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MPS 1053
Testing & Evaluation in
Science & Maths Education
Week 2
Issues and development
Assessment
Assessment & Evaluation are carried out based
on a set of standard or learning/assessment objectives.
Testing & Measurement are performed to
obtain the information as to how far the standard or objectives have been achieved.
Hence, assessment is an on-going process in all
areas of teaching & learning.
Assessment
ͻGeneral principles for assessment:
Clearly specifying what is to be assessed has priority in the assessment process. An assessment procedure should be selected because of its relevance to the characteristics or performance to be measured.
Comprehensive assessment requires a variety of
procedures.
Proper use of assessment procedures requires an
awareness of their limitations. Assessment is a means to an end, not an end in itself.
Traditional Assessment
Evaluations that include standardize and
classroom achievement tests with mostly closed- ended items, such as true/false, multiple choice, and fill in the blank. (Belle, 1999)
National Examinations - UPSR, PMR, SPM, STPM.
Paper 1 & most part of Paper 2
Assessment in Malaysian School
Centralized
Top-down
Periodical
Summative
(Abu Bakar Ibrahim, 2006)
Centralized
Same question paper for all schools
rural and urban
Same question paper for all students
Different abilities/individual differences
Norm-referenced
Score compared to the norm or group
Competition, stress, anxiety
Assessment in Malaysian School
Top Down
Directive from LPM
Limited involvement of teachers
Invigilators, examiners
Assessment in Malaysian School
Periodical
UPSR (Year 6, Age 12)
summative exam after 6 years of primary schooling
PMR (Form 3, Age 15)
after 3 years
SPM (Form 5, Age 17)
after 2 years
Exam in 1, 2 or 3 hours only - One-off
Assessment in Malaysian School
Summative
Testing knowledge / cognitive domain
Encourage rote learning / memorization
Memory-based learning
Tendency for teachers to ͞teach to the test"
More suitable to measure achievement
Assessment in Malaysian School
Considered important by
Students
Teachers
Administrators
Parents
Stake-holders
Standardized, national examination is
considered very important
Assessment in Malaysian School
Traditional Assessment
Many weaknesses:
The students performance is solely based on the
answers given in the test papers.
There is no other assessment except at the end
Students are ranked, no detail and individual attention Not helpful to improǀe the students' attainment
Alternative assessment - standard-based
assessment.
Standard-based assessment
Based on the outcome-based education
philosophy (Constructivism, student-centred learning, promote educational reform)
Assessment is a key part of the standards reform
movement. The first part is to set new, higher standards to be expected of every student.
Then the curriculum must be aligned to the new
standards. Finally, the student must be assessed if they meet these standards of what every student "must know and be able to do".
Standard-based assessment
A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills.
Uses free-form responses to standard questions
scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve.
Standard-based assessment
Assessment reports should lead to educational improvement. A narrative report should not only indicate the level of performance of the individual in the various areas but also customize the report to each individual by indicating how he or she should be able to improve. Assessment reports should aim at providing suggestions for individuals on how they can overcome weaknesses and enhance strengths. The reports should be self-explanatory and provide other teachers and parents with information on not only the strengths and weaknesses of the students but also offer suggestions on what remedial and enrichment activities are most appropriate and how these may be carried out.
Humanistic Assessment
(Ananda Kumar Palaniappan, 2006)
Humanistic Assessment
The effort, often by a state or local education agency, to organize all the features of schooling (including aims, curriculum, instruction, and assessment) so as to produce specifically delineated results (often including non-cognitive as well as cognitive results) and generally with the expectation that all students will demonstrate such results. Outcome-based education is an effort of education that converges the traditional focus on what the school provides (Means + Ends) to students, in favor of making students demonstrate that they "know and are able to do" whatever the required outcomes (Final cause) are.
Outcome-Based Education
The key features of OBE systems are:
Creation of a curriculum framework that outlines specific, measurable outcomes. A commitment not only to provide an opportunity of education, but to require learning outcomes for advancement. Standards-based assessments that determines whether students have achieved the stated standard. Assessments may take any form, so long as the assessments actually measure whether the student knows the required information or can perform the required task. A commitment that all students of all groups will ultimately reach the same minimum standards. Schools may not "give up" on unsuccessful students.
Outcome-Based Education
Outcome-Based Education
Constructive alignment is an example of
outcomes-based education (OBE).
Constructive alignment is a principle used for
devising teaching and learning activities, and assessment tasks, that directly address the learning outcomes intended in a way not typically achieved in traditional lectures, tutorial classes and examinations (Biggs and Tang, 2007).
Constructive Alignment
In constructive alignment, we start with the
outcomes we intend students to learn, and align teaching and assessment to those outcomes.
Constructive alignment is the underpinning
concept behind the current requirements for programme specification, declarations of
Learning Outcomes (LOs) and assessment
criteria, and the use of criterion based assessment.
Constructive Alignment
There are two basic concepts behind constructive alignment: Learners construct meaning from what they do to learn. This concept derives from cognitive psychology and constructivist theory, and recognizes the importance of linking new material to concepts and experiences in the learner's memory, and extrapolation to possible future scenarios via the abstraction of basic principles through reflection. The teacher makes a deliberate alignment between the planned learning activities and the learning outcomes. This is a conscious effort to provide the learner with a clearly specified goal, a well designed learning activity or activities that are appropriate for the task, and well designed assessment criteria for giving feedback to the learner.
Constructive Alignment
Constructive Alignment
Constructive Alignment
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