ADDIS ABABA UNIVERSITY

Educational Assessment and Evaluation

Individual assignment

Name:
Department: Psychology
ID number:

Submitted to: Assistant Professor Dagne Tafa

Submission date: 17 Nov, 2023
 1. Distinguish between Evaluation and Assessment at least in five ways.
 Assessment is a systematic process of assessing an individual's abilities, whereas
evaluation is an objective assessment of a person's skills and values based on well-
defined criteria.
 Assessment is concerned with the process, whereas evaluation is concerned with the
output.
 Assessment is used to develop instructional tactics, whereas evaluation is used to
understand students' performance so that knowledge, belief, and behavior can be
shaped.
 Assessment is used to establish an individual's level of performance, whereas evaluation
is used to determine the degree to which goals are met.
2. Write at least three similarities and five differences between Standardized Test and
Classroom Test.
The similarities between standardize and classroom test:
1. Classroom and standardized tests are similar in that they both test student skill and
knowledge at various levels.
2. Similar test items are used in both types of tests, such as multiple-choice, true/false,
short response, or essay questions.
3. Validity, reliability, and objectivity are required for both classroom and standardized
exams to ensure that test findings are accurate and unbiased.

The difference between classroom test and standardize test are the following:

1. Purpose: Classroom tests are intended to assess students' knowledge and skills in a given
subject or course, whereas standardized tests are intended for general usage and cover a
broader range of information than a typical teacher-created test.
2. Content: Classroom exams are developed by teachers to assess students' knowledge and skills in
a given subject or course, whereas standardized tests are developed by professionals and cover
a broader range of topics.
3. Scoring: Classroom tests are graded by the teacher, whereas standardized tests are graded by a
computer or an outside agency.
4. Format: Classroom assessments can be oral or written, whereas standardized examinations are
usually multiple-choice tests.
5. Administration: Classroom tests are given by the teacher, whereas standardized tests are given
by an outside institution.
3. Write the advantages of Criterion-referenced over Norm-referenced evaluation and vice
versa.
 Norm-Referenced Evaluation
Pros: Norm-referenced exams are very beneficial for distinguishing top and bottom performers
within a broader group. This is frequently advantageous for college admissions, scholarship
allocations, and other competitive situations where ranking is critical. These exams can assist
find outliers and unique talents that might otherwise go unnoticed by comparing a student's
performance to that of a larger population.
 While successful for ranking, norm-referenced exams have limitations for tracking individual
improvement or specialized skill mastery. For example, a student may make tremendous
progress in a subject but still fall short of the average if the rest of the population achieves
comparable or higher development. This can be discouraging, and it may not provide an
accurate picture of a student's talents or progress.
An article by Research Gate states that “the major reason for using norm-referenced assessment
is to produce a rank order, it is very useful in selecting relatively high and low achievers among
students. However, an obvious disadvantage of norm-referenced assessment is that it gives little
information about what a test-taker actually knows or can do and cannot measure students’
progress or learning outcomes and determine the effectiveness of certain curriculum .”
 Assessments Based on Criteria
Pros: Criterion-referenced evaluations are excellent for instructional planning and
provide personalized learning paths. These exams provide a clear picture of what a
student has mastered and what areas require development by focusing on specific
objectives or criteria. This allows instructors to adjust their education and resources to
match the requirements of individual students, providing a more personalized learning
environment.

Cons: Criterion-referenced examinations may not provide a thorough picture of a

student's ability in comparison to their peers. While they are useful for assessing
mastery of certain skills or subject, they do not provide information on how a student's
performance compares to that of a wider group. This can be a limitation when
attempting to find extraordinary skills or when preparing for a competition.
4. Briefly discuss the similarities and differences between Continuous Assessment
and Continuous Testing.
 The similarities
 Continuous assessment and continuous testing are both means of evaluating a
student's progress throughout a course as opposed to merely at the end.
 Both strategies have the advantage of improving the learning effect since
students must work with the course material from the beginning and must work
with it more frequently. Feedback can be used by teachers to steer pupils and
track their progress throughout Module.
In summary, both continuous assessment and continuous testing are methods of assessing a
student's progress throughout a course in order to improve the learning effect. While
continuous assessment entails evaluating the learning process on a regular basis, continuous
testing involves testing the student's knowledge and skills throughout the course.
 The difference
 Continuous assessment is a type of testing that entails regular evaluation of the
learning process, which might be counted whole, partially, or not at all in the
student's final grades. Continuous assessment means assessing aspects of
 learners language throughout their course and then producing a final evaluation
result from these assessments. It can be compared with a final or summative
assessment, which only assesses the learner at the end of the course.
Continuous assessment often provides a more accurate and complete picture of
the learner's level and has a positive impact on learning.
 Continuous testing, on the other hand, is a testing strategy that entails checking
the student's knowledge and skills on a frequent basis during the course, rather
than only at the end.
5. Write at least three (3) learning objectives for each of the eight (8) chapters.
Chapter 1 Introduction of assessment and evaluation
1. To allow teachers to determine how well students understand what the teacher has
taught in class and how well they can apply their understanding of what has been
taught in class.
2. Determine the needs of all learners and guide the planning phase.
3. To assist teachers in determining students' learning progress and provide positive
feedback to pupils in a timely manner.
Chapter 2 The role of Objective in Education
1. To provide a clear understanding of the desired learning outcomes
2. To guide the development of assessment, instructional methods, and
content materials.
3. To serve as a guide for teaching and learning.
Chapter 3 Classroom Test
1. A classroom test's aims are to measure students' grasp of course material, highlight
areas for development, and provide feedback on the success of teaching methods. 2.
2. Classroom assessments are an efficient method of assessing students' academic
readiness, learning progress, skill development, and educational needs.
3. To verify that the test is connected with the learning objectives, the following
questions1 must be asked:
 What do I want students to know when they finish this course?
 What kinds of tasks will show whether students have met the learning objectives
I've set?
 What activities, both within and outside of the classroom, will reinforce my
learning objectives and prepare students?
Chapter 4 Writing Objective of Test Items
1. To measure specific learning outcomes.
2. To increase the reliability of test scores.
3. To reduce the potential for guessing
 Chapter 5 Writing Essay Items
1. To assess higher-order thinking skills.
2. To assess higher-order thinking skills.
3. To increase the validity of test scores.
Chapter 6 Assembling, Administering, Scoring and Analysing test items assembling
test
1. To ensure that the test is reliable: Assembling a test involves selecting
and organizing test items in a way that ensures the test is reliable. This
means that the test should produce consistent results over time and across
different groups of test-takers.
2. To ensure that the test is valid: Assembling a test also involves ensuring
that the test is valid. This means that the test measures what it is intended to
measure. To ensure validity, test items should be aligned with the learning
objectives of the course or program being assessed.
3. To ensure that the test is fair: Assembling a test involves ensuring that
the test is fair to all test-takers. This means that the test items should be free
from bias and should not disadvantage any particular group of test-takers

Chapter 7 Interpretation of Scores

1. To provide meaningful and useful information.
2. To ensure that scores are valid and reliable.
3. To identify areas for improvement.

Chapter 8 concepts of reliability and validity

1. To ensure that the outcomes of a measurement are consistent and stable
throughout time and To ensure that the measure accurately captures the concept or
construct it is intended to measure
2. Identifying and reducing causes of error and variability in the measuring process and
to identify and minimize sources of bias and error in the measurement process.
3. To improve the measurement process's precision and accuracy and to increase the
confidence in the results obtained from the measurement.
Reference
www.evaeducation.weebly.com
www.theclassroom.com
www.classtime.com
educationsummary.com
keydifference.com
pupilstutor.com