
• More space is needed during the exam
• Less important to wrote memorization
• Difficult to ensure equitable resources

B) ONLINE ASSESSMENT

• Conducting examination on the basis of internet
• New technic of conduct assesment or examination

Merits and Demerits

• Merits
• Scoring can be done speedly.
• Easier time saving and comfortable
• Reduces the chance of copying.
• Provide immediate feedback to students

• Demerits
• Technical knowledge required
• Risk of losing what has been recorded.
• Availability of internet facilities.
• Limited time and less freedom for selecting

C)ON DEMAND ASSESSMENT

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• ● Assessment conducted on the demand of the learner.
• ● It can be administrated to a single student and or a whole class.
• ● It enables to conduct assessment in a reliable and standardised manner.

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• ● Give preference to students examination.
• ● Can written examination when the student is think he is written all thing.
• ● No limitation to attend.

• 1) computer adaptive test

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• Deliver sets of question to students that very according to student ability

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• 2) linear test

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• Children's get a fixed set of questions
• The same questions are given to all students in the same order during the test.

• Merits
• Conduct exam he or she is ready
• Data Choose by learning.
• Provide immediate feedback.
• Time saving
• Remove mal practice

• Demerits
• Unfair checking of exams
• Very slow services
• Much freedom is provided to students
• System may fail to store the result.

INSTITUTION BASED ASSESSMENT

• Individual Institution orHigher Education design and evaluate their own assessment programmes.

Basic Principle of IBA

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• 1. Both teachers and students are actively involved in the process of evaluation and students do not remains passive listeners.
• 2. Teacher must ensure that assessment becomes an integral part of institution.

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• 3. Development of database and progress of students.
• 4. IBA should be Institution specific.

Factors consider in IBA�

• Class attendance
• Classroom observation
• Provide teacher made test
• Practical and laboratory and Library assignment
• Working with community.

OTHER REFORMS IN ASSESSMENT

• Home test
• Group exams
• Paired testing
• Question bank system