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SME 3023
TRENDS AND ISSUES IN EDUCATION FOR
MATHEMATICAL AND SCEINCE
SEM. 1 SESSION 2014/2015
LECTURER: DR. MOHD.FAIZAL NIZAM LEE BIN ABDULLAH
GROUP MEMBERS:
NAME
MATRIC NUMBER
1. SIM WEI NA
D20121058475
D20121058479
Assessment
Introduction
Assessment is probably the most important thing we can do to help our students learn.
Assessment for learning directly influences student learning by reinforcing the connections
between assessment and instruction. Furthermore, Assessment is changing as the nature of
teaching and learning in post-compulsory education changes.
Situation
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Assessment
Distinction among the terms assessments, test, measurement, and evaluation
Assessment is to refer to judgments of students work. To ensure the educational
assessments run meaningfully, here are the set of guiding principles.
1. Be clear about the learning targets you want to assess.
Before you can assess a student, you must know the kind(s) of student knowledge,
skill(s), and performance(s) about which you need information.
2. Be sure that the assessment techniques you select match each learning target.
The assessment techniques selected should be as practical and efficient to use as
possible, but practicality and efficiency should not be the overriding considerations.
3. Be sure that the selected assessment techniques serve the needs of the learners.
Assessment techniques should provide learners with opportunities for determining
specifically what they have achieved and specifically what they must do to improve
their performance.
5. Be sure that when you interpret the results of assessments you take their limitations
into account.
Assessment in school cannot completely reproduce those things we want students
to learn in real life. The information we obtain, even when we use several
different types of assessments, is only a sample of a students attainment of a
learning target. This is because the information from assessment contains sampling
error due to the factors such as a students physical and emotional conditions.
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Assessment
There are two types of assessment, formative and summative assessment. Formative
assessment is generally carried out throughout a course or project. The goal of formative
assessment is to monitor student learning to provide ongoing feedback that can be used by
instructors to improve their teaching and by students to improve their learning. While,
summative assessment is generally carried out at the end of a course or project. The goal
of summative assessment is to evaluate student learning at the end of an instructional unit
by comparing it against some standard or benchmark. Below are the differences between
formative and summative assessment.
Formative Assessment
Summative Assessment
Examples:
Examples:
i.
i.
Final Examination
ii.
Final Project
topic.
ii.
Test is defines as an instrument or systematic procedure for observing and describing one
or more characteristics of students using either a numerical scale or a classification scheme.
Test is a concept narrower than assessment. However, not all test use numerical scales. It
may other systematic observation procedures such as observe students attitude.
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Assessment
Measurement is defines as a procedure for assigning numbers (Score) to a specified
attribute or characteristic of a person in such a way that the numbers describe the degree to
which the person possesses the attributes. Assessment may or may not provide
measurement. Assessment is a broader term than test and measurement because not all
types of assessments yield measurements.
Evaluation is the process of making a value judgment about the worth of someone or
something. Evaluation may or may not base on information obtained from test and other
assessments.
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Assessment
Assessment Purposes
Educational Policy
ii.
iii.
Students
Educational policy decisions are made at the district, state and national levels. While,
decisions about schools, curricula, materials, and programs may be made during their
development or after they have been completed.
As a teacher, we need make many decision about students. These decision are important to
every students in terms of:
1.
Managing Instruction
Planning instructional activities, placing students into learning sequences,
monitoring students progress, diagnosing students learning difficulties,
modeling learning targets, giving feedback to students and parents, deciding on
ones own teaching effectiveness, and assigning grades to students.
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Assessment
2.
3.
Classifying Students
Assigning students to different categories, such as by type of disability. For
example, educational legislation concerning persons with disabilities has given
a legal status to many labels for classifying children with disabilities and
strongly encourages classifying them into one of few designated categories.
These categories are unordered (blindness is not higher or lower than deafness),
so these are classification decisions rather than placement decision.
4.
5.
Conclusion:
Teaching and learning require the continuous gathering of informations for making
decisions. Assessment are prerequisite to decide educational decisions.
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Assessment
References
Brown, S (2004). Assessment for Learning. Retrieved from
http://www2.glos.ac.uk/offload/tli/lets/lathe/issue1/articles/brown.pdf
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