Assessment Strategies

19/10/2024
Todays objective:
Assessment Strategies

• - Formative and summative assessment

• - Rubrics and feedback
• - Self-assessment and peer assessment
•
• Learning Objectives
• Identify the need for summative and formative assessment
• Prepare rubrics for assessment
• Discuss the disadvantages of self-assessment and peer assessment
In a simple way….
Test Measurement Assessment Evaluation

Tool Numbers of Interpretation Analyzing or

numerical value of measured judgement
data
Thermometer 48C Above average HOT

Question paper 35 Below average Poor

performance
Definition of Assessment
• Banta (2002) offers a succinct definition of assessment as "a multi-
stage, multi-dimensional process – a vehicle – for bringing clarity
and balance to an individual activity or set of activities." This
definition highlights the cyclical nature of assessment in educational
contexts.

• Mathison (2008) distinguishes between assessment and research,

noting that assessment is aimed at understanding specific
issues within an educational framework while research is
broader, focusing on theory development and generalizations
• Westminister defines assessment as "the systematic basis for making
inferences about the learning and development of
students." This process involves defining goals for student learning
and using data to inform program revisions aimed at enhancing
student outcomes

• Huitt, Hummel, & Kaeck (2001) define assessment as "the collection

of data to describe or better understand an issue," contrasting it with
research, which aims to use data for prediction and control, and
evaluation, which compares data against standards to judge quality.
• Assessment is defined as the systematic process of gathering,
analyzing, and interpreting information to determine how well
students are learning or performing (Stiggins, 2005).
According to educational Context:

•Assessment is about measuring student learning or performance.

•Evaluation is about judging the quality or effectiveness of programs or

policies, often using assessment results as part of the process.

•Research is about investigating broader educational questions to generate

new knowledge or theories. It may use both assessment and evaluation data
but aims to answer "why" or "how" questions more broadly.
Scenario: Improving a Science Curriculum in High School

A high school science department recently introduced a new

curriculum aimed at improving students' critical thinking and problem-
solving skills. After one semester, the teachers and school
administration want to analyze the results and make decisions about
the program's future.

Analyze the scenario in terms of assessment

Evaluation and research.
The science teachers give students a series of quizzes and lab practicals
throughout the semester. These quizzes are designed to measure how
well students understand key scientific concepts and their ability to
apply these concepts in real-life problem-solving scenarios.
Outcome: The teacher uses the quiz and lab scores to provide feedback
to students, helping them understand their strengths and areas for
improvement.
Focus: Student performance.
At the end of the semester, the school principal reviews the overall
results of the new curriculum. She looks at the average grades of the
students, their engagement in class, and feedback from teachers about
how the curriculum affected teaching methods.
• Outcome: Based on the evaluation, the school decides whether to
continue, modify, or abandon the curriculum.
• Focus: The program’s success, not individual students.
A university professor is conducting a study on the relationship
between hands-on learning (like lab work) .She is particularly
interested in how different teaching strategies influence students'
ability to retain and use scientific concepts in real-life situations over
time.
Outcome: The professor publishes a research paper that helps
educators better understand the effects of hands-on learning, which
may inform future curriculum development.
Focus: Generating new knowledge about teaching methods and
learning outcomes.
Assessment are categorized
as
Assessment for Learning
https://cambridge-community.org.uk/professional-
development/gswafl/index.html
Assessment for learning (AFL) is an
approach to teaching and learning
that creates feedback which is then
used to improve students’
performance.

One way of thinking about AFL is that

it aims to ‘close the gap’ between a
learner’s current situation and where
they want to be in their learning and
achievement.
 AFL and its relation with formative
assessment
AFL has been closely associated with formative assessment because
practices such as questioning and providing feedback help ‘form’ or
‘shape’ student learning.
Processes that take place in AFL:
i) Questioning enables a student, with the help of their teacher, to find out
what level they are at.
(ii) The teacher provides feedback to each student about how to improve
their learning.
(iii) Students understand what successful work looks like for each task they
are doing.
(iv) Students become more independent in their learning, taking part in peer
assessment and self assessment.
(v) Summative assessments (e.g. the student’s exam or portfolio submission)
are also used formatively to help them improve.
Benefits of AFL:
• AFL improves learner outcomes.
• AFL increases confidence.
• AFL increases independence and take responsibility of their own
learning.
• AFL changes the culture of the classroom in terms they try new
things without worrying that they might fail.
Assessment of Learning
Assessment of Learning (AoL) refers to the process of evaluating
student learning at specific points in time, typically at the end of an
instructional period.

Formerly known as summative assessment, AoL provides

evidence of student learning against established standards. It
summarizes what students know, understand, or can do at particular
key points in time, such as at the end of a unit or academic year
How to use Assessment of learning:
Assessment of learning takes place after the learning has occurred - to
determine if it did - and is used to:
• plan future learning goals and pathways for students
• provide evidence of achievement to the wider community, including
parents, educators, the students themselves and outside groups
• provide a transparent interpretation across all audiences.

Earl L. & Katz S. (2006). Rethinking Classroom Assessment with Purpose

in Mind.
Assessment as Learning
 occurs when students are their own assessors. Students monitor
their own learning, ask questions and use a range of strategies to
decide what they know and can do, and how to use assessment for
new learning.

Assessment OF/FOR/AS Learning. (2017, March). [National Forum]. The

National Forum for the enhancement of teaching and learning in higher
education. https://www.teachingandlearning.ie/our-priorities/student-
success/assessment-of-for-as-learning/
 Assessment Of Learning For Learning As Learning
Type Summative Formative Formative
What Teachers determine the Teachers and peers check progress and Learner takes responsibility
progress or application of learning to help learners to determine for their own learning and
knowledge or skills against a how to improve. asks questions about their
standard. learning and the learning
process and explores how to
improve.

Who Teacher Teacher & Peers Learner & Peers

How Formal assessments used to Involves formal and informal Learners use formal and
collect evidence of student assessment activities as part of learning informal feedback and self-
progress and may be used for and to inform the planning of future assessment to help
achievement grading on grades. learning. understand the next steps in
learning.
When Periodic report Ongoing feedback Continual reflection
Why Ranking and reporting Improve learning Deeper learning and learning
how to learn
Emphasis Scoring, grades, and Feedback, support, and collaboration Collaboration, reflection,
competition and self-evaluation
 Case Study: Implementing Assessment for
Learning (AfL), Assessment as Learning (AaL), and
Assessment of Learning (AoL)
Context:

Ms. Sarah is a Grade 8 science teacher focusing on a unit about

ecosystems. Her goal is to use a variety of assessment strategies to
support student learning, promote self-assessment, and evaluate
overall mastery. She carefully plans to incorporate Assessment for
Learning (AfL), Assessment as Learning (AaL), and Assessment of
Learning (AoL) throughout the unit.

Share your ideas how Ms . Sarah would plan for AFL, AAL and AOL
AFL : At the start of the ecosystem unit, Ms. Sarah wants to understand her
students’ prior knowledge of food chains, energy flow, and habitats. She
begins by administering a diagnostic quiz. This quiz is not graded but is used
to identify gaps in understanding.

AAL: Midway through the unit, Ms. Sarah introduces self-assessment and
peer-assessment activities. She asks students to create ecosystem concept
maps that demonstrate their understanding of relationships between
organisms.

AOL :At the end of the ecosystem unit, Ms. Sarah administers a summative
assessment to evaluate student learning. This is a final exam that includes
multiple-choice questions, short-answer questions, and a case study where
students must analyze the impact of human activity on a particular ecosystem.
Types of Assessment
Formative Assessment
Purpose: To monitor student learning during instruction.
When Used: Throughout the learning process, to provide ongoing
feedback.
Examples: Quizzes, class discussions, observations, peer reviews,
concept maps, exit tickets.
Characteristics: Low stakes; focuses on identifying areas for
improvement and guiding instruction.
Summative Assessment
Purpose: To evaluate student learning at the end of an instructional
period.
• When Used: After a unit, semester, or course to determine final
achievement.
• Examples: Final exams, standardized tests, end-of-term projects, final
presentations, cumulative essays.
• Characteristics: High stakes; measures overall achievement and
mastery of content.
Diagnostic Assessment

•Purpose: To assess prior knowledge and skills before

instruction begins.
•When Used: At the start of a course or unit to identify
strengths, weaknesses, and learning gaps.
•Examples: Pre-tests, reading diagnostics, skill inventories,
baseline assessments.
•Characteristics: Helps in planning instruction by
understanding student readiness and needs.
 Criterion-Referenced Assessment

•Purpose: To assess student performance against a fixed set of

standards or criteria.
•When Used: Anytime student achievement needs to be measured
against specific learning outcomes.
•Examples: Rubrics, written assignments with scoring guides, skill-
based assessments.
•Characteristics: Students are evaluated based on whether they meet
the criteria, not in comparison to others.
Norm – Referenced Assessment

•Purpose: To compare student performance to a peer

group or national sample.
•When Used: Standardized testing environments to
rank students.
•Examples: SAT, ACT, IQ tests, percentiles-based
assessments.
•Characteristics: High stakes; students' scores are
compared to a "norm" group to determine relative
standing.
Portfolio Assessment:

•Purpose: To collect evidence of student learning and progress

over time.
•When Used: Across a term, course, or year to showcase
learning achievements.
•Examples: A collection of essays, projects, art pieces, and
reflective journals compiled over time.
•Characteristics: Offers a comprehensive view of student
learning through various artifacts.
Peer Assessment:

•Purpose: To involve students in evaluating the work of

their peers.
•When Used: During group projects, collaborative
learning, or when reviewing drafts of work.
•Examples: Peer grading of presentations, peer reviews
of essays, group feedback sessions.
•Characteristics: Encourages collaborative learning,
reflection, and critical thinking.
Self Assessment:

•Purpose: To encourage students to reflect on and evaluate

their own learning.
•When Used: Throughout the learning process, particularly at
the end of tasks or projects.
•Examples: Reflection journals, self-evaluation checklists,
personal progress tracking.
•Characteristics: Promotes metacognition and responsibility
for one’s learning.
 Disadvantages of Peer Assessment and Self
assessment
SELF ASSESSMENT
PEER ASSESSMENT
• Additional briefing time can increase a lecturer’s • Without proper guidance or experience, students
workload. might not accurately evaluate their work, leading
• The process has a degree of risk with respect to to inflated or deflated self-assessments.
reliability of grades as peer pressure to apply • Students may lack the expertise or understanding
elevated grades or friendships may influence the to judge the quality of their work accurately,
assessment, though this can be reduced if students especially in complex subjects.
can submit their assessments independent of the
group. • Students’ evaluations of themselves can be highly
• Students will have a tendency to award everyone inconsistent, depending on their mood, confidence
the same mark. level, or understanding of the task at hand.
• Students may be reluctant to make judgements • When students believe that their assessment
regarding their peers. contributes directly to final grades, there may be a
temptation to overstate their performance.
• At the other extreme students may be
discriminated against if students ‘gang up’ against
one group member.
Quiz on Assessment type
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Assessment Strategies
Rubric
A rubric is an evaluation tool consisting of a set of criteria, a fixed scale
(e.g., 4-point, 7-point), and descriptors that distinguish the differences
in the levels of the scale (Arter & McTighe, 2001)

Rubrics are typically used by teachers to judge the degree of students'

understanding, proficiency levels of skills, the quality of their products
or performances, and their growth from one level to the next. But
beyond being evaluation tools, rubrics can be an excellent way to give
feedback for improving teaching and learning.
Types of Rubric
1. A holistic rubric provides an overall impression of a student's
performance, yielding a single rating or score.
for example, to what extent did the story entertain its readers
or to what extent was the argument convincing?
2. An analytic rubric also contains a performance scale but divides a targeted
product or performance into distinct elements or traits and judges each
independently. Mathematics problem solving.

A developmental rubric describes growth along a proficiency continuum,

ranging from novice to expert. e.g karate skills, language skills
General Rubric Structure :

•Criteria: Identify the key aspects of student performance

or the qualities you are assessing.

•Performance Levels: Define levels of performance,

typically ranging from excellent to poor.

•Descriptors: Provide clear and detailed descriptions of

what each performance level looks like for each criterion.
Prepare Rubric for these
scenarios
Case Study: Assessing Science Class Through a Rubric Case Study: Assessing English Class Through a Rubric
Context: Context:
Mr.Ahmed a middle school science teacher, is teaching a Mr. Saad, an English teacher for Grade 9, has assigned his students to
unit on Newton's Laws of Motion. After completing the write a literary analysis essay based on a novel they have read in class.
lessons on each of the three laws, He assigns a project The purpose of the assignment is to assess students' understanding of
that requires students to design and conduct an literary devices, their ability to construct arguments, and their writing
experiment demonstrating the application of Newton’s skills. He plans to assess the essays using a detailed rubric to ensure
laws. fair, transparent, and comprehensive evaluation.

Context: Assessing SST Class Through a Rubric Case Study: Assessing a Mathematics Class Using a Rubric
Context:
Mr. Ali teaches Social Studies to a Grade 7 class. His current Ms. Aliya, a Grade 7 math teacher, is teaching a unit on Geometry
unit covers “Cultural Diversity and Globalization”. To focusing on properties of triangles and quadrilaterals. After completing
deepen their understanding of the topic, Mr. Ali assigns a lessons on calculating area, perimeter, and identifying geometric
group project where students will research a specific properties, she wants to assess her students’ understanding through a
country’s culture, economy, and its interaction with project-based assignment. The students are asked to design a small city
globalization. Each group will present their findings to the park layout using various geometric shapes and calculate its area and
class in the form of a poster presentation and a short oral perimeter.
presentation. Ms. Aliya decides to use a rubric to assess the students’ work based on
specific criteria such as accuracy of calculations, application of geometric
concepts, creativity in design, and presentation skills.
Feedback in assessment
https://www.youtube.com/watch?v=SVyNfgXFruA&t=82s

Watch this video

Feedback in assessment refers to the information provided to students
about their performance, typically following an assessment or activity.
Key characteristics of Feedback
• Constructive: Feedback should highlight both strengths and weaknesses in
student work, offering specific suggestions for improvement. For example,
instead of simply stating that a student's argument needs work, effective
feedback would specify how to strengthen it.
• Timely: Providing feedback while the assessed work is still fresh in the
student's mind is crucial..
• Meaningful: Feedback must be relevant and connected to clear criteria or
learning objectives, helping students understand what is expected of them.
• Dialogic Process: Feedback should be viewed as a conversation rather than
a one-way communication. This means that students should engage with
the feedback, reflecting on it and discussing it with instructors or peers.
Impact on Learning Outcomes

Research indicates that feedback is one of the most powerful

influences on student achievement. According to Hattie (1999),
feedback is described as "the most powerful single moderator that
enhances achievement." Effective feedback has been shown to lead to
improved academic performance by:
• Encouraging deeper engagement with learning materials.
• Helping students develop a clearer understanding of learning
objectives.
• Supporting the development of critical thinking skills.
 Assignment:
Assessment Strategy Showcase
 Divide the class into small groups of 4-5 students. Assign each group one of assessment strategy

Research and Planning (30 minutes)

Each group will research their assigned assessment strategy, focusing
on:
• Definition from different researches and purpose of the strategy
• Examples of how it can be implemented in a classroom setting.
• Advantages and disadvantages of using this strategy . Give examples.
• Real-life scenarios or subjects where this strategy could be effectively applied

Mention references as well.

Criteria Excellent (4) Good (3) Fair (2) Needs Improvement (1) Score

Thorough understanding of Good understanding with

Basic understanding; some Lack of understanding;
the assessment strategy, minor inaccuracies;
Content Knowledge inaccuracies; limited information is mostly
with accurate and detailed relevant examples
examples. inaccurate or irrelevant.
information presented. provided.

Presentation is
Some organization, but
exceptionally organized; Generally organized; clear Disorganized; difficult to
ideas are not clearly
Organization & Clarity logical flow and clear structure but may have follow; lacks clear
presented; transitions are
structure enhance minor flow issues. structure.
awkward.
understanding.
Visual aids are highly
Visual aids are relevant and Visual aids are used but are No visual aids used or they
effective, clear, and
Visual Aids mostly clear, with minor unclear or not effectively detract from the
enhance the presentation
issues in design. integrated. presentation.
significantly.
Speaker engages the
Speaker is mostly Speaker shows some Speaker is unclear, lacks
audience with confidence,
confident; engages confidence but lacks engagement, and shows
Engagement & Delivery clear articulation, and good
audience with minor issues engagement; delivery is little confidence; poor body
eye contact; excellent body
in delivery. unclear at times. language.
language.
All group members actively
Most group members Uneven participation; some
participate and contribute Little to no collaboration;
participate; collaboration is members contribute
Teamwork & Collaboration equally; excellent only one or two members
evident but may have significantly more than
collaboration contribute.
minor issues. others.
demonstrated.
Responds to questions Responds adequately to Struggles to answer
Unable to answer
confidently and accurately, questions; shows good questions; some responses
Response to Questions questions or provides
showing in-depth understanding but may may be inaccurate or
incorrect resp
knowledge of the topic. have minor inaccuracies. vague.