Purposes of assessment

Assessment is an integral part of teaching-learning process as it is a prime tool

for monitoring the progress and shaping learning. Now days, Mathematics is
being viewed not only as a traditional prerequisite subject for prospective
scientists, engineers, businessman etc, but, also as a fundamental aspect of
literacy for the twenty-first century. Keeping this in mind, about the
comprehensive view of Mathematics and its role in society, assessment should
aim at much more than just the test given at the end of course.
The main purposes of the assessment may be listed as follows:
(i) To help provide more intelligent guidance in teaching and learning.
(ii) To develop more effective curricula and educative experiences.
(iii) To secure more intelligent and effective cooperation from parents and
community.
(iv) To provide an adequate and objective basis for reporting
progress.
v) Assessments help teachers understand students’ knowledge, skills, and needs,
allowing them to tailor their instruction accordingly.
vi) Regular assessments track student progress over time, helping educators
identify trends and measure growth in learning.
vii) Assessments can reveal areas where students struggle, enabling targeted
interventions to address specific learning gaps
viii) Assessments offer valuable feedback to students about their understanding,
guiding them on what to improve and how to continue their learning
ix) Results from assessments can inform decisions about future teaching
strategies, learning objectives, and educational resources.
x) Assessments provide a way to communicate progress and performance to
stakeholders, including parents, students, and administrators.
Formative Assesment
Formative Assessment used to monitor learning process during instruction and
provide continuous feedback to both pupil and teacher concerning learning
success and failures.
- N.E GRONLUND
Characteristics of Formative Assessment

The characteristics are stated below.

o Ongoing and Continuous:

o Formative assessments are conducted regularly throughout the
learning process.
o They provide a continuous flow of information, allowing for
immediate adjustments to teaching strategies and learning activities.
o Informal Nature:
o Formative assessments are often informal and do not carry significant
weight in the overall grading system.
o They can include activities such as class discussions, quizzes, polls,
observations, and homework assignments.
o Feedback-Centric:
o The primary focus of formative assessments is on providing
constructive feedback to students.
o Feedback is immediate, specific, and actionable, guiding students on
areas of improvement and reinforcing their strengths.
o Diagnostic in Purpose:
o Formative assessments help diagnose students' understanding and
identify misconceptions.
o Teachers use the information gathered to tailor their instruction to
meet the specific needs of individual students or the class as a whole.
o Varied Methods:
o Formative assessments can take various forms to accommodate
different learning styles and preferences.
o Methods may include peer reviews, self-assessments, concept
mapping, quick quizzes, or group activities.
o Flexible and Adaptive:
o The flexibility of formative assessments allows for adjustments in
teaching strategies based on the ongoing feedback received.
o Teachers can adapt their instructional methods to address emerging
challenges or reinforce successful learning strategies.
o Developmental Focus:
 o Formative assessments contribute to the development of students'
skills, knowledge, and understanding over time.
o They align with the learning objectives and provide a roadmap for
continuous improvement.
o
o Student Involvement:
o Formative assessments often involve active participation from
students in the learning process.
o Students may reflect on their progress, set goals, and take ownership
of their learning journey.
o No or Minimal Grading Pressure:
o Formative assessments are generally not heavily graded or may be
ungraded.
o The emphasis is on learning rather than assigning grades, reducing
anxiety and promoting a growth mindset.

Here are some key advantages and disadvantages of formative assessment:

Advantages:
1. Immediate Feedback: Provides timely information about student
understanding, allowing for quick adjustments in teaching strategies.
2. Supports Learning: Helps identify areas where students are struggling,
enabling targeted support and interventions to enhance learning.
3. Encourages Student Engagement: Involves students actively in the
learning process, promoting ownership of their education.
4. Reduces Test Anxiety: Often low-stakes, formative assessments can help
alleviate pressure compared to high-stakes tests, fostering a more positive
learning environment.
5. Promotes Reflection: Encourages students to reflect on their own
learning and progress, helping them develop self-assessment skills.
6. Informs Instruction: Provides educators with valuable insights into
student needs and instructional effectiveness, allowing for more
responsive teaching.
Disadvantages:
1. Time-Consuming: Can require significant time for both teachers to
administer and grade, and for students to complete.
 2. Potential for Misinterpretation: If not designed or administered well,
formative assessments may not accurately reflect student understanding.
3. Inconsistent Implementation: Teachers may vary in their approach to
formative assessment, leading to inconsistencies in its effectiveness
across different classrooms.
4. Overemphasis on Assessment: Frequent assessments can lead to a focus
on testing rather than actual learning, potentially detracting from
instructional time.
5. Resource Intensive: May require additional resources, such as
technology or materials, to implement effectively.
6. Variable Student Engagement: Not all students may take formative
assessments seriously, which can lead to unreliable data about their
understanding.
Balancing the advantages and disadvantages of formative assessment is key to
effectively enhancing student learning and improving instructional practices.

Summative Assessment
Summative assessment is a method of evaluating student learning, knowledge,
and skills at the end of an instructional unit or course. It is typically used to
measure the extent to which students have achieved the learning objectives and
to assess their overall performance.
Characteristics of Summative Assessment
The characteristics are stated below.
o Validity
o Summative assessment measures a student’s competence in a
specific subject matter in line with the learning goals and
objectives of the course or training.
o For instance, a science course will use experiments and other
practical tests to evaluate a student’s knowledge at the end of the
course.
o Reliability
o Summative evaluation is a standardized method of knowledge-based
assessments.
 o It has well-defined processes that reveal the student's competence in
a field.
o These processes produce accurate and consistent results when they
are used in similar contexts.
o Practicality
o Summative evaluation has a flexible process that is practical and
scalable.
o It is well-aligned and this makes it easy for the instructor to
implement it as part of training.

o Ethical
o Summative assessment respects clear teaching and learning
boundaries.
o Before the instructor implements any summative assessment
methods in the classroom, he/she must obtain informed consent
from the students.
o Easily reported
o Since the key element of summative assessment is to evaluate what
someone has learned up to that point in time, it always ends in
having a concise summary of the outcomes of the assessment.
o This allows the teacher to compare the student's current performance
with past performances, external standards, and other learners.
o Variety
o Summative evaluation prompts students to exhibit skills and
demonstrate knowledge in different ways.
Here are some key advantages and disadvantages of summative assessment:
Advantages:
Comprehensive Evaluation: Summative assessments provide a broad
overview of student learning at the end of a unit or course, helping to evaluate
overall knowledge and skills.
Standardized Measurement: They often use standardized formats, making it
easier to compare student performance across different groups or educational
settings.
Motivational Tool: High-stakes assessments can motivate students to study and
engage with the material more thoroughly in preparation for the evaluation.
Clear Benchmarks: They establish clear benchmarks for student achievement,
which can guide future curriculum development and instructional planning.
Standardized Format: Often uses standardized methods, making it easier to
compare results across different groups and contexts.
Final Evaluation: Serves as a comprehensive review of what students have
learned over a course or unit, providing a clear end-point for assessment.

Disadvantages:
Limited Scope: Summative assessments may not capture the full range of
student abilities or learning processes, focusing only on what is tested.
High Stakes: The pressure associated with these assessments can lead to
anxiety among students, potentially impacting performance.
Infrequent Feedback: They provide feedback only at the end of a learning
period, which may come too late to address gaps in understanding.
Encourages Rote Learning: Can promote surface learning strategies, where
students focus on memorization rather than deep understanding of the material.
Risk of Misalignment: If not aligned with instructional goals, they may not
accurately reflect student learning or the effectiveness of teaching.

Less Flexibility: Typically does not allow for adaptations or adjustments during
the assessment process, unlike formative assessments.
Does Not Foster Growth: Unlike formative assessments, summative
assessments do not typically provide opportunities for student growth or
improvement based on feedback
Test
In education, a ‘Test’ refers to an assessment tool used to measure a student's
knowledge, skills, or abilities in a specific subject or area.
“A Test is merely a series of tasks which are used to measure a sample of a
person’s behaviour at a time”
- Garett

Classification of Test
(1) Completion tests :-In these tests are provided blanks that have to be filled in
by the pupils. These should be carefully worded so that there should be no
doubt in the pupil's mind about the correct answer.
Examples:-Fill in the blanks:
(i) a5/a3= ……….
iii) The square root of 1.44 is........
(iii) A triangle can be constructed when two sides and...........are given.

(2) Multiple choice tests :-The type of multiple choice test is composed of a
number of items each of which presents two or more responses, only one of
which is correct. It is regarded as one of the best means of testing, and is
definitely superior to the other types. It tests reasoning, reasoned understanding,
sound judgment and discrimination.
(Tick the correct answer or answers).
Example: They are always parallel straight lines:-
(i) Spokes of a cycle wheel.
(ii) Sides of a quadrilateral.
(iii) The path of two wheels of a cart moving on zig-zag route.
(iv) Opposite edges of a table.
(v) Concentric circles.
(3) Matching tests :--The type of matching tests consists of two columns where
each item in the first column is to be paired with a word or phrase in the second
column upon some basis suggested. There are many types of learning which
involve the association of two things in the mind of the learner; such as terms
and definitions, laws and illustrations, rules and examples, principles and their
use, etc.
Example:-Match the results with the conditions:-

Result Conditions
1. 45° Right angle
2. 180 Reflex angle.
3. 360° Straight angle.
4.90° Obtuse angle.

5.135° Angle at a point.

6. 450°
7. 270°.

(4) True-false tests:-

Other similar forins are 'Yes', 'No': 'Right', 'Wrong': 'Correct' and 'Incorrect'.
Tests of this type are very popular with teachers. Their merits are apparent in
the case of construction, applicability to a wide range of subject matter,
objectivity of scoring and wide sampling of know- ledge tested per unit of time.
Examples:-Answer 'Yes' or 'No'.
(i) A book 8"x6" can be contained into a box 12"x4".
(ii) Two feet square is same as two square feet.
(iii) A triangle can be constructed when three angles are given.
(iv) Intersecting circles are concentric circles.
(v) Profit or loss per cent is always calculated on cost price.
(5) Short-answer tests:-
Here each item appears as a direct question. These belong to the category of
simple-recall tests. The answer or response has to be recalled by the pupil from
his past experience. It is differentiated from the essay examination primarily on
the basis of length of response or answer required. Testing can be made more
comprehensive with their help.
Examples:-
(i) Eight is what per cent of 64?
(ii) Two numbers differ by 7. The smaller is S. Express the larger.
(iii) Find the side of an equilateral A. if the perimeter is 36 inches.
Oral tests:-
Oral questioning is equally important for pur- poses of instruction and
measurement, It can be used with an individual pupil to probe his reasons for
his particular way of answering certain questions in other tests. It will furth r
help in knowing determining the causes of error. how well an individual has
integrated his knowledge, can apply it to new situations, sees its application,
and can hear, understand. think, and express with alertness.
There is no need of giving separate examples to illustrate these tests. Almost all
the questions suggested for objective and short- answer tests can be used for
oral testing with slight modifications here or there. But the use of oral tests is
very time consuming and highly subjective. It has also relatively little utility in
the class-room especially as a basis for determining pupils' marks in a course. It
is not equally fair and just to all pupils. Some shy students may not do so well
as they are capable of doing. It does not test extensively and perinits
interference and favouritism, whether intentional or unintentional.
In spite of all these drawbacks, oral testing is an absolute necessity in lower
classes and is a significant part of even the highest examination.

Essay type questions:

An essay-type test in mathematics typically involves questions that require
students to explain their reasoning, demonstrate problem-solving processes, and
communicate mathematical concepts clearly.
Examples of essay-type tests :-
(i) Define a straight line and from its definition prove that any two sides of a
triangle taken together are greater than the third.
(ii) "Define the concept of a function. Discuss the differences between one-to-
one functions and onto functions, providing examples for each."

Criteria of a good test

A good test in education should meet several key criteria to effectively assess
student knowledge, skills, and understanding. Here are the main criteria:

1. Validity
Content Validity: The test should accurately reflect the curriculum and the
specific content it aims to measure.
Construct Validity: It should assess the theoretical construct it claims to
measure (e.g., mathematical reasoning or critical thinking).
Criterion-Related Validity: The test results should correlate well with other
established measures of the same skills or knowledge.
2. Reliability
Consistency: The test should yield consistent results over time and across
different groups of students.
Internal Consistency: Items within the test should measure the same underlying
construct consistently.
3. Fairness
Equity: The test should be free from bias, ensuring that all students have an
equal opportunity to perform well, regardless of background or learning style.
Accessibility: Accommodations should be made for students with disabilities or
special needs.
4. Clarity
Clear Instructions: Questions and tasks should be clearly worded, with
unambiguous instructions.
Appropriate Difficulty: The level of difficulty should match the students'
abilities and the objectives of the test.
5. Comprehensiveness
Coverage of Material: The test should cover a representative sample of the
material taught, rather than focusing on a narrow range of topics.
Diverse Question Types: A variety of question formats (e.g., multiple-choice,
essays, practical tasks) can provide a more comprehensive assessment of skills.
6. Relevance
Real-World Application: The test should connect to real-life scenarios and
applications, making it more meaningful for students.
Alignment with Learning Objectives: Questions should directly relate to the
stated learning goals and objectives of the course.
7. Practicality
Time Management: The test should be manageable in terms of time allowed for
completion, ensuring students can demonstrate their knowledge without undue
pressure.
Feasibility: It should be practical in terms of administration and grading.
8. Feedback
Informative: The results should provide valuable feedback for both students and
educators, guiding future instruction and learning.
Timely: Results should be provided in a timely manner to facilitate learning and
improvement.
9. Engagement
Interest: The test should engage students and motivate them to demonstrate their
knowledge, potentially incorporating interesting scenarios or challenges.

By adhering to these criteria, educators can create tests that not only evaluate
student performance effectively but also support learning and growth in the
educational process.
ACHIEVEMENT TEST
An achievement test is designed to evaluate a unit during the teaching-learning
process. It has a great significance in all types of instructional progress of the
individual. It focuses upon an examinees attainments at a given point in time. A
class room teacher depends upon the achievement tests for measuring the
progress of his students in his subject area. It is very important that several
educational and vocational decisions about students are taken on their
performance in the achievement tests.
Designing a Test: Structure

1. Test Objectives
 Purpose: Define what you aim to assess (knowledge, skills,
understanding).
 Learning Outcomes: Specify the learning outcomes based on curriculum
standards.

2. Content Areas
 List the main topics or units to be covered in the test (e.g., percentages,
fractions, geometry).

3. Cognitive Levels (Bloom's Taxonomy)

 Identify the cognitive levels to be assessed:
o Knowledge: Recall of facts and concepts.
o Comprehension: Understanding and interpreting information.
o Application: Using knowledge in new situations.
o Analysis: Breaking down information to understand its
components.
o Synthesis: Combining information to form new ideas.
o Evaluation: Making judgments based on criteria.
4. Table of Specification (ToS)
 Create a matrix that outlines the distribution of content areas and
cognitive levels.
Content Cognitive Level Number of Marks per Total
Area Items Item Marks
Content
Topic 1
- Subtopic 1 Knowledge (1)
- Subtopic 2 Comprehension
(2)
Content
Topic 2
- Subtopic 1 Application (3)
Total

5. Writing Test Items

 Develop questions based on the ToS, ensuring alignment with content
and cognitive levels.
 Include a variety of question types (multiple choice, short answer,
problem-solving).
Sample Items
 Knowledge: What is 25% of 200?
 Application: A shirt costs 40 tk. If it is on sale for 20% off, what is the
sale price?

6. Scoring Key and Marking Scheme

 Prepare an answer key that details correct answers and the scoring
criteria.
 Define how points are allocated for each item.
Question Number Correct Answer Marks
1 50 1
2 $32 2

7. Question-wise Analysis
  Analyze the questions based on difficulty, topic, and cognitive level.
Question Topic Difficulty Cognitive Marks
Number Level Level
1 Percentages Easy Knowledge 1
2 Real-World Moderate Application 2
Application

Conclusion
This structured approach ensures that test is well-designed, comprehensive, and
aligned with educational goals. It facilitates effective assessment while
providing clarity on content coverage and cognitive demands.

Construction of a Test:
Class: 5
Total Marks: 50
1. Answer the following questions: Total Marks: 1 x 20 = 20

A. Write True or False:

(i) The product of 3 and 7 is 21. (True)
(ii) Multiplying a number by 100 is the same as adding two zeros to the number.
(True)
(iii) The product of any number and 0 is 0. (True)
(iv) 12 multiplied by 12 is 144. (True)
(v) The commutative property of multiplication states that the order of factors
does not change the product. (True)
B. Fill in the blanks:
(i) 7 x ___ = 42 (ii) 25 x 4 = ___ (iii) 15 x 6 = ___ (iv) The multiplication table
of ___ is all even numbers. (v) The product of 12 and 15 is ___.
C. Choose the correct answer:
(i) The product of 25 and 4 is: (a) 100 (b) 29 (c) 9 (d) 19
(ii) Which of the following is a multiple of 7? (a) 24 (b) 35 (c) 12 (d) 18
(iii) The square of 9 is: (a) 18 (b) 81 (c) 27 (d) 36
(iv) The product of 11 and 11 is: (a) 121 (b) 111 (c) 22 (d) 100
D. Answer the following questions:
(i) If a number is multiplied by 5, the result is 35. What is the number? (ii) A
class has 30 students. Each student has 5 pencils. How many pencils are there in
total? (iii) A box of chocolates has 12 chocolates. How many chocolates are
there in 8 boxes? (iv) What is the product of 9 and 11? (v) A car travels 60 km
in one hour. How far will it travel in 5 hours?
2. Answer the following questions:
(i) Simplify: (a) 2 x 3 x 4 (b) 10 x 10 x 10 (c) 5 x 7 x 2 (d) 8 x 9 x 1
(ii) A farmer has 4 fields. Each field has 25 rows of corn. How many rows of
corn does the farmer have in total? (iii) A bakery makes 150 cookies a day.
How many cookies does it make in a week? (iv) A store sells 20 toys a day.
How many toys does it sell in a month of 30 days? (v) A book has 250 pages. If
you read 20 pages a day, how many days will it take to finish the book?

Answer the following questions:

(i) A factory produces 250 toys per day. How many toys will it produce in a
month of 30 days?
(ii) A book has 350 pages. If you read 25 pages a day, how many days will it
take to finish the book?
(iii) A car travels 65 km in one hour. How far will it travel in 8 hours?
(iv) A farmer has 5 fields. Each field has 32 rows of corn. How many rows of
corn does the farmer have in total?
(v) A bakery makes 120 cakes a day. How many cakes does it make in a week?
2. Answer the following questions:
(i) Simplify: (a) 12 x 15 (b) 25 x 4 (c) 30 x 12 (d) 18 x 11
(ii) A box of chocolates has 24 chocolates. How many chocolates are there in 10
boxes?
(iii) A class has 35 students. Each student has 6 pencils. How many pencils are
there in total?
(iv) What is the product of 13 and 14?
(v) A store sells 18 toys a day. How many toys does it sell in a month of 31
days?