Professional Documents
Culture Documents
4.
5. 6. 7. 8.
Incentive to learn (motivation) Feedback to student Modification of learning activities Selection of students Success or failure Feedback to teacher School public relations Protection of society
Stage of Assessment
Prerequisite level testing Pre-testing Interval testing Pre-final feedback comprehensive testing Subjective impression Final testing Safety(re-evaluation) testing Follow-up testing
Continuous evaluation
Formative evaluation Or Diagnostic evaluation Summative evaluation Or Certifying evaluation
Continuous evaluation
Formative Evaluation
Is a method of judging the worth of a program while the program activities are forming or happening. Focus on process Bhola, 1990
Student evaluation
Formative Process focused Assess students through the course Collecting information to give feedback Determine corrections and alternations to improve program Determine the nature and extent of the required final assessment Summative Outcome driven End of program or predetermined time Determine student achievement Determine the worth of program (original objectives are met)
Benefits of Formative
Identify students strength and weakness Help student develop under nonjudgmental and non-threatening conditions Enhance student learning Promote self-evaluation skills Evaluate and modify course and teaching
Disadvantage of Summative
Not all students perform to their full potential under exam condition Previous test influence a teacher appraisal of current ability and self expectation Extrinsic rewards, competition
Voluntary, frequently Provide throughout the period of instruction Identical or similar to summative instruments Broadly sample knowledge and skills tested at summative Followed by feedback and remedy
Student evaluation
Its main aim is to inform the student on his progress Preserve anonymity Enables the teacher to decide to replace one program by another Justifies the decision to let a student move up to another level Permit rank-ordering of students
S= blue, F= pink, S&F = green
F F S&F S S&F
Potential drawbacks
Students want to learn to pass the exam Time-wasting and inefficient 98% of 1st yr Newcastle students declared extremely worthwhile Heavy demand on staff Self marking, access to model answers Difficulty in providing feedback
Good outcomes in summative assessment largely depend on the quality of formative assessment
Formative instruments
Any test Observation Classroom discussion Analysis student work : homework,tests Portfolio (collections of student work) Self evaluation Peer evaluation
Is it worth doing?
Little data published Encourage to adopt deep approach learning Shifting teacher thinking: system of marking,grading or ranking supporting students and assisting them to defined their own learning needs
4.
5. 6. 7. 8.
Incentive to learn Feedback to student Modification of learning activities Selection of students Success or failure Feedback to teacher School public relations Protection of society
S= blue, F= pink, S&F = green
S&F S&F
S&F S S S&F S&F S