2. Assessment and Learning
Assessment determines what the student would learn
Feedback from assessment can boost learning
Bases on assessment results, an instructor can modify
his teaching strategy
Elaborate assessment enriches learning
One shot assessment does not result in learning. It is
there just for certification
Multi-trait, multi-method assessment is better than
content-based, paper and pencil assessment
3. Ws of Assessment
Why should be assess? Assessment for learning vs.
assessment of learning
What should be assessed? Rubrics based assessment;
cognitive, affective and psychomotor dimensions of
assessment
How learning should be assessed? Individual vs. group
assessment; formal vs. informal assessment; classroom vs.
non-classroom assessment; written vs. oral assessment;
classroom vs. online assessment
When assessment should be done? In the beginning; in
the middle; and towards the end of a course
Who should assess? The instructor; another instructor;
peers; self
4. Rubrics and Assessment
Rubrics are the attributes of learning
It helps the instructor to be clear and focussed in the
process of assessment
It must be related to learning outcomes of the course
There are different levels of each attributes
Each level can be assigned a range of marks to
differentiate the performance of students
Easier to develop for essays and assignments
Each assessment components should have some
rubrics
5. Rubrics and Assessment
Rubrics are the attributes of learning
It helps the instructor to be clear and focussed in the
process of assessment
It must be related to learning outcomes of the course
There are different levels of each attributes
Each level can be assigned a range of marks to differentiate
the performance of students
Easier to develop for essays and assignments
Each assessment components should have some rubrics
6. Educational Systems in the 80s
Annual examination system
One instructor teaches, another teacher sets the
examination paper and third one assesses the answer sheet
Total reliance on paper and pencil test, with some practical
examinations
As a result, focus was on rote learning and examination
orientation
Both learning and assessment were individual based
Students had slow start in the beginning of the academic
year and worked at the end for success in examinations
7. Reforms in the Educational System
From annual system to semester system
Two semester end examinations in lieu of one annual
examination
Semester end examinations are supplemented by
continuous evaluation
Continuous evaluation consists of quizzes,
assignments, projects, etc.
Focus on accreditation that emphasises outcome-
based education
8. Current Issues in Assessment
A weaker relationship between learning outcomes and
assessment
No right of the student to know how he has been assessed
and graded
Lack of transparency in assessment system
Regulator and prompt feedback on assessed work is
missing
New philosophy with old systems
Little use of authentic assessment
Classroom Assessment Techniques (CATs) are rare
No involvement of students in the assessment process
9. Contd…
Most systems are still based on marks
Grading is generally criterion based
Lesser stress on formative assessment (i.e., assessment
for learning)
As a result, there is a less focus on improvement in
learning on a continuous basis
Students hardly receive feedback to improve their
learning
Very less use of informal and alternative assessment
10. Issues in Grading
For effective assessment, both criterion-referenced grading
and norm-referenced grading are necessary
Pass/fail grading is required in some courses
Various components of continuous evaluation measure
different competencies. Therefore, they need to be graded
separately
All assessed works need not be graded
Grading should take care some dip in the performance of
students; and, develop system to support the student in
such a situation.
Flexibility in programme grading is needed
11. Quality Issues in Assessment
Institution Student
Quality of questions
Consistency in assessment
Zero copying
Zero plagiarism
Transparency
Quick and detailed feedback
Quality of invigilation
Timely conduct and declaration
of results
Strong process orientation:
PDCA
Consistency in learning and
demonstration of evidence
Academic integrity
Zero absenteeism
Continuous improvement
Consistent performance
across different components
and courses
Meta-learning about
assessment
12. Assessment and IT
Questions are generally of two types: open and close
Open-ended questions require judgement, while close-
ended questions don’t require any judgement
Teaching Assistants used to assess close-ended questions
Now technology has replaced them and assesses them
much faster. Students get the results instantaneously. The
instructor can do analysis of the question paper and give
feedback to the whole class
The instructor can also administer the test as per the
convenience of the students
The administration of IT-enabled test is much convenient
and requires little invigilation because the instructor can
jumble the questions for each student
13. National Level Testing
It is required to certify that students have achieved
minimum level of learning (NET of UGC; AIPGMEE;
BCI exam)
It can also be used as merit base for advanced courses
It is also used to provide scholarship (NET, GPAT, etc.)
As the modern trend is to provide autonomy to
educational institutions, such testing become crucial
to compare students graduating from different
institutions
14. Assessment
For Learning
Of Learning
Learning
Outcomes
Content
Feedback to students
Feedback for the instructor
Continuous
Multi-method
Classroom test
Outside classroom tests Change in teaching
strategy
Improvement in learning
Graded
Ungraded
Certification of learning
After learning assessment
Can be done by the instructor
or any other teacher
Done by the
instructor
Rubrics
IT Enabled