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EPS201A Lecture1 030842

The document discusses key concepts in educational assessment including measurement, evaluation, formative assessment, summative assessment, and self-assessment. It also covers purposes of assessment such as diagnosing strengths and weaknesses, monitoring progress, and accountability. Standardized tests and criterion-referenced and norm-referenced assessments are examined as methods used in educational assessment.

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10 views

EPS201A Lecture1 030842

The document discusses key concepts in educational assessment including measurement, evaluation, formative assessment, summative assessment, and self-assessment. It also covers purposes of assessment such as diagnosing strengths and weaknesses, monitoring progress, and accountability. Standardized tests and criterion-referenced and norm-referenced assessments are examined as methods used in educational assessment.

Uploaded by

Jacquese
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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EPS 201: Educational Measurement and Evaluation

Lecture 1: Definition of terms


Educational measurement refers to the application of a measuring tool (or standard scale) to
determine the degree to which important knowledge, skills, and other attributes have been or are
being acquired. It involves the collection and analysis of student data.
Educational measurement involves the systematic process of assigning numbers to students or
objects according to specific rules or criteria, with the goal of quantifying characteristics such as
knowledge, skills, or abilities.
The primary purpose of educational measurement is to obtain numerical data that can be analyzed
and interpreted to make reliable and valid inferences about an individual's or a group's
performance. This process often involves the use of standardized tests and other measurement
tools.
Assessment involves more than just measurement. In addition to systematically collecting and
analyzing information (i.e., measurement), it also involves interpreting and acting on the
information about learners’ understanding and/or performance relative to educational goals.
Measurement can be viewed as a subset of assessment. Educational assessment, therefore, refers
to the process of gathering information about students' learning and performance in order to make
instructional decisions about meeting their needs. Assessment can focus on the individual learner,
a group of learners, a learning institution, or the educational system as a whole. Assessment
involves the use of various methods and tools to determine what students have learned and how
well they have understood the material.
Education assessment helps teachers understand individual and group performance, identify areas
for improvement, and make instructional decisions. Assessment can take various forms, such as
exams, tests, quizzes, projects, and observations.
Educational evaluation is a broader and more comprehensive process that involves the systematic
assessment of various aspects of an educational program, policy, or system to determine its
effectiveness and make informed decisions for improvement.
The primary goal of educational evaluation is to gather, analyze, and interpret information to make
judgments about the overall quality, efficiency, and relevance of an educational program. It helps
stakeholders understand the impact and outcomes of educational initiatives.

Types of Educational Assessment


A. Formative Assessment (Assessment for Learning)
Formative assessment is an ongoing process that aims to monitor and enhance students’ learning
during instruction. It involves various strategies, such as questioning, observation, and discussion,
to gauge understanding and provide immediate feedback. Formative assessment helps identify

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areas of weakness, guide instructional decisions, and promote student engagement. Teachers use
the information gathered to make adjustments to their teaching methods and provide additional
support or challenges to students.
B. Summative Assessment (Assessment of Learning)
The main purpose of summative assessment is to measure and evaluate what students have learned
at the end of a unit, course, or academic period.
The results of summative assessment are often used to make decisions about student promotion,
graduation, or placement. Summative assessments are more formal and standardized, such as final
exams or standardized tests.
C. Self-Assessment and Reflection (Assessment as Learning)
Assessment as learning focuses on the role of students in monitoring and regulating their own
learning. It can happen during and after the learning process, as students reflect on their
understanding and progress. This involves activities where students assess their own knowledge,
skills, and attitudes. Examples include self-reflection, self-assessment checklists, and goal-setting.
Students use self-assessment to develop metacognitive skills, gain insight into their learning
strengths and weaknesses, and take an active role in their educational journey.

Assessment Methods in Education

The use of standardized tests in educational assessment

Standardized tests are widely used in educational assessment to measure students'


knowledge and skills. These tests are administered and scored in a consistent manner,
allowing for a reliable comparison of student performance. Standardized tests often focus
on multiple-choice questions and are used for high-stakes assessments, such as national
assessments (e.g., Kenya Certificate of Primary Education).

Criterion-referenced assessment: Measuring student performance against


predetermined standards

In criterion-referenced assessment, student performance is measured against


predetermined standards or criteria. This type of assessment focuses on what students
know and can do, regardless of how they compare to their peers. Criterion -referenced
assessment is often used to determine if students have met specific learning objectives or
competencies. An example of criterion-referenced assessment is the driving test, when
learner drivers are measured against a range of explicit criteria (such as “Not endangering
other road users”).

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Norm-referenced assessment: Comparing student performance to a group of peers

The norm-referenced assessment compares students’ performance to that of a group of


their peers. It provides information on how students rank or perform relative to others in
the same population. Norm-referenced assessment is often used for ranking purposes or to
identify high achievers or students in need of additional support. An example of the norm-
referenced test is the IQ test. A norm-referenced test permits a fixed proportion of students
to pass. This means that standards may vary from year to year, depending on the quality
of the cohort.

Purposes of Educational Assessment


1. Diagnosis and Identification: Assessments help identify students’ strengths and weaknesses,
allowing teachers to tailor instruction to individual needs.
2. Feedback and Improvement: Assessment provides feedback to both teachers and students,
facilitating ongoing improvement in teaching and learning.
3. Monitoring Progress: Assessments track students' academic progress over time, helping
teacchers identify trends and areas that may need attention.
4. Instructional Planning: Assessment results inform teachers about the effectiveness of
instructional methods and guide future lesson planning.
5. Accountability: Assessments are used to measure educational outcomes and hold institutions,
teachers, and students accountable for performance.

Purposes of Educational Evaluation


1. Program Evaluation: Evaluate the effectiveness of educational programs, curricula, and
interventions to inform decision-making and improvement efforts.
2. Policy Development: Inform the development of educational policies by evaluating the impact
of existing policies and proposing evidence-based recommendations.
3. Quality Assurance: Ensure the quality and effectiveness of educational services by evaluating
the performance of institutions, teachers, and instructional materials.
4. Research Support: Support educational research by providing data on student performance,
learning outcomes, and the effectiveness of educational interventions.
5. Decision-Making: Provide information to stakeholders (teachers, administrators,
policymakers, parents) for making informed decisions about educational practices and resource
allocation.

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EPS 201: Educational Measurement and Evaluation
Assignment 1 Due Tuesday January 16, 2024 at 10:00 a.m.
Describe five (5) purposes of an oral examination. (10 Marks)

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