LATHA R - Assessment For Learning Unit - I

MEASI COLLEGE OF EDUCATION - 10209
Choolai, Chennai - 600112
ASSESSMENT
ASSESSMENT FOR
FOR LEARNING
LEARNING
Presented by
Mrs. R. LATHA
Assistant Professor in Computer Science
Unit – I - Basics of Assessment
Summarization and Interpretation of Results,

Reporting of Assessment Findings.
Principle Related to Different Stages
of an Assessment Programme.
• Developing / Choosing / Selection of

methods for Assessment
• Collecting the Assessment Information
• Judging and Scoring Student Performance
• Summarization and Interpretation of

Results
• Reporting of Assessment Findings.
Sheela has just returned John’s Test Result
Test
Result
Suppose John Received this
Score…
Score:
25
He can’t help but he may ask some questions like…
What does this score
Score:
means?
Is this a high or a low
25 score?
? If I got this score, how did
others do?
Is this score high or low enough
with respect to what I can do?
Does this score mean I have improved?
What does this score mean in terms of
what I cannot do?
Basically, we need a frame of reference to interpret the score
What are they?
FRAMES OF REFERENCE
We will consider four
approaches to
interpreting student
performance
1. Ability - referenced
Student’s maximum possible

performance
(Various Skills)
2. Growth - referenced
Student performance is
compared with the student’s
prior performance
3. Norm - referenced
Comparing the student’s

performance with peer group
4. Criterion - referenced
What the student can and

cannot do
Which of the
Four FRAMES OF
REFERENCE
are the most useful?
Criterion – referenced
Norm – referenced
interpretations
fu l
use
ost es
e m enc
Th efer
r
Summarizing and Interpreting of Results
Methods of interpreting the results
1. Norm-referenced Interpretation
2. Criterion-referenced Interpretation
1. Norm-referenced Interpretation
• Student’s performance or progress in

relation to others of the same peer
group, age or ability.
• Ranking or Scaling.
• To compare achievement in
particular groups, subjects and years.
How to interpret norm-referenced tests
• Ram’s score in the periodical exams is
below the mean.
• Sheela ranked 5th in the unit test in
Physics.
• John obtained the worst score in
Mathematic exam
• Sheeba won in the 200 meter running.
2. Criterion-referenced Interpretation
• Student performance according to a specified

domain or clearly defined learning tasks.
• Vocational and Academic qualification.
• Results are given on a pass/fail, competent /
not competent basis.
• Results are conclusive and usually open to
review.
How to interpret criterion-referenced
tests
• Helen can construct a pie graph with 75%
accuracy
• Heera scored 7 out of 10 in the spelling test
• Riyan can encode an article with no more
than 5 errors in spelling.
• John can spell three difficult words in one
minutes
• Sheela can convert temperatures from
Fahrenheit to Celsius.
When do we use the right Interpretation?
The type of evaluation often

influences the reference used for the
interpretation.
When do we use the right Interpretation?
PRINCIPLES
• Written policy should guide the procedure
• Individual results and grades should be
explained in detail.
• Carefully prepare Summary comments on
student’s performance.
• Student’s achievement, efforts, participation
and other relevant behaviours should be
assessed and graded separately in different
scale of measurement.
Cont..
• Marking the evaluation more reliable.
• Proper weightage should be given for
each of the assessment result.
• Interpretation of assessment result
should be justifiable.
• Students background and their learning
experiences are to be kept in mind.
REPORTING OF ASSESSMENT
FINDINGS
REPORTING OF ASSESSMENT FINDINGS
• Assessment is an ongoing and integral part

of the teaching and learning process.
• The assessment result presented in the
form of written report.
• Through this process schools are able to
provide easy-to-understand reports to
parents about individual student learning
outcomes.
Cont..
• The type of assessment and report
varies at different times during a
student's school life.
• Formal reporting to parents will occur
at least once every semester.
• Parents are encouraged to discuss
their children's progress and needs
with teachers at any time.
Purposes of Assessment Reports
• Historical Record
• Support for planning and decision
• Making for improvements
• Public relations
• Document your contributions to the
learning environment
• To see how your efforts mattered
OVERVIEW OF GOOD PRACTICE IN COLLECTING
AND USING ASSESSMENT INFORMATION
• ‘Assessment in education is the
process of gathering, interpreting,
recording and using information about
students’ responses to an educational
task’.
• The assessment of student
achievement is the basis of effective
teaching and learning.
Cont..
• ‘Overall the purpose of assessment is
to improve standards, not merely to
measure them.’
• Effective assessment systems help
schools to monitor students’ progress
and achievement, and enable them to
design effective programmes.
Reporting
• Reporting will contribute to
communication and cooperation
amongst teachers and parents.
• Assessment report should contain
accurate and complete information
about student’s learning.
Reporting to Students
• This can take the form of
– Discussion
– Written comments on works
– Identifying areas of strength and
setting targets for areas needing to
be worked on
– Encouraging any improvement
– Task well done ( * marks or sticker)
Reporting to Parents
• Mostly, It is in the school policy to issue
term exam written reports per year.
Reporting to Teachers
• This will take the form of passed on
record sheets, student reports and
informal discussion among the teachers.
Reporting to School Board
• The Head of the Teacher will provide

information to the principal about
overall attainment in the class.
ASSESSMENT SCHEDULE
• Daily
• Weekly
• Monthly
• Term-wise
• At End of Topic or Session
Individual Result
Class Result
John Received the
Score any one from these..
Score:
25
Score:
100 25
Score: 25
25
50
Conclusion
Summarization of the report always be
an reliable and accurate. Then only we
know the students’ performance
correctly. Reporting of the findings
must be reliable at any point of the
assessment report. Completion of the
reporting works shows that the
effective teaching as well as learning.

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MEASI COLLEGE OF EDUCATION - 10209

Choolai, Chennai - 600112

Summarization and Interpretation of Results,

• Developing / Choosing / Selection of

• Summarization and Interpretation of

Student’s maximum possible

Comparing the student’s

What the student can and

• Student’s performance or progress in

• Student performance according to a specified

The type of evaluation often

• Assessment is an ongoing and integral part

• The Head of the Teacher will provide

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