Measurement
Measurement is the quantitative judgment of something ,ie,
how much, how little, how much small a thing is. It is the process by which the
attributes or dimensions of some physical object are determined. It is
objective and impersonal. It does not change with change of individuals. Measurement
is precise and scientific. It is not a continuous process. And scope of
measurement is limited. However, when we
measure, we generally use some standard instrument to determine how big, tall,
heavy, voluminous, hot, cold, fast, or straight something actually is. Standard
instruments refer to instruments such as rulers, scales, thermometers, pressure
gauges, etc. We measure to obtain information about what is.
According
to Stevens “ Measurement is the assignment of numerals to objects , or events,
according to rules”
According
to Stuffebeam “ Measurement as the assignment of numerals to entities according
to rules”
Evaluation is the process by
which we judge the quality of some thing. It is the process of determining the
extent to which an objective is achieved. Evaluation is subjective and personal
to a great extent. Evaluation is a continues process. Correct evaluation
depends up on correct measurement. And scope of evaluation is unlimited.
Inherent in the idea of evaluation is "value." When we evaluate, what
we are doing is engaging in some process that is designed to provide
information that will help us make a judgment about a given situation. Generally,
any evaluation process requires information about the situation in question. A
situation is an umbrella term that takes into account such ideas as objectives,
goals, standards, procedures, and so on. When we evaluate, we are saying that
the process will yield information regarding the worthiness, appropriateness,
goodness, validity, legality, etc., of something for which a reliable
measurement or assessment has been made.
Functions of Evaluation
Following are the different
functions of educational evaluation;
1. Evaluation enhances the quality of teaching
2. Evaluation helps in clarifying the objectives.
3.Evaluation motivates learners.
4.Guidence can be given on the basis of evaluation.
5. It can help in bringing changes in the curriculum.
A test or
an examination (or "exam") is an assessment intended to measure a test-taker's knowledge, skill, aptitude, or classification in many other topics (e.g., beliefs). In practice, a test may be administered orally, on
paper, on a computer, or in a confined area that requires a test taker to
physically perform a set of skills. A test may be administered formally or
informally.
Assessment
The term ‘assessment’ refers to all those activities undertaken by
teachers, and by their students in assessing themselves, which provide
information to be used as feedback to modify the teaching and learning
activities in which they are engaged. Assessment in education is about
gathering, interpreting and using information about the processes and outcomes
of learning. It takes different forms and can be used in a variety of ways,
such as to test and certify achievement, to determine the appropriate route for
students to take through a differentiated curriculum or to identify specific
areas of difficulty or strength for a given student.It is a process by which information is obtained relative to some known
objective or goal. Assessment is a broad term that includes testing. A test is
a special form of assessment. Tests are assessments made under contrived
circumstances especially so that they may be administered. In other words, all
tests are assessments, but not all assessments are tests. We test at the end of
a lesson or unit. We assess progress of students in between and at the end of a
school year through testing.
According to the Critical
Dictionary of Education “ Assessment is the process by which one attempts to
measure the quality of learning and teaching using various assessment
techniques, assignments, projects, continuous assessment, objective type tests.
Assessment For Learning
It involves teachers uses
information about student’s knowledge, understanding and skills to inform their
teaching. It occurs throughout the teaching learning process to clarify student’s
learning and understanding.
- It includes
two phases—initial or diagnostic assessment and formative assessment.
- This type of assessment
can be based on a variety of information sources (e.g., portfolios, works
in progress, teacher observation, conversation)
- Verbal or
written feedback given to the
student after this assessment is
primarily descriptive and emphasizes strengths, identifies challenges, and
points to next steps.
- Through this
assessment teachers check on understanding they adjust their instruction
to keep students on track.
- No grades or
scores are given - record-keeping is primarily anecdotal and descriptive.
- It occurs
throughout the learning process, from the outset of the course of study to
the time of summative assessment
Assessment As Learning
It occurs when students act
as their own assessors. Students monitor their own learning , ask questions and
use a range of strategies to decide what they know and can do for learning.
- It begins as
students become aware of the goals of instruction and the criteria for
performance.
- It encourages
to take responsibility for their own learning.
- It involves
goal-setting, monitoring progress, and reflecting on results
- It implies
student ownership and responsibility for moving his or her thinking
forward (metacognition).
- It occurs
throughout the learning process
Assessment Of Learning
It assists teachers in using
evidence of students learning to assess achievements against outcomes and
standards. Sometimes it is known as summative assessment.
- This assessment
helps for assigning grades & ranks.
- It compares
one student’s achievement with standards
- The results
can be communicated to the student and parents
- It occurs at
the end of the learning unit
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