Types of Assessment MCQ Quiz in मल्याळम - Objective Question with Answer for Types of Assessment - സൗജന്യ PDF ഡൗൺലോഡ് ചെയ്യുക

Assessment plays a significant role in the teaching-learning process. Assessment of learning helps a teacher to design his/her teaching in a better way and to know the attainment level of learners in the subject content. 

• From the assessment, it is revealed that if the desired level of mastery has not been attained by learners, the teaching-learning process may be repeated and certain remediation may be provided to them.
• It helps students to know their progress in learning and learning difficulties in different subject areas. 
• The quality in assessment decides the quality of learning.
• If you carry out the assessment effectively, learning will be enhanced otherwise learning will not match the expectation of the assessment. 

Key Points 

Assessment for Learning-

• Assessment for learning influences learning by reinforcing the connections between assessment and instruction.
• Assessment is school-based and integral to teaching-learning
• Multiple evidence-based
• Assessing learning progress holistically
• Sensitive to individual learning needs
• Serves to observe changes in learning progress over time
• Helps teacher review and modify the teaching-learning 

Assessment as Learning-

• A collaborative and participatory approach
• Helps children seek resources of knowledge
• Building skills of learning to learn among children

Assessment of Learning-

• Criteria-based comprehensive assessment
• Multiple evidence-based assessments
• Reporting without labelling or comparing children
• Sharing learning progress with the stakeholders.

Thus from the above-mentioned points, it is clear that assessment for learning influences learning by reinforcing the connections between assessment and instruction.

 Assessment provides feedback on the performance of the student specifying his/ her strengths and areas for improvement which provides insights for taking appropriate steps for improving the learning.

Key Points In the above-given situation, Mr.Rohan was assessing the performance of students while the teaching-learning process was going on. He used the results of the assessment for improvement of learning and his own teaching process. This is a kind of formative assessment is called ‘Assessment for Learning’.

• Assessment for learning is, generally, formative in nature and helps teachers to monitor their students’ progress and to modify the instruction accordingly.
• It also helps students to monitor their own progress as they get feedback from their peers and the teacher and find opportunity to revise and refine their thinking.
• Assessment is effective when it is designed specifically to help students improve their learning and for that, assessment needs to be more frequent and informal coupled with a timely feedback mechanism.

Following are the characteristics of Assessment FOR learning (AFL):

• It is responsive to all learners by identifying areas of strength and need of each and every studenT.
•  It is descriptive in nature and is not judgmental and hence not evaluative.
• Through the use of high quality feedback, it informs students about what they have done well, where they have had difficulty, and what they need to do differently to improve their work.
• Since the learner has to be provided feedback in order to improve the ongoing process of learning, the assessment is frequent and continuous in the learning process.

Thus, it is concluded that Assessment for learning is depicted in the above-given situation.

Hint

•  Assessment as learning begins only when students become aware of the goals of instruction and the criteria for performance and strive to achieve the goals. In the process they get involved in goal-setting, monitoring their own progress, and reflecting on results.
• Assessment of learning refers to those assessments – oral, performance, and written, or combination of two or more of these modes – that occur at or near the end of an instructional unit or term.

The teaching-learning process takes place in three phases. Evaluation is integral to the teaching-learning process as it helps in facilitating student learning and improving instruction.

• It is a systematic way of collecting information to make a judgment about student learning. 
• There are two different types of evaluation which include a summative and formative evaluation.

Important Points

Let's Understand in Brief:

Hence, it could be concluded that summative evaluation is different from formative evaluation on the basis of outcome.

A test is a kind of assessment to measure the knowledge, skills, and aptitude in a specified field. A test is used to analyze the performance of the students and also to know the reliability of the teaching-learning process.

• Some people possess certain specific abilities other than intelligence, which help them in achieving success in some specific field or activity. These certain specific abilities are known as the aptitude of an individual.

Key Points

Aptitude test:

• Aptitude means the special ability or capacity besides the general intellectual ability which helps an individual to acquire a required degree of proficiency in a specific field.
• The aptitude tests are likely to test how an individual will perform in a specific area without proper guidance or training.
• These tests can be used to test the sensory and motor capabilities, aptitude in teaching, music, science, painting, mathematics, etc.
• These types of tests properly anticipate the future potentialities or capacities of an individual which helps us to select the best individual for a specialized activity.

Hence, it could be concluded that the test which assesses an individual’s potential to learn a specialized activity is called an aptitude test.

Confusion Points

Evaluation is a systematic way to assess learner’s abilities, analyze performance, provide appropriate feedback to each learner, and help them to progress.

The formative evaluation assesses the performance of students, tests comprising various types of questions are constructed and administered during the period of instruction.

• It focuses on the program while it is in progress. Thus students get feedback regarding success and failure.
• It also identifies learning errors.
• It is also known as internal evaluation. It uses quizzes, unit tests, oral exams, chapter tests, etc. during teaching.
• Formative evaluation is quite helpful in the early stage of development of a program as it helps in improving the program.
• Feedback to students reinforces successful learning and identifies the specific learning errors that need correction.
• The formative evaluation depends on tests, quizzes homework, classwork, oral questions prepared for each segment of instruction.

NOTE: Remaining other options hold good for summative evaluation.

Hence, it becomes clear that Formative evaluation uses quizzes, unit tests, chapter tests.

Assessment is educational evaluation, the systematic way of collecting information and reading the work of class which is used to guide and improve students' performance in terms of learning and development. 

• There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance. It actually determines whether or not the goals of education are met.

Key Points

Formative Assessment (Assessment for Learning) :

• It is also known as Assessment for Learning, used to evaluate student learning progress and achievement.
• It helps teachers to identify problem-facing areas and to understand the learning needs of students to ensure their academic growth. 
• It is considered an Informal Method of assessment that incorporates assessment into the daily process of teaching-learning.
• In this assessment, teachers give constructive qualitative feedback to facilitate learning by using several methods such as peer and self-assessment.

Hence, it is clear that to ensure 'assessment for learning' rather than 'assessment of learning' a teacher should incorporate assessment into the daily process of teaching-learning.

Additional Information 
 Summative Assessment (Assessment of Learning):  

• It evaluates student learning by comparing it against some standard or level.
• It ‘Sums-up’ how much a student has learned over a period of time.
• The main objective is to rank, grade, classify and compare students periodically that indicate their level of performance.
• It is considered a Formal method of Assessment as it is conducted at a specific time.
• Example: Mid-term Exams, unit tests, final projects, semester exams, etc.

Assessment as Learning:

• When learners are asked to assess their performance on their own, they use various assessment techniques and strategies to assess themselves.
• This practice helps learners to identify their knowledge gaps, adopt appropriate learning strategies and use assessment as a tool for new learning.
• It encourages students to take responsibility for their own learning. It requires students to ask questions about their learning.
• It encourages peer assessment, self-assessment, and reflection.

Evaluation refers to a process of making value judgments based on both qualitative and quantitative data collected over a period of time. There are different kinds of evaluation.

Key Points

External evaluation:

• External evaluation judges the worth of a program at the end of a program.
• It determines the extent to which objectives of instruction have been achieved. It is used for assigning course grades.
• Outside persons prepare these evaluation methods and they are responsible and involved in it.
• Besides, it is done to give students the required certificate or degree or diploma for which the student has applied.

Hence, it is clear that 'End' is the main focusing element of external evaluation.

Additional InformationInternal Evaluation: 

• Internal evaluation is the process in which the teachers and schools judge the student's performance on the basis of their performance.
• Also, this process does not involve any outside person for evaluation.

Evaluation refers to a process of making value judgments based on both qualitative and quantitative data collected over a period of time. There are several methods that teachers use to evaluate the learning progress and skills of students or the need for any academic assistance.

Key Points 

Formative Evaluation:

• Formative evaluation is used to evaluate student learning progress and achievement. It provides scope for the use of variety of activities, and various tools and techniques for promoting holistic development of the learners.
• It helps teachers to identify problem-facing areas and to understand the learning needs of students to ensure their academic growth. It ensures learning in a non-threatening and supportive environment.
• It provides a chance to the learners to reflect on their performance, as it realises the role of motivation and self-esteem of students learning. It helps learners to actively and continuously engage in learning. 
• It gives regular feedback and a chance for students to reflect on their performance, take advice and improve upon it. It helps teachers to plan better and provide supportive, non - evaluative feedback to students.

Hence, it is clear that the above-mentioned type of evalaution is known as formative evaluation.

Additional Information 

• Diagnostic Evaluation helps the teachers to identify the learning difficulties or gaps in the learners' understanding and to know learners' individual strengths, weaknesses, skills, etc.
• Summative Evaluation evaluates student learning by comparing it against some standard or level. It ‘Sums-up’ how much a student has learned over a period of time. Example: Term-end exam, Written tests, Unit tests, Final projects, etc.

Cumulative records present the descriptive records of important events happening in the life of children. 

Key Points

• These events are known through observation, hence they can be classified under unstandardized or subjective tests. 
• Through them you can get information about the social, emotional, likes, dislikes and relationships of the children. 
• It is easy to know about the events of a child’s life and the reasons for his behaviour. 
• You can experience yourself that cumulative records can prove to be a work at a large scale. 
• It is impossible to maintain the record of each and every event taking place in the class, hence only a few events are recorded. 
• Try to record them just after the event so that the appropriate details can be written.

Hence, we conclude that Cumulative record cards can be classified under unstandardized test or subjective method types of personality assessment.

The constructivist classroom is related to the constructivist approach to education which gives primacy to collaborative learning by involving learners in discussions and projects.

• A constructivist classroom foresees the student's active involvement in their own assessment plan with the teacher.

Key Points Assessment is a process of collecting, receiving, and using data for the purpose of improvement in the learning process. There are two main types of assessments which include 'summative' and 'formative' assessments.

Formative Assessment:  

• It is a type of assessment that refers to monitoring learners' progress throughout the teaching-learning process to diagnose learners' learning difficulties. 
• This assessment is done before and after the learning process. It gives an idea about the requirements of a learner. It also helps a teacher to understand whether the learners are able or unable to learn.
• In a constructivist classroom, Formative assessment should be emphasized because it helps teachers to observe and analyze the learners' learning progress.

Hence, we can conclude that In a constructivist classroom, emphasis should be on Formative Assessment.

Additional InformationSummative Assessment:  Summative assessment is inappropriate for monitoring the progress of the teaching-learning process as "Summative Assessment", commonly known as  "Assessment of Learning" is a type of assessment that:

• measures to certify and report the level of students' learning by assessing them at the end of the term.
• produces an accurate description of students' potential and achievement to promote them to the next grades.
• summarizes students' learning and measures the success level that has been achieved at the end of the learning process.

Standardized Assessment: 

• It is a method of assessment built on the principle of consistency: all test takers are required to answer the same questions and all answers are graded in the same, predetermined way.
• Standardized tests are unfair and discriminatory against students with special needs.
• These are designed for a larger operational situation crossing the barriers of a classroom.