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Course Overview

1: Introduction- basic concepts, history & Assumptions

2. Edu. Ass. in the 21^st Century

3: Meaning of Test scores-What to Assess

4: Reliability for teachers – problem of bias

5. Validity for teachers

6. Item Analysis for teachers

7. Initial steps in developing classroom test

8. Development and use of Selective-Response- Objective

9: Development and use of Constructed-Response- Essay

10: Performance Ass. & Portfolio

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Course Overview

11: Assigning Grades on the basis of classroom Ass.

- Reporting

12. The use of Aptitude Tests in Schools- history

13. Problem of Bias in Edu. Ass.

14. Best Practices in Edu. Ass.

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Chapter 1: Overview

1.1 Basic Concepts-Differences between testing, evaluation and assessment

1.2 Assumptions and Participants in Assessment

1.3 Historical origins of educational assessment

1.4 Objectives of educational assessment

1.5 Types of Assessment

- Formative and summative assessment

- 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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Psychological & educational constructs (ideas) exist
Psychological & educational constructs can be measured
Although we can measure constructs, our measurement is not perfect
There are different ways to measure any given construct
All assessment procedures have strengths & limitations
Multiple sources of information should be part of the assessment process
Assessment can provide information that helps educators make better educational decisions
Testing and assessment can benefit our educational institutions and society as a whole

1.2 Basic Assumptions of Educational Assessment

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Participants in the Assessment Process

People who develop test / methods of assessment

People who use test / methods of assessment

People who take the test / methods of assessment

Other people involved in the assessment process

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1.3 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

- 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 – use of aptitude & intelligence Tests�

- 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 intelligence
Leon Thurstone – 7 mental abilities, first multi-factor approach to intelligence

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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT

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- for the Learner

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 – For the Teacher, Improve Teaching

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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1.4 OBJECTIVES OF EDUCATIONAL ASSESSMENT – for the Admin

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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1.5 Types of Assessment

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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a. Formative and Summative Assessment

	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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Chapter 2��Educational Assessment in the 21^st Century

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Chapter 2: Overview

2.1 Changing Trends in Educational Assessment

2.2 Use of Computer and Technologies in � Assisting Assessment

2.3. Authentic and Holistic Assessment

2.4 Educational Accountability & High Stakes

Assessment

2.5 Trends in Assessment of Students with � Disabilities

2.6 Must Do for Future Educational Assessment

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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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The 21^st Century Assessment

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Inlvoving Multi discipline and meta-learning

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2.2. Use of Computer and Technologies in � Assisting Assessment

a. Computer Adaptive Testing

b. Technological-based assessment

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a. Computerized Adaptive Testing (CAT)�

A type of assessment where a question is displayed on a monitor.
Students use the mouse to select the answer.
Computer chooses next question based on previous responses (adaptive)
Next question is displayed on the monitor, or else the test ends.
System keeps track of each student’s pattern of responses.
Results learn more about an individual student.
We get the best possible information about the students.

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b. Technology-Based Assessment In Education

The technology-based assessment generally refers to the use of electronic systems and software to assess and evaluate the progress of individual children in educational settings

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b. Technology-Based Assessment In Education

Access to assessment from any geographical location and at any time.
Automatized administration allows students to undertake online tests many times and re-assess their knowledge.
Enhancing static presentation of assessment items with interactive and media-enriched content.
Computer data-processing capabilities such as automatic scoring and adaptive testing.
Sophisticated reporting including both the easy gathering and analysis of student responses or behavioral data to allow the marker to refine and adapt assessment activities and instruction.
Cost efficiencies emerging from scaling and automatization.

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2.3 Authentic and Holistic Assessment

Authentic = real world problem solving - can be created by

computer software's

Holistic = overall – intellectual, emotional and physical

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2.3 Authentic Assessments

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Assessment Methods in Authentic Assessments

Authentic assessment can include the following:

Observation
Essays
Interviews
Performance tasks
Exhibitions and demonstrations
Portfolios
Journals
Teacher-created tests
Rubrics
Self- and peer-evaluation

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2.4 Educational Accountability & High Stakes �Assessment�

Accountability in education is concerned with keeping records of school activities and using such records to assess or appraise institutional performance in relation to the achievement of predetermined objectives.

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Accountability systems

based on the expectation that students can & will achieve the goals of schooling.
Schools that accomplish the goal of all students achieving success are most likely to have a strong & stable teacher and administration.

Main types of accountability system

Compliance with regulations
Adherence to professional norms
Results driven

Accountability systems should include 5 components:
Objectives
Assessments
Instruction
Resources
Rewards or Sanctions

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High Stakes Assessment

PT3

SPM

STPM

MUET

O-LEVEL

A-LEVEL

Malaysia

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2.5 Trends in the Assessment of Students with � Disabilities�

Many students with disabilities were excluded from large-scale

assessments, such as those mandated by states.

Recent federal and state policy initiatives, including the most recent reauthorization of IDEA, require that the large majority of

students with disabilities be included in the statewide assessments

used in accountability systems.

Most observers agree that educational outcomes for students with disabilities were inadequate before the new policies were implemented; however, the research undergirding the new policies is limited.

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Major Issues in Assessing Students With Disabilities�

• issues of identification and classification;

• questions about the appropriate use of accommodations;

• the problem of disabilities that are related to measured

constructs; and

• issues pertaining to test design.

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2.5 Trends in the Assessment of Students with Disabilities

Assessing learning of students with disabilities - ACER Discover

Assessing Students with Special Needs (thoughtco.com)

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2.6 Future Educational Assessment Must Do

These 13 points

The Gordon Commission on the Future of Assessment in Education — http://www.gordoncommission.org

Randy Elliot Bennett

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2.6.Must Do for Future Educational Assessment

Suggestions	Comment
Provide meaningful information	For various stake holders or audience to understand and appreciate
Satisfy multiple purposes	For informing, diagnosis, teaching- learning improvement, prediction etc.
Use modern conceptions of competency as a design basis	Competency can have many meanings under different situations or requirements
Adopt modern methods for designing and interpreting complex assessments;	Use of suitable computer software, adopting new methods of analysis
Account for context	State under what situation / condition the assessment is made to give a better meaning / understanding

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Design for fairness and accessibility	Open access using web or cloud- based storage for easy access
Design for positive impact	Give positive feed-back & information for encouragement
Design for engagement	Attractive and engaging the stake-holders: authorities, schools, parents & students
Incorporate information from multiple sources	Use various sources of evaluation to give a more complete picture of a person status
Respect privacy	Very important esp. under this internet era where info can spread easily and subject to misused
Gather and share validity evidence	Gather & share with teachers, students and parents for professional development and planning
Use technology to achieve substantive goals	Very important in this IT era for various future need and advancement