Assessment and Evaluation

B.Ed. (Hons)-ELM (Post ADP)

Port-Folio
Submitted to: Dr Farah Shafique
Submitted by: Bashama

University of Education

Division of Education
Task: 1
Question:1
What are my expectation from this course?

ANSWER:
Based on the image you sent, you can expect to gain a comprehensive understanding of diverse
assessment methods, ranging from formative to summative evaluations. You will learn to
construct effective grading rubrics, interpret assessment data, and ensure the validity and
reliability of your evaluation tools. Additionally, the course will likely address ethical
considerations, promoting fairness and inclusivity in assessments. Finally, you can expect to
explore the integration of technology for assessment purposes and develop strategies to
differentiate assessments for diverse learners. Practical application will be emphasized,
allowing you to apply your newfound knowledge through hands-on exercises and real-world
assessment projects.
In short, you can expect to leave the course equipped with the skills to design and implement
assessments that effectively measure learning outcomes and inform instructional practices.
From this course on assessment and evaluation, I expect to gain a comprehensive
understanding of diverse assessment methods and develop the skills to design and implement
effective assessments that measure learning outcomes and inform instructional practices.
Task: 2
Question:2
Summarize the bigger picture of classroom
assessment in the context of modern time. You can
summaries by writing few paragraphs or can develop
concept map.

ANSWER:
Classroom assessment is a critical component of the teaching and learning process, providing
valuable information about student progress and informing instructional decisions. In the
context of modern times, classroom assessment has evolved to encompass a broader range of
practices and tools, reflecting the changing landscape of education.
One of the key shifts in classroom assessment is the emphasis on formative assessment, which
focuses on providing ongoing feedback to students to guide their learning. Formative
assessment strategies include observation, questioning, student self-assessment, and peer
assessment. These strategies allow teachers to identify students' strengths and weaknesses,
and provide targeted support to help students achieve their learning goals.
Another significant development in classroom assessment is the integration of technology.
Technology also allows for the collection of a wider range of data, including student
interactions, participation, and engagement, providing a more comprehensive picture of
student learning.
Universal Design for Learning (UDL) principles are being incorporated into assessment practices
to ensure that all students have access to the same learning opportunities and are assessed in
ways that reflect their strengths and preferences. Culturally responsive assessment practices
are also gaining prominence, recognizing the importance of considering students' cultural
backgrounds, experiences, and learning styles when designing and implementing assessment
tasks.
Overall, classroom assessment in the context of modern times is characterized by a focus on
formative assessment, the integration of technology, and an emphasis on diversity and
inclusion. These developments reflect the changing nature of education and the need for
assessment practices that are more dynamic, personalized, and responsive to the needs of all
learners.

Task: 3
Question:3
Explain the difference between Measurement,
Evaluation, Assessment and testing by giving a
definition, reference and examples.

Answer:
Measurement:
Definition: Measurement is the process of assigning numbers or symbols to represent
specific characteristics or attributes of an object, event, or phenomenon.

Reference: Stevens, S. S. (1946). On the theory of scales of measurement. Science,

103(2684), 677-680.

Example: Measuring the length of a table in inches or the temperature in degrees Celsius.

Evaluation:
Definition: Evaluation involves making judgments or assessments about the quality, value, or
significance of something based on criteria or standards.

Reference: Stufflebeam, D. L., & Shink field, A. J. (2007). Evaluation theory, models, and
applications. John Wiley & Sons.

Example: Evaluating the effectiveness of a new teaching method by comparing student

performance before and after its implementation.

Assessment:
Definition: Assessment is a broader process that involves gathering, interpreting, and using
information to understand and improve performance, often for the purpose of making
decisions.
Reference: Popham, W. J. (2009). Assessment literacy for teachers: Faddish or
fundamental?. Theory into Practice, 48(1), 4-11.

Example: Educational assessments like quizzes, exams, and standardized tests to measure
student learning and make instructional decisions.

Testing:
Definition: Testing is a specific form of assessment that typically involves administering
standardized instruments or procedures to measure a particular attribute or skill.

Reference: Nitko, A. J., & Brookhart, S. M. (2011). Educational assessment of students.

Pearson.

Example: Administering a multiple-choice test to assess a student's knowledge of a subject.

In summary, measurement deals with assigning numerical values to characteristics, evaluation

involves making judgments based on criteria, assessment encompasses the entire process of
gathering and interpreting information, and testing is a specific form of assessment that uses
standardized instruments. Each of these concepts plays a unique role in education, research,
and decision-making processes.
Task:4
Question:4
Decide any topic at elementary level and develop
two instructional objectives of each level of
cognitive domain by using key verbs.

Answer:
Topic: Ancient Egypt
Remembering:
1. Objective: Students will be able to recall key facts about Ancient Egypt.

 Key Verb: List

2. Objective: Students will memorize significant dates in Ancient Egyptian history.

 Key Verb: Memorize

Understanding:
1. Objective: Students will comprehend the social structure of Ancient Egypt.

 Key Verb: Explain

2. Objective: Students will interpret the significance of the Nile River to Ancient Egyptians.

 Key Verb: Interpret

Applying:
1. Objective: Students will apply knowledge of Ancient Egyptian writing by creating their own
hieroglyphics.

 Key Verb: Create

 2. Objective: Students will apply their understanding of Ancient Egyptian trade by simulating a
trade scenario.

 Key Verb: Simulate

Analyzing:
1. Objective: Students will analyze the impact of geography on the development of Ancient Egypt.

 Key Verb: Analyze

2. Objective: Students will compare and contrast different Ancient Egyptian pharaohs.

 Key Verb: Compare and contrast

Evaluating:
1. Objective: Students will evaluate the significance of specific Ancient Egyptian achievements.

 Key Verb: Evaluate

2. Objective: Students will assess the ethical considerations of certain Ancient Egyptian practices.

 Key Verb: Assess

Creating:
1. Objective: Students will design an Ancient Egyptian artifact.

 Key Verb: Design

2. Objective: Students will compose a fictional narrative set in Ancient Egypt.

 Key Verb: Compose

 Task: 5
Question:5
Keeping in mind Bloom’s taxonomy levels and action
verbs given in the columns, choose any topic at
elementary level and develop question for each level.

Competence Skill Demonstrated Objective Verbs Topic: Ancient Egypt

Knowledge Observation and recall information arrange, define, duplicate, Example Question:
 knowledge of dates, events, label, list, memorize, name, Recall the names of
places order, recognize, relate, important pharaohs and
recall, repeat, reproduce their accomplishments.
 knowledge of major ideas
state

Comprehension Understanding information classify, describe, discuss, Example Question:

 grasp meaning
 interpret facts, compare,
contrast
 order, group, infer causes
explain, express, identify,
Describe the process of
indicate, locate, recognize,
mummification and its
report, restate, review,
importance to Ancient
select, translate
Egyptians.

Application Use information apply, choose, demonstrate, Example Question:

 use methods, concepts, theories
in new situations
 solve problems using required
skills or knowledge
dramatize, employ, illustrate,
Write a story from the
interpret, operate, practice,
perspective of an Ancient
schedule, sketch, solve, use,
write Egyptian.
Analysis Seeing patterns
 organizing parts
 recognition of hidden
meanings
 identification of components
Synthesis Use old ideas to create new ones
 generalize from given facts
 relate knowledge from several plan, prepare, propose, set
areas
 predict, draw conclusions
Evaluation Compare and discriminate between appraise, argue, assess,
ideas
 assess value of theories
 make choices based on
reasoned arguments
 verify evidence
 recognize subjectivity
analyze, appraise, calculate, Example Question:
categorize, compare,
Compare and contrast the
contrast, criticize,
social structure of Ancient
differentiate, discriminate,
Egypt with other
distinguish, examine,
civilizations of the time.
experiment, question, test
arrange, assemble, collect, Example Question:
compose, construct, create,
Design a model of an
design, manage, organize,
Ancient Egyptian pyramid.
up, write
Example Question:
attach, choose compare,
Assess the reasons for the
defend estimate, judge,
decline of Ancient Egyptian
predict, rate, core, select,
civilization.
support, value, evaluate
Task: 6
Question:6
Match the description with the type of assessment.
Complete both parts.

Answer:
(1) Based on verbal instruction Answer: d. Oral question
(2) Made up of questionnaires and surveys Answer: b. Essay
(3) Selection or supply type Answer: a. Selected response
(4) Constructs unique response to demonstrate skill Answer: c. Performance
(5) Either restricted- or extended-constructed response Answer: e. Observation
(6) Used constantly by teachers informally Answer: f. Self-assessment

2.For each of the following situations or questions,

indicate which assessment method provides the best match
(selected response, S; essay, E; performance, P; oral
question, OR; observation, OB; and self-report, SR).

a. Mrs. Keen needs to check students to see if they are able to draw graphs correctly like the
example just demonstrated in class.

Answer: (Observation)
b. Mr. Garcia wants to see if his students are comprehending the story before moving to the
next set of instructional activities.
Answer: (Oral question)
c. Ms. Powell wants to find out how many spelling words her students know.

Answer:(Self-report)
d. Ms. Tanner wants to see how well her students can compare and contrast the Vietnam War
with World War II.

Answer: (Essay)
e. Mr. Johnson's objective is to enhance his students' self-efficacy and attitudes toward school.

Answer: (Self-report)
f. Mr. Greene wants to know if his sailing clinic students can identify different parts of a
sailboat.

Answer: (Performance)
Task: 7
Question:7
Define norm reference and criterion reference
assessment by giving three examples of each
type.

Answer:
Norm-Referenced Assessment:
In a class, a teacher uses norm-referenced assessment to compare a student's score to the class
average, determining if the student is above average or below average.

Examples of norm-referenced assessments:

• Standardized tests (e.g., SAT, ACT, state assessments)
• IQ tests
• Aptitude tests

Criterion-Referenced Assessment:
In a cooking class, a teacher assigns a cake task, based on criterion-referenced assessment, to
determine if the student has mastered the necessary skills for a good cake.

Examples of criterion-referenced assessments:

• Rubrics
• Checklists
• Performance-based assessments (e.g., essays, presentations, projects)
Task:8
Question:8
Match the messages most likely to be conveyed with the
descriptions provided. Each message may be used once, not
at all, or more than once.

Column A Column B Column C

Pauses when speaking; eyes Confident Nervous

downcast

Eyebrows uplifted; speaks fast; Nervous Interested

raises hand

Looks around room; slumped in Angry Bored

chair with head resting in one
hand

Direct eye contact; speaks clearly Defensive Confident

with few pauses; uses variety in
tone

Enlarged pupils; chin up; arms Bored Happy

open

Taps pencil; rigid body; pupils Frustrated Frustrated

contracted

Loud; eyebrows lowered; hands Happy Angry

make fists

Arms and legs crossed; leans away Interested Defensive

Task:9

Question:9
Summarize the Chapter no 12th ‘Grading and
reporting students’ performance’ including all
sub-topics.

Answer:
Grading and Reporting Student’s Performance
Grades help students know how they're doing and tell teachers, parents, and others about a student's
skills. Reports share this info with families and future schools or employers. The main goal is to show
what students are good at and where they might need help.

But, if schools use grades to reward or punish, or to separate students, it can make things unfair. This
guide is here to help schools use grades and reports in a fair and clear way. It's all about making a nice,
fair, and creative place for learning.

12.1. Functions of marking and grading

Grades play a crucial role in determining students' learning and motivation. Teachers aim for positive
impacts, but grades can have both intended and unintended effects. Factors such as feedback,
comparison, motivation, and inclusion of other factors can influence how grades are interpreted and
impacted. Understanding these functions and effects of grading is essential for educators and
stakeholders to ensure a balanced approach to student learning.

Providing feedback
Grading students is a challenging professional decision, as it depends on the nature and amount
of feedback they receive. For example, Ryann McMillan received a B+ grade for her report on Italy, but
was disappointed and bewildered by the lack of detailed feedback. Teachers must make important
judgments about which assessments to target for intensive feedback and what forms of feedback are
most useful to students. Some forms of feedback can have negative effects on student achievement,
and too much red ink can discourage students and have a negative effect on motivation. Providing
appropriate feedback is essential, but it also presents challenges. More detailed feedback has a positive
effect on motivation and allows students to make more accurate connections between their studies and
performance. Effective teachers learn to give consistent, detailed, and useful feedback in realistic ways,
considering time and workload constraints.

Basis of comparison
Grading serves as a basis for comparison, with three forms: individual student-referenced, norm-
referenced, and standards-based. This distinction impacts grading decisions, teaching methods, and
educational equity, affecting teacher and student learning.
Individual student-referenced comparison
 Individual student-referenced grading involves giving a student's grade based on comparison
with their prior performance or aptitude.

 This approach has limitations, such as assessing students' performance before and after
instruction and avoiding student faking.

 Grading on aptitude aims to tailor assignments and grading to each student's potential, allowing
all students to experience success.

 In conclusion, while students have different levels of ability, it is essential to use this knowledge
in instruction and feedback.

 Prior achievement is a better approach than aptitude, as it avoids conceptualization and

measurement problems associated with aptitude.

 However, it is important to consider the unique needs and abilities of students when giving
semester grades, especially in border-line situations.

Norm-referenced grading
Norm-referenced grading assigns grades based on student performance, excluding those who
outperform others. Despite its decline, it significantly influences school classifications and adjustment of
curves. Relative grading fosters competitiveness, negatively impacts motivation, interpersonal
relationships, and teacher communication. As teacher settings shift towards absolute performance
levels, grading has shifted to performance-based systems.
Standard-base grading
Standards-based grading is a method where students are graded based on their performance, rather
than comparing them to others. It helps close achievement gaps and outlines specific criteria for
performance. This approach is different from percentage-based grading, which assigns a grade to a
percentage of correctly answered items. It provides high feedback without being time-intensive for
teachers and differs significantly from traditional A, B, or A-B grades.
Using factors other than academic performance
Teachers use a "hodgepodge" grade, incorporating academic and nonacademic factors, with student
effort being the most significant, reflecting 21st-century dispositions.
Effort: Grading effort is crucial for student learning, but teachers struggle with definition. Rewarding
effort helps students understand its importance, reporting it separately from performance and
considering biases.

Attendance: Schools often enforce attendance guidelines, making students ineligible for credit or
"automatic failures" for missed classes. While this is necessary for learning, it can lead to higher grades
and distract from performance. A better solution is to implement attendance-related consequences.

Attitudes: Attitudes are crucial in classroom grading but challenging to measure and susceptible to
student faking. Focus on student performance and accuracy in grading.

12.2. Approaches to Marking and Grading

Grading methods like letter grades, percentage correct, rubrics, standards-based grades, and written
descriptions are used by teachers to balance consistency with adaptability to different assessments and
learning styles.

12.2.1. Letter Grades

Letter grades are a common method for evaluating student performance, but they don't indicate correct
or incorrect actions and can be influenced by factors beyond performance. To ensure accurate
interpretation, clarify the meanings of each letter grade to students. Combining norm and standards-
based approaches can make letter grading more effective in enhancing student achievement. However,
absolute scales allow all students to either succeed or fail.

12.2.2. Percentage Correct

The percentage correct system is a widely used method for grading objective tests, indicating the
percentage of correctly answered items. However, it has limitations such as a general indication of
performance, equates percentage of correct items with percent mastered, and has a natural bias due to
three-fifths of the scale representing failing grades.

12.2.3. Rubrics/Checklist
The proficient/not proficient approach uses a rubric or checklist to evaluate students' performance,
while a more elaborate system uses scales with detailed descriptions, providing detailed feedback and a
specific goal for achieving a grade.

12.2.4. Standards/Grades
Standards-based grading is a new method that provides meaningful feedback to students and parents by
identifying major learning targets, establishing performance indicators, benchmarks, and developing
reporting forms. It is a descendant of criterion-referenced grading, but requires broad standards and
specific performance indicators to show strengths and weaknesses.
12.2.5. Written Descriptions
Writing descriptions of students' work offers individualized feedback, highlighting strengths and
weaknesses, and focusing on important issues. However, this approach is time-consuming and difficult
to convert into grades or scores for report cards. The uniqueness of these descriptions makes it difficult
to grade consistently and fairly, and loses the function of grades as a comparison tool.

12.3. Determining Report Card (Composite) Grades

Despite the shift towards standards-based grading, teachers still use unit and semester grades to
provide a single indicator of student performance. Professional judgment is crucial for determining final
grades and individual assessments. The process involves three steps:

1. selecting elements for the final grade

2. selecting weights for each assessment

3. combining weighted scores to determine a single grade

Teachers often adapt their approach to external pressures, such as school and district guidelines, which
can be frustrating. Understanding these guidelines is crucial for negotiating without compromising
professional judgment.

12.4. Reporting Student Performance to Parents

Marks and grades provide crucial information for parents to understand their children's
progress and provide support. Reporting can take various forms, including weekly or monthly grades,
phone calls, emails, letters, newsletters, conferences, and report cards. Online gradebooks are also
important for communication, but report card grades are limited.

12.4.1. Report Card

Report cards are essential for communicating student progress to parents, providing basic
grades and teacher comments. However, for them to be effective, parents need to understand the
meaning of the grades and comments. Standards-based grading advocates are pushing for more precise
information about student learning. These cards break down grades into specific measures, highlighting
growth and mastery. However, resistance to change is a major challenge. Teachers should supplement
grades with other forms of communication as this change is adopted.

12.4.2. Progress Report

Periodic progress reports are a useful method for tracking student learning, but they can be
time-consuming. Electronic gradebooks can quickly create customized reports, including grades,
performance summaries, graphs, and connections between assignments and standards. Additional
information may include learning targets, rubrics, scoring criteria, student motivation, and written
suggestions for help. Positive comments and specific expectations for parents can help in the learning
process. Informal notes or letters can also be used to show concern and caring, starting with a positive
note, summarizing progress, and suggesting improvements.

12.4.3. Parents-Teacher Conference

Parent-teacher conferences are a common method for teachers to communicate with parents
about student progress. These conferences can be face-to-face or phone, and can be initiated by either
the teacher or the parent. There are two types: group conferences, which discuss school policies and
expectations, and individual conferences, which discuss individual student achievements or difficulties.
These conferences are required in most schools and can be organized in advance. The goal is to have a
conversation, listen to parents, and take a strong, professional stance. The focus should be on academic
progress rather than student behavior, and the teacher should be direct and honest about areas for
improvement. The conference should be organized and focused on positive progress rather than student
behavior.

12.4.4. Student Led Conference

A student-led conference involves students leading parents through a detailed review of their
work, with teachers providing facilitation. Students must reflect on and evaluate their performance,
promoting learning and confidence. This self-reflection helps students understand their capabilities and
achievements, developing pride and ownership. Parents see progress over time from the student's
perspective, and in this way, students are more involved.
Task:10
Question:10
Select one Topic at elementary level and develop 5
mcqs, 5 binary choice items, matching exercise, and
selected-response interpretive exercise.

Answer:
Topic: Ancient Egypt

Multiple Choice Questions

1. What was the name of the river that flowed through ancient Egypt?

(a) Nile River

(b) Tigris River

(c) Euphrates River

(d) Yellow River

2. What were the tall, pointed structures built by the ancient Egyptians called?

(a) Pyramids

(b) Ziggurats

(c) Obelisks

(d) Sphinxes
 3. What was the name of the writing system used by the ancient Egyptians?

(a) Hieroglyphics

(b) Cuneiform

(c) Linear B

(d) Phoenician

4. Who was the most famous ruler of ancient Egypt?

(a) King Tutankhamun

(b) Cleopatra VII

(c) Ramses II

(d) Nefertiti

5. What was the name of the process used to preserve ancient Egyptian bodies?

(a) Mummification

(b) Embalming

(c) Preservation

(d) Restoration

Binary Choice Questions

1. The Nile River was the lifeblood of ancient Egypt. (True/False)

2. Pyramids were built as tombs for pharaohs. (True/False)
3. Ancient Egyptians believed in a life after death. (True/False)
4. Hieroglyphics was the ancient Egyptian writing system. (True/False)
5. Tutankhamun was the most famous pharaoh of ancient Egypt. (True/False)
Matching Exercise

Match the following terms to their definitions:

1. Hieroglyphics (a ) A system of writing using pictures.

2. Pyramids (b ) Tall, pointed structures built as tombs.
3. Pharaohs (c ) Kings and queens of ancient Egypt.
4. Mummification (d ) The process of preserving ancient Egyptian
bodies.
5. Rosetta Stone (e ) A stone with inscriptions in three languages that

helped decipher hieroglyphics.

Selected-Response Interpretive Exercise

Read the following passage and answer the questions below:

Ancient Egypt was a great civilization that flourished for over 3,000 years. It was located along the Nile
River in northeastern Africa. The ancient Egyptians were known for their impressive pyramids, their
complex hieroglyphic writing system, and their belief in an afterlife. They also made significant
contributions to astronomy, mathematics, and medicine.

1. What was the main location of ancient Egypt?

2. What were some of the important achievements of ancient Egypt?
3. Why were pyramids important to the ancient Egyptians?
4. What was the significance of the Rosetta Stone?
5. What can we learn from studying ancient Egypt?