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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…
