Which one of the following assessment procedures is conducted during an in-progress teaching-learning session?
Formative
Understanding Assessment During Teaching-Learning Sessions
Assessment plays a crucial role in the teaching and learning process. It helps educators understand how well students are grasping the material and allows them to adjust their teaching strategies accordingly. The question asks about a specific type of assessment procedure conducted while a teaching-learning session is actively in progress.
Analyzing the Different Assessment Procedures
Let's look at the options provided and understand what each type of assessment entails:
- Summative Assessment: This type of assessment is conducted at the end of a period of instruction, such as the end of a unit, semester, or course. Its main purpose is to evaluate student learning against some standard or benchmark. Examples include final exams, large projects, or standardized tests.
- Formative Assessment: This assessment is conducted during the teaching and learning process. Its primary goal is to monitor student learning, identify areas where students are struggling, and provide ongoing feedback to both students and teachers. This feedback is used to inform instruction and help students improve during the learning journey. Examples include quizzes, observations, class discussions, exit tickets, or homework.
- Norm-referenced Assessment: This assessment compares a student's performance to the performance of a larger group of students (the "norm group"). The score indicates how well a student performed relative to others who took the same assessment.
- Criterion-referenced Assessment: This assessment measures a student's performance against a predetermined set of criteria or standards. The score indicates whether a student has mastered specific skills or knowledge, regardless of how other students performed.
Identifying Assessment Conducted During Instruction
Based on the definitions, the assessment procedure conducted during an in-progress teaching-learning session is Formative Assessment. It is specifically designed to happen *while* learning is occurring to provide timely feedback and adjustments.
Here's a simple comparison of Formative and Summative assessment:
| Feature | Formative Assessment | Summative Assessment |
|---|---|---|
| Timing | During instruction | After instruction |
| Purpose | Monitor learning, provide feedback, inform teaching | Evaluate overall learning, measure achievement |
| Use of Results | Improve learning & teaching | Grade, certify mastery, evaluate program |
| Frequency | Ongoing, frequent | Periodic, less frequent |
Norm-referenced and Criterion-referenced assessments describe how scores are interpreted, rather than when the assessment takes place. They can be formative or summative depending on their purpose and timing.
Therefore, the assessment procedure that happens during an in-progress teaching-learning session is Formative Assessment.
Conclusion on Assessment Procedure
The question asks for the assessment conducted during teaching. Formative assessment fits this description perfectly as it is integrated into the ongoing instructional process to improve student learning and teaching effectiveness.
Revision Table: Key Assessment Concepts
| Concept | Description | Timing (relative to instruction) |
|---|---|---|
| Formative Assessment | Monitors learning progress | During |
| Summative Assessment | Evaluates learning outcomes | After |
| Norm-referenced | Compares to a group | Can be During or After |
| Criterion-referenced | Compares to a standard | Can be During or After |
Additional Information on Formative Assessment
Formative assessment is not just about giving tests. It involves a variety of techniques that provide insights into student understanding. Some common techniques include:
- Asking questions during class discussion
- Observing students as they work
- Checking homework or practice problems
- Using short quizzes or exit tickets
- Having students explain their thinking
- Peer assessment and self-assessment
Effective use of formative assessment helps create a feedback loop between teaching and learning, making the educational process more dynamic and responsive to student needs. It focuses on "assessment for learning" rather than just "assessment of learning".
Important Questions from Types of Evaluation - Teaching
The steps involved in developing a performance test are
A. Develop an observation/rating form.
B. Try out the test items before developing a final form.
C. Conduct a job (task) analysis to determine what abilities are to be tested.
D. Develop an administration format
E. Develop some type of task-sampling plan.
Choose the correct answer from the options given below
When the 'test data' tell us about a student's level of proficiency in a defined area, the procedure of evaluation is called
Match List I with List II
List I List II A. Formative Evaluation I. Percentile rank and standard scores are used for reporting B. Summative Evaluation II. Standards indicative of mastery C. Criterion-referenced test III. The intention of using it is to identify scope and potential for improvement D. Norm-referenced test IV. Its intention is to judge learning standards Choose the correct answer from the options given below:
While reporting the result of the assessment a college teacher makes use of percentile ranks in place of scores obtained by his/her students. What kind of evaluation will it be called?
Given below are two statements: One is labelled as Assertion (A) and the other is labelled as Reason (R):
Assertion (A): For ensuring successful teaching-learning systems both Norm-Reference Testing (NRT) and Criterion-Referenced Testing (CRT) procedures for interpretation of scores have to be synthesized.
Reason (R): Parents and educational administrators along with the students themselves need to know the status of accomplishment in terms of laid down criteria and relative positions of the participants vis-a-vis that of others.
In light of the above statements, choose the correct options from the options given below:
