1. Presented by: Dinesh Shrestha
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2. 1/26/2015 2
I believe, we are not like him……..

3. • The Word ‘assess’ comes from the Latin Verb ‘assidere’ meaning to ‘sit with’
• In assessment one is suppose to sit with the learner. This implies it is
something we do ‘with’ or ‘for’ and not ‘to’ students. (Green, 1999)
• Assessment is the process of gathering and analyzing the information
regarding learning activities systematically to inform and improve learning or
programs of student learning in light of goal oriented expectations.
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4. HISTORY
DEVELOPMENT OF INTELLIGENCE TEST
GERMAN
1. Ebbinghaus—quantitative memory
2. Kroeplin and Sommer– association test
3. William Stern– mental quotient MQ= MA/CA
4. Terman– Intelligent quotient IQ= (MA/CA)*100
ENGLAND
1. Galton– questioning method and theory of eugenics statistical and experimental method
2. Pearson– method of correlation(pearson- product-moment coefficient of correlation)
3. Spearman– rank correlation or Spearman Rho
4. Spearman-brown formula—reliability of full test.
5. Split-half method—half of the odd and even 1/26/2015 4

5. FRANCE
1. Esquirol– mental disabilitiy and insanity
2. Sequin– board for mentally defectiveness using ten different sizes and shapes to be
inserted in the hole.
3. Binet– extensively used test for intelligence and “whos” thinking were influence.
AMERICAN APPLIED PSYCHOLOGY
1. James Mckeen Cattel– father of mental testing.
2. Thorndike—father of educational measurement.
3. Wechsler– adult intelligent and deviation quotient
4. Raymond Cattel– advance statistical thecnique, cuturre free or culture fair-intelligence test.
5. Safran– culture reduce intelligence test
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6. DEVELOPMENT OF ACHIEVEMENT TEST
 Horrace Man—written and oral examination
 Fisher– first objective test
 J.M. Rice– comparative test
 Stone– first standardize test in arithmetic
 Call– objective test which is extensively used today
 Taylor– evaluative test
 Gates– basic reading test for grade 3-8
DEVELOPMNET OF CHARACTER AND PERSONALITY MEASUREMENT
 Fernald– first to measure character by test
 Voelker– some actual situations for testing character
 Symonds– scientific study of personality
 Rorschach—personality test using ink blots 1/26/2015 6

7. Test, Measurement and Assessment
Test
process in which a sample of an individual behavior is obtained, evaluated and scored
using standardized procedures (set of questions)
Measurement
process of obtaining numerical description of the degree of individual possesses.
Quantifying of how much does learner learned.
Assessment
process by which evidence of student achievement is obtained and evaluated. Process of
gathering and organizing data-the basis for decision making (evaluation). Knowing (what he
learned, how he learned)
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9. • True-False item
• Multiple choice
• Completion
• Short Answer
• Essay
• Practical Exam
• Paper/Reports
• Projects
• Questionnaires
• Inventories
• Checklist
• Peer Rating
• Self Rating
• Journal
• Portfolio
• Observations
• Discussions
• Interviews
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10. Five Keys
to
Quality
Assessment
Identify
the
Purpose
Clarify
the
Targets
Use
Sound
Design
Involve
Students
Provide
Effective
Feedback
Where Am
I Going?
Where Am
I Now?
How Do I
Close the
Gap?
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11. Key Steps
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Where the
learner is going
Where the
learner is right
now How to get
there
Educational
goal

12. What assessment does:
• Provides information on student’s learning
• Engages you and other’s in analyzing and using this data/information to confirm
and improve teaching and learning
• Provides evidence of student’s learning to meet set goals
• Guides in making educational and institutional improvements
• Evaluates whether changes made improve student learning
• Document the learning and your efforts
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13. What can be assessed
• Student learning characteristics
- Ability differences
- Learning differences
• Student motivational characteristics
- Interest
- Self-efficacy
- goal orientation
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14. Continue….
• Learning
- content knowledge
- Ability to apply content knowledge
- Skills
- Dispositions and attitudes
tendency to act or think in a particular way
- performances
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15. Criteria in choosing assessment method
• It should be reliable:- reliable assessment should achieve same result time and
again with the same level of student.
• It should be valid:- e.g. Driving skill can not be assessed through written test
only.
• It should be simple to operate, and should not be too costly
• It should be seen by student’s and society in general
• It should benefit all students
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16. Who should be involved in assessment
• The teacher
• The student
• The student’s peer
• Administrator
• Parents
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17. How can we assess students
• Traditional assessment: assess student knowledge and skills in isolation from real world
context
Traditional assessment practices reflect what students are able to recall from
through various means, such as, multiple choice, true/false, fill in the blanks, and
matching questions….
• Authentic assessment: assesse student’s ability to use what they’ve learned in tasks similar
to the outside world
Occurs when authenticity of student learning has been observed. It requires
information from a variety of source such as content work samples, observation during
class activities, and conferences with students.
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18. Ideal assessment
• Provides accurate demonstration of student proficiency
• Yields information for faculty planning
• Is valid as a learning experience in and of itself
An assessment of, for and as learning
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19. 1/26/2015 19

20. Purpose of Assessment
Why?
• Identify what children know (knowledge)
• Identity what the children can do and how well can they do it (skill; performance)
• Find appropriate process for students to involve them in learning process
• Identify children’s specific needs
• Select appropriate curriculum to meet children’s individual needs
• Determine how well and to what extent programs and service children receive are
beneficial and appropriate
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21. Continue….
• Inspect the progress of children toward achieving educational goal
• Make policy regarding what is and what is not appropriate for children
• Communicate with parents to provide information about their children’s
progress and learning
• Helping teachers to make lesion and activity plan
• Inform the effectiveness of project or program and diagnose a place for
improvement
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22. The test of a good teacher is not how many questions he can ask his pupils
that they will answer readily, but how many questions he inspires them to
ask him which he finds it hard to answer.
Alice Wellington Rollins
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