Course 10 Assessment for Learning

MANGALORE UNIVERSITY CENTRE FOR DISTANCE EDUCATION Mangalagangothri - 574 199 COURSE 10 ASSESSMENT FOR LEARNING (Curriculum and Pedagogic Studies) BLOCKS 1 & 2 (PART - I) B.Ed. DEGREE PROGRAMME (OPEN AND DISTANCE LEARNING) SECOND YEAR B.Ed. Published by MANGALORE UNIVERSITY Mangalagangothri - 574 199 1 Assessment for Learning :Self learning Material for B.Ed. Degree Programme (Open and Distance Learning) of Second Year, Prepared by Dr. Shashikala A. Published by The Registrar, Mangalore University, Mangalagangothri - 574 199, Karnataka. Year 2019-20 Developed by: The Director, Centre for Distance Education, Mangalore University, Mangalagangothri - 574 199, Karnataka. Course Co-ordinator Dr. Chidananda A.L., B.Ed.(ODL) Programme, Centre for Distance Education, Mangalore University, Mangalagangothri - 574 199, Karnataka. © The Registrar, Mangalore University DTP at: Sagar Offset Printers, Alake , Mangalore Assessment for Learning : Self-learning Material for B.Ed. Degree Programme (Open and Distance Learning) of Second Year. Prepared by: Dr. Shashikala A. Published by: The Registrar, Mangalore University, Mangalagangothri - 574199, Mangalore, Karnataka. Year 2019-20 © The Registrar, Mangalore University (For private circulation only) 2 COURSE 10 ASSESSMENT FOR LEARNING (Curriculum and Pedagogic Studies) The Registrar Publisher Mangalore University Manalagangothri-574 199 Dr. Shashikala A. : Block - 1 & 2 Course Writer Dr. Chidananda A.L. Course Scrutinizer Co-ordinator B.Ed.(ODL) Programme, Centre for Distance Education, Mangalore University, Mangalagangothri - 574 199 3 ___________________________________________________________________________ _Contents_________________________________________________________________ Course Overview Block-1: Assessment and Evaluation-An Overview Unit-1: Concept of Assessment and Evaluation Unit-2: Purposes and Approaches of Assessment in Behaviouristic, Cognitivist, and Constructivist Paradigms Unit-3: Perspective of Assessment and Evaluation for Learning in a Constructivist Paradigm Unit-4: Assessment for Learning, Assessment as Learning and Assessment of Learning Unit-5: Critical Review of Current Evaluation Practices and their Assumptions about Learning and Development Unit-6: Clarification of Assessment Concepts: Test, Measurement, Examination, Formative and Summative Evaluation, Continuous and Comprehensive Assessment and Grading Block-2: Assessment Procedure Unit-1: Assessment tools and tasks: Assessment of Projects; Performance Based Assessment, Assessment of Assignments; Different kinds of tests and their Construction Unit-2: Observation of Learning by Teacher and Peers Unit-3: Self-Assessment and Peer Assessment Unit-4: Rubric Based Assessment Unit-5: Quantitative and Qualitative Aspects of Assessment: Appropriate Tools/Strategies for Each Unit-6: Visualizing Appropriate Assessment Tools for Specific Contexts, Content, and Learner 4 Block 1 : Assessment and Evaluation-An Overview Unit 1 : Concept of Assessment and Evaluation Unit Structure 1.1.1. Learning Objectives 1.1.2. Introduction 1.1.3. Learning Points and Learning Activities 1.1.3.1. Concept of Assessment and related aspects Check Your Progress - 1 1.1.3.2. Concept of Evaluation and related aspects Check Your Progress - 2 1.1.4. Let us Summarise 1.1.5. Answers to ‘Check Your Progress 1, 2, and 3’ 1.1.6. Unit end Exercise 1.1.7. References 1.1.1. Learning Objectives After completing this Unit, the student teachers will be able to Explain the meaning, concept, nature, importance, types and strategies of Assessment; Describe the meaning, concept, nature, importance, characteristics, and objectives of Evaluation; and Differentiate between the concepts of Assessment and Evaluation. 1.1.2. Introduction You have been involved in the practices of assessment and evaluation from the day you have started the teaching profession. You have experienced the merits of each of these practices. Though you have been using both assessment and evaluation practices, you might not have noticed that they are different and used for different purposes. We, as teachers need to know these concepts in depth, and know why, how and when each of these are used in the educational setting. Understanding these two concepts with clarity will help us to understand the differences between the two and facilitates us to use them in apt situations. Hence, in this unit, let us understand the meaning, nature and other related aspects of assessment and evaluation and equip ourselves to be good professionals in the field of education. 1.1.3. Learning Points and Learning Activities 1.1.3.1. Concept of Assessment and related aspects It is important to understand the concept of ‘measurement’ before trying to understand the concept of ‘assessment’. Measurement basically refers to the assignment of numerals to objects, attributes or events according to rules. For example, we describe the height and weight of a person as 5.6ft and 60 kgs respectively. In education, it refers to the quantification of any aspect of instructional process. It is the process of obtaining quantitative description of the degree, to which an individual possesses an attribute. In measurement numbers are assigned to represent quantities of the attribute. 5 In the process of measurement numbers are assigned according to some predetermined rules. A number is a kind of numeral which is assigned some quantitative meaning. In the process of measurement the investigator does not assign number of his own choice, but according to certain fixed and explicit rules. Usually such rules are of two types. One, where the procedure is obvious and explicit. For example, when one is measuring the length of table in feet and inches, rules for assigning numbers are very explicit and clear. But if one wants to measure the intelligence of a student, the rules would not be as clear as in the case of measuring the length of a table. For measuring the educational attributes, the rules are generally vague and less explicit. Measurement is always concerned with certain attributes or variables or features of an object. It is these attributes which are measured but not the object itself. For example, if a teacher is measuring the interest of a student towards art, he is measuring how much interest the student has in art, but not measuring the student. In the process of measurement, numerals are used to represent quantities of an attribute. Now with this background, let us understand the concept of assessment. Assessment is defined as the practical application of measurement, the actual performance of some type of measurement. For example, an administration of an achievement test in mathematics could be considered assessment, because when it takes place, some information or data are being collected. Let us learn more about the concept of assessment. Origin of the word ‘Assessment’: "The word assess comes from the Latinword ‘assidere’, which means to sit beside. Literally then, to assess means to sit beside the learner."- Evangeline Harris Stefanakis (2002) Definitions of Assessment "Assessment is the collection of relevant information that may be relied on for making decisions”- Fenton (1996). Assessment can be defined as the systematic collection, interpretation and use of information about learning. It gives teachers a better awareness of what pupils know and understand, what their learning experiences enable them to do and what their skills and personal capabilities are. Assessment refers to the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning progress, and skill acquisition of students from preschool through college and adulthood. It is the process of systematically gathering information as part of an evaluation. Assessment is carried out to see what children and young people know, understand and are able to do. Assessment is very important for tracking progress, planning next steps, reporting and involving parents, children and young people in learning. Educational assessment is the systematic process of documenting and using empirical data on the knowledge, skill, attitudes, and beliefs to refine programs and improve student learning. It is the systematic process of determining educational objectives, gathering, using and analysing information about students’ learning outcomes to make decisions about programmes, individual student progress or accountability. 6 Purpose of Assessment Assessment can be viewed as important from two perspectives. Firstly, assessment can be perceived as an accountability device and the second as a means for enhancing teaching and learning, a series of activities that will help us do better the things we believe are important. Nature of Assessment The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress. Assessment is often used interchangeably with test, but not limited to tests. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), a course, an academic program, the institution, or the educational system as a whole. As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analysing and interpreting evidence to determine how well student learning matches expectations, and using the collected information

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