TYPES OF ASSESSMENT&

PRACTICES OF ASSESSMENT
PRESENTED BY,

SHIBILA MOL.S

BINCY RAJ.B.V

I B.ED

DEPARTMENT OF ENGLISH
INTRODUCTION

• In education, assessment is an integral part teaching

– learning process. It requires for the teacher of the
to make use of different evaluative methods and
tests to assess students’ knowledge, understanding,
skills, attitudes developed as result of teaching.
TYPES OF ASSESSMENT

Different forms of assessment method are involved in evaluating various

aspects of student learning such as the development of cognitive abilities,
physical and social skills, attitudes and values. Some of the important types of
assessment are;

Practice based assessment

Evidence based assessment

Performance based assessment

• Examination based assessment
 PRACTICE-BASED ASSESSMENT

Practice based assessment is – evaluating how far students apply

efficiently the knowledge and skills they have learned in the true
professional setting.

• Examples: Teacher Education, Nurse training, Medical

education, etc.

• The important feature or basis of practice based assessment is

providing for practice with feedback, so as to improve the
learning achievement

• Practice based assessment focuses on communication and

interpersonal skills, decision making, leadership management
and team working.
 PRACTICE-BASED ASSESSMENT

• Providing opportunity for students to improve their learning through practice with feedback, and
then assessing the best for performance expressed is the correct approach in assessment.
• Apart from assessing students knowledge and skills, the attitude towards rectifying mistakes
based on feedback, striving for improvement through persistent efforts are also encouraged.
• The apparent truth is any learner could be made to achieve his or her learning goal;
• > more intelligent students may require less practice,
• >while those with less intelligence need more amount of practice
EVIDENCE-BASED ASSESSMENT
Evaluating student achievement of expected learning outcomes is referred towards
evidence based achievement.
• Example: oral test, quiz, practical works illustrated, charts, diagrams, models
prepared…(formative assessments)
• It involves;
• >Determining the Expected Learning Outcomes (ELOs) of teaching a content
area of a subject
• >Then arranging the teaching- learning process based on the ELOs selected.
• > Gathering evidences for the realization of ELOs during teaching and assessing
them.
EVIDENCE-BASED ASSESSMENT

Based on the assessment of evidences gathered, during the teaching-

learning process, the teacher can incorporate necessary changes in it.

Gathering formative evidences can be made through different ways, like

interaction with students, observing how students carry out their tasks,
activities like participation in class discussions, oral test, quiz, practical
works illustrated, charts, diagrams. Models prepared, etc.
• This kind of assessment of student learning is essentially formative
assessment
 EVIDENCE-BASED ASSESSMENT

Briefly stating evidence based assessment is not assessing students learning

achievement at end of teaching learning; it involves assessing student
learning during the period of instruction.
• The learning evidences created by a student in an academic year may turn
to be his or her learning portfolio.
• The following table illustrates the method of gathering and assessing direct
and indirect evidences of student learning.
EVIDENCE-BASED ASSESSMENT
ASSESSING THE DIRECT EVIDENCES ASSESSING THE INDIRECT EVIDENCES
FOR STUDENT- LEARNING FOR STUDENT- LEARNING
Assessing student learning by; • Assessing student learning by;

conducting oral tests and quiz in the class • assessing student participation in small group
discussions & brainstorming sessions
making them undertake project, field study
• Assessing skills & attitudes through lab works and
etc…
field investigations
observing his/her direct participation in the • observing their involvement and interest in co
classroom activities curricular activities

• Using criterion reference tests, assessing the • by comparing each student’s learning achievement
level of learning achievement of students in with the average performance of class; assessing
student learning portfolio of each student
terms of grades
 PERFORMANCE-BASED ASSESSMENT
Performance assessment is a dynamic process calling for students to be active participants, who are
learning while they are being assessed.

The purpose of assessment is to find out what each student is able to do with knowledge, in context.

Example: analysis of essay, laboratory investigation, completing a research paper, skits, role play……

It is defined as evaluating student’s ability to apply the skills and knowledge learned from a unit of
study to complete a given task.

The task challenges students to use their higher order thinking skills to create a product or complete
the process.
• In performance based assessment tasks can range from a simple constructed response to complex
design proposal.
ESSENTIAL COMPONENTS OF A
PERFORMANCE BASED ASSESSMENT
Test items or tasks given for assessing students performance should consist
one or more of the following constructs.

i) Complex

ii) Authentic

iii) Process or Product oriented

iv) Open-ended
• v) Time-bound
TEACHERS PREPARING STUDENTS FOR
PERFORMANCE-BASED ASSESSMENT
Identifying goals of the performance based assessment: The goal is to
assess students critical thinking and problem-solving skills by completing
tasks independently, without seeking help from others.

Selecting the appropriate course material: Assessment should measure

students understanding of a topic (course material).
• Reviewing assessments and Identifying learning gaps: Student's were
completing unit. The teacher looked at what was missing and noted that
there was very little relevant real-world application.
TEACHERS PREPARING STUDENTS FOR
PERFORMANCE-BASED ASSESSMENT
Designing the scenario: After brain storming few different questions, the
teacher settled on a situation where the student would decide to act.

Gather/Create suitable learning material: For this particular

assessment,the teacher make the students to do a assignment from the course
material.
• Develop a learning plan: Teachers should create instructional plans that
help students understand lesson concepts and apply them in daily life. This
balances teaching content with preparing students for performance-based
tasks.
 EXAMINATION-BASED ASSESSMENT

• The test that assess the subject knowledge and skills acquired by the
students at the end of the instructional period is known as 'Examination’.
• The one who is subjected to the test is called 'Examinee Generally
examination may be in the form of a written test, practical test or an on-
line test.
• Tests used for evaluating the knowledge, skills, aptitude etc. of the
examinees at the end of the instructional period, are alone called by the
name 'Examination'.
GUIDELINES TO IMPROVE
EXAMINATION
1. Assessment should reflect the curriculum. Though it is not possible to
assess everything in a curriculum, in an examination, the areas that
are assessed should be the ones that are considered important.
2. Modes of assessment should reflect the curricular goals.
3. Test items that find place in an examination, besides measuring
students' ability to recall and recognize the information learned,
should also attempt to measure higher order learning outcomes like
'application', 'analysis', 'synthesis' etc.
4. Examinations should assess students' ability to apply their
knowledge, not only in academic contexts but also in real life
situations outside the school.
5.The content and form of items found in
examination should be free from gender, ethnic
group and location biases

6.60% of examination items should be of average

difficulty level, 20% of items be easy and 20% of
items be 'very difficult.

7. As a blueprint is prepared before developing exam

nation question paper preparing the scoring scheme for
the question paper is also equal important

8. It is essential to ensure the content validity of the

question paper to be used in examination.

9.Care should be taken to see the question paper the

examination contains different types of test items
PRACTICES OF ASSESSMENT IN STUDENT
LEARNING

The practices of assessment followed in the

clast for the formative evaluation of student
learning w mostly be in the following patterns
* Dialogue between the teacher and student.
*Feedback through marking
*Peer and self-assessment
DIALOGUE
Dialogue refers to sharing / exchanging ideas between two or more
people.
• Dialogue between the teacher and students in the class could be
used as a technique of assessment in the following ways:
1. To assess the subject knowledge
2. To assess the learning outcomes
3. To assess the language ability of students
4. To assess and direct the learning activities of students
5. To assess the learning achievement.
1. Assessing the Subject-knowledge:-Before start teaching a topic, the teacher can find through
dialogue students' previous knowledge related to the topic to be taught. It becomes easy for the teacher
to explain the concepts in the lesson or topic, using the previous knowledge of students.
2.Assessing the learning outcomes:-At the terminal stage of teaching in the class the Teacher can
assess through dialogue, how far the Students have learned what are taught in the class by sing oral
questions. After completing a topic the Mather can assess the learning achievement of students, through
dialogue also by asking oral questions instead of employing written tests
3.Assessing the language proficiency:-Teachers could through dialogue assess the language ability of
students. Some students in the class may struggle to communicate what they know using appropriate
words: some may be fluent in expressing their ideas, some others may provide the responses in a word
or two and that too when the teacher tries to extract the answer from their mouths.
4. Assessing the learning activities of students and putting them on the right track:-Dialogue is
useful for the teacher to evaluate different learning activities of students (like classroom assignment,
home assignment etc.) and point out the corrections needed to improve. Interview a different form of
dialogue is useful for the teacher to find out the problems of children who find it difficult to learn and
offer them remedial measures.
5. Assessing the learning achievement:-Interview too could be used as a technique to assess learning
achievement of a student. When this technique is used, the testee can neither provide vague replies
without expressing his/her idea explicitly, nor copy other s responses. In a very short time, the depth of
learning achievement of the testee could easily be assessed
STRATEGIES FOR EMPLOYING
DIALOGUE
• Dialogue could be employed in classroom teaching-learning as follows:
• 1). Dialogue could be structured into many layers so that different dimensions of ideas
could get expressed
• 2).Getting engaged in flexible dialogue by relating many topics.
• 3).Getting engaged in dialogue that takes the form of question answer.
• By employing the above three techniques, dialogue could be made as the medium of
classroom interactions with which the teacher could undertake the formative assessment
of student learning.
CONCLUSION

• Assessments can range from simply asking

questions during a lesson to class presentations
after a unit of study. Assessment is not only a way
we can measure student performance, but it is also
a way for teachers to plan instruction and reflect on
their own methods of teaching
REFERENCES

1) Nagarajan (2022). Assessment for learning.sriram publishers. Pg.No: 102-119.

2) Jayashree rani (2022). Assessment for learning. Samyutaha publications. Pg. No: 68-75.

3)https://www.teacherscript.com/2022/05/types-of-assessment-practice-based.html

4)https://www.slideshare.net/slideshow/types-of-assessment-in-classroom/207639792
THANK YOU