ROLES OF DIFFERENT FORMS OF ASSESSMENT IN SCHOOLS · FORMATIVE ASSESSMENT Diagnoses Conducted...

Boris Jokić

ROLES OF DIFFERENT FORMS OF

ASSESSMENT IN SCHOOLS

STRUCTURE OF THE PRESENTATION

NATURE AND PURPOSE

INTERNAL AND EXTERNAL ASSESSMENT…

FORMATIVE AND SUMMATIVE ASSESSMENT

THE WAYS TO DETERMINE ACHIEVEMENT

INDICATORS OF THE QUALITY OF ASSESSEMENT

WHAT CROATIA COULD/SHOULD DO?

NATURE AND PURPOSE

NATURE AND PURPOSE

To assess is to determine importance, value, size...

In education - a process of documentation, usually in

measurable terms of knowledge, skills, aptitude and

attitude

Traditionally it has been connected to an individual

pupil, but these days…things have changed.

NATURE AND PURPOSE

Purpose of assessment can be really diverse and is

based on many factors related to the unit of

assessment and to the characteristics of the one who

assesses

In general, purpose can be divided in the following

three categories:

Certification and selection of individuals

Aid in the process of learning

Making conclusion on the effectiveness and quality of

schools, universities or other HEIs, educational systems.

INTERNAL, EXTERNAL ASSESSMENT and

some newer models…

INTERNAL ASSESSMENT

Internal (school) assessment – conceptualised and conducted

by teacher(s) who alongside pupils participated in the

process of teaching and learning

Teacher her/himself collects and documents information on

achievement and progress during the course of the teaching

and learning process

INTERNAL ASSESSMENT

WHAT DO YOU USE IT FOR?

Internal (school) assessment can be used for many purposes:

Determining the level of acquisition of specific knowledge, development of

skills and attitudes among pupils

Motivating pupils

Support of the development of the higher cognitive skills among pupils

Development of the positive attitudinal schemata towards subject, content…

Communicating with parents on the level of achievement of their children

Communication of personal/school expectations to pupils

Giving feedback to the pupils related to the level of acquisition of knowledge

and skills

Indicating to pupils the need for improvement and fixing the mistakes

Encouragement of the ability of realistic self-assessment

Ensuring the basis for the grading

INTERNAL ASSESSMENT

Teacher takes responsibility for their own work and

professional judgment

Isn’t he or she in the best position to estimate pupils’

level of achievement?

Can a human be objective, reliable and valid assessor

(instrument)?

Should she/he?

Is there a conflict of professional roles of teachers if

she/he needs to at the same time develop and assess

pupils’ potential?

INTERNAL ASSESSMENT

EXTERNAL ASSESSMENT

External assessment is conceptualised and conducted by an organisation that has not participated nor has had a direct influence on the teaching and learning process

Usually external assessment is initiated by the educational authority that has developed a curriculum or the instance that finances its conduction

Usually there are special institutions that conceptualise and conduct external assessment – Examination centres, agencies…

External assessment is tightly connected with the concepts of responsibility and effectiveness – justification of the financial investment and quality assurance

EXTERNAL ASSESSMENT

WHAT DO YOU USE IT FOR?

Among others, purpose of external assessment can be:

Evaluation of the new curricula

Acknowledging the strengths and weaknesses on the national level

Comparison of schools

Evaluation of teachers’ work

School accreditation

Comparison of the level of the pupil achievement with

regional/national averages

Assessment of the work of school heads

Assessment of the completion of national standards

Basis on the selection or the ability grouping

Allocation of the assets and finances

EXTERNAL ASSESSMENT

Isn’t external assessment mostly a controlling system of

the teachers’ work and functioning of schools?

Is education approaching an „industrial model” –

input/output?

Can you assess in this manner non-cognitive

educational outcomes?

EXTERNAL ASSESSMENT

FORMATIVE AND SUMMATIVE

ASSESSMENT

FORMATIVE ASSESSMENT

Diagnoses

Conducted throughout teaching and learning process

Serves to pupil to modify her/his learning

Does not necessarily end in a grade

It allows pupil to recognise strengths and weaknesses

It allows teacher to modify teaching and react promptly

Assessment of learning.

SUMMATIVE ASSESSMENT

Evaluates

Usually at the end of the curricular unit, semester, learning period

Assesses acquisition level…usually resulting in grades

Related to the fulfilment of the certain standard or educational

outcomes

Most often used form of assessment in Croatian schools

Assessment of what was learned

THE WAYS OF DETERMINING THE LEVEL

OF ACHIEVEMENT

THE WAYS OF DETERMINING THE LEVEL OF ACHIEVEMENT

THREE BASIC WAYS

NORMATIVE REFERENCED – in relation to the group

CRITERION REFERENCED – in relation to the standard

IPSATIVE – in relation to the pupil

NORMATIVE REFERENCED

• Level of achievement determined in relation to the group

and/or expected distribution

• Challenges:

• Distribution and placement of an individual within a group

does not indicate a level of knowledge and skills but only

his relative position within that group

• Groups can differ from year to year

• There is no universal distribution in education

CRITERION REFERENCED

Level of achievement determined in relation to a specific criterion or a

standard

Predetermined standards make assessment and grading easier

Pupils are not compared to each other

There could be situations that all pupils satisfy the criterion, or that no

one does – question of distributions

Challenges:

Not sensitive to the life and educational circumstances of an

individual pupil

Not sensitive to the pupils’ development

IPSATIVE

Ipse – latin „of the self”

Level of achievement determined in relation to the pupil

her/himself

Assessment is made on the progress of the pupil in relation to

his previous performance

Progressive, but difficult to explain and accept to pupils,

parents and wider public

INDICATORS OF THE QUALITY OF

ASSESSMENT

RELIABILITY AND VALIDITY

RELIABILITY – assessment in the repeated ise has similar

characteristics

School test, high stake external assessment can be more or less

accurate

To any assessment, a standard measurement error is attached

Reliability is basic precondition of validity

VALIDITY – any form aims to validly assess domain that it aims to

assess

Different forms of validity – content, predictive, ecological…

Complex metric concepts dealt with theory of tests and

psychometrics

RELIABILITY AND VALIDITY

THREE SHOOTERS EXAMPLES

THREE SHOOTERS EXAMPLES

THREE SHOOTERS EXAMPLES

THREE SHOOTERS EXAMPLES

SOME CHALLENGES?

TEACHER XXX THE GRADE POINT AVERAGE

IN YOUR SUBJECT IS WAY ABOVE/BELOW

OTHERS?

MAT CRO PHYS CHEM BIO HIS GEO ENG

D 36,5 23,6 29,9 28,8 20,5 24,2 22,5 24,9

C 22,9 27,0 25,7 25,6 25,7 23,4 25,2 21,8

B 20,4 25,2 22,4 22,4 25,4 23,1 24,3 23,0

A 20,2 24,1 22,0 23,2 28,4 29,3 28,0 30,2

Finishing school grades at the end of the 7th

grade (2012/13)

MUSIC PAINT TECH PHYSED CATH RE ICT

D 2,3 0,9 4,7 0,8 1,0 2,1

C 10,2 6,9 15,9 5,6 7,8 9,5

B 23,8 23,8 29,2 24,1 20,5 23,4

A 63,6 68,5 50,2 69,6 70,7 65,0

Finishing school grades at the end of the 7th

grade (2012/13)

WHAT ABOUT THE BOYS’ GRADES IN

YOUR CLASS?

GENDER DIFFERENCES IN SCHOOL GRADES

(2012/13)

BOYS GIRLS EFFECT

SIZE

M SD M SD

MAT 3,06 1,12 3,44 1,151 0,17

PHYS 3,19 1,114 3,55 1,116 0,16

CRO 3,19 1,06 3,82 1,049 0,29

CHEM 3,19 1,111 3,62 1,116 0,19

ENG 3,38 1,159 3,8 1,126 0,18

BIO 3,39 1,096 3,86 1,06 0,21

HIS 3,4 1,151 3,76 1,118 0,16

GEO 3,43 1,12 3,73 1,102 0,13

TECH 4,09 0,941 4,42 0,803 0,18

MUSIC 4,29 0,861 4,69 0,602 0,26

PAINT 4,4 0,751 4,81 0,462 0,31

CATH RE 4,41 0,796 4,8 0,486 0,28

ICT 4,42 0,846 4,67 0,684 0,16

PHYS ED. 4,63 0,642 4,64 0,629 0,01

LOOK AT THE NEIGHBOURING SCHOOL!

WE HAVE TO BE BETTER?

Spol X obrazovanje roditelja Zaključne ocjene iz biologije 7. razred

3,29

3,55

3,90

4,32 4,54

2,80

3,05

3,39

3,90

4,21

1

2

3

4

5

Oba roditelja NSS Barem jedan roditelj

SSS Oba roditelja SSS Barem jedan roditelj

VŠS/VSS Oba roditelja

VŠS/VSS

Djevojčice Dječaci

RELATIONSHIP BETWEEN SCHOOL GRADES

AND EXTERNAL ASSESSMENT

SCHOOL GRADES – POPULATION DATA

MATHEMATICS

GENERAL GYMNASIUM VS. SCIENCE- MATH GYMNASIUM

3rd grade GPA STATE MATURA

+0,07 +0,06 -0,37

GENERAL GYMNASIUM VS. ELECTRICAL ENG VET

3rd grade GPA STATE MATURA

+0,24 +0,36 +0,19

GENERAL GYMNASIUM VS. SCIENCE- MATH GYMNASIUM VS. ELECTRICAL ENG VET

SCHOOL MARK 3rd

GRADE GPA THROUGHOUT ED

STATE MATURA :

HIGHER LEVEL

GENERAL GYM 3,66 (1,06) 4,26 (0,51) 55,75 (18,09)

SCI-MATH GYM 3,52(1,08) 4,20 (0,53) 70,43 (18,83)

EL. ENG 3,14 (1,06) 3,85 (0,56) 48,61 (18,15)

DIFFERENCE IN TWO FORMS OF ACHIEVEMENT: HIGHER

LEVEL MATHS

IT SEEMS WE HAVE A PROBLEM, or few…

WHAT IS LEFT IS…

IN LINE WITH STRONG LEADERSHIP OF ESHA…

WHAT CROATIA SHOULD/COULD DO?

COMPREHENSIVE ASSESSMENT AND GRADING

SYSTEM

A vital part of curricular refor

Emphasis on the development of the models of assessment for

learning and assessment as learning.

Decreasing the levels of summative assessment

Emphasis on the stronger presence of formative assessment

HYBRID MODEL OF INTERNAL AND EXTERNAL ASSESSMENT

AVOIDANCE OF THE HIGH STAKE TESTING

Change of the model of reporting on the development and

acquisition of knowledge and skills

Objectivisation of grading by use of hybrid models and ICT

WILL POLITICS AND INTEREST GROUPS

ALLOW IT?

BOYS DO NOT GIVE UP!!!!

ENJOY DUBROVNIK AND YOUR DAYS…

THANKS!

CONTACT:

boris@idi.hr