⊿ Point. {R} Glossary. ◢ Keyword: A. ◥ University. {q} PhD. {tr} Training. ⚫ UK. ↂ EndNote. ✊ Harvey (2009) Assessment. From Wikipedia, the free encyclopedia Assessment may refer to: Healthcare[edit] Health assessment, identifies needs of the patient and how those needs will be addressedNursing assessment, gathering information about a patient's physiological, psychological, sociological, and spiritual statusPsychiatric assessment, gathering information about a person in a psychiatric or mental health servicePsychological assessment, examination of a person's mental health by a professional such as a psychologist Other uses[edit] See also[edit] Topics referred to by the same term.
Assessment of Student Learning - Analytic Quality Glossary - Quality Research International. Assessment of student learning core definition explanatory context Assessment of student learning may be formative or summative. Assessment, especially if it is summative, is usually graded. Achievement of satisfactory summative grades is frequently used to signify progress or the achievement of an award.
(The award of a Ph.D., for example, is a situation where summative grading is rarely used.) Assessment covers the whole development of student learning evaluation, while grading refers to the specific attachment of marks/grades. Assessment plays a significant role in the learning experience of students. Assessment is usually construed as being either diagnostic, formative or summative. … Any assessment instrument can, and often does, involve more than one of these elements.
Analytical review Although there is a taken-for-granted view of what assessment of students does, there tend to be few definitions of this notion of assessment. Charles Sturt University (2011) defines it simply as: T. Top. Assessment of Teaching & Learning - Analytic Quality Glossary - Quality Research International. Assessment of teaching and learning core definition explanatory context Assessment of teaching and leaning can include assessment of how well the teacher performs as a teacher/learning facilitator, the appropriateness of pedagogic processes and practices including the suitability of methods of assessing student progress and development.
This is also referred to as evaluation of teaching (and learning). analytical review Kristoffersen (2003) states: Evaluations of teaching typically assess the quality of the forms and methods of teaching and learning within one or more programme areas. The QEPSE-Leonardo (2011) Glossary states: Assessment of teaching and learning is the process of evaluating the quality and appropriateness of the learning process, including teacher performance and pedagogic approach. Bewertung von Lehre und Lernen: Der Prozess der Bewertung der Qualität und Eignung des Lernprozesses, einschließlich der Lehrerleistung und des pädagogischen Ansatzes. associated issues related areas.
Authentic assessment. Measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful" Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile, significant, and meaningful,"[1] as contrasted with multiple-choice tests.[2] Authentic assessment can be devised by the teacher, or in collaboration with the student by engaging student voice. When applying authentic assessment to student learning and achievement, a teacher applies criteria related to “construction of knowledge, disciplined inquiry, and the value of achievement beyond the school.” [3] Authentic assessment tends to focus on contextualised tasks, enabling students to demonstrate their competency in a more 'authentic' setting.
Examples of authentic assessment categories include: performance of the skills, or demonstrating use of a particular knowledgesimulations and role playsstudio portfolios, strategically selecting items Authentic vs. traditional[edit] Case studies[edit] Goals[edit] Criterion-referenced test. Criterion-referenced testing was a major focus of psychometric research in the 1970s.[1] Definition of criterion[edit] A common misunderstanding regarding the term is the meaning of criterion. Many, if not most, criterion-referenced tests involve a cutscore, where the examinee passes if their score exceeds the cutscore and fails if it does not (often called a mastery test). The criterion is not the cutscore; the criterion is the domain of subject matter that the test is designed to assess.
For example, the criterion may be "Students should be able to correctly add two single-digit numbers," and the cutscore may be that students should correctly answer a minimum of 80% of the questions to pass. Because of this common misunderstanding, criterion-referenced tests have also been called standards-based assessments by some education agencies,[3] as students are assessed with regard to standards that define what they "should" know, as defined by the state.[4] " or " Examples[edit] See also[edit] Diagnostic Assessment - Analytic Quality Glossary - Quality Research International. Diagnostic assessment core definition explanatory context analytical review The UK Quality Assurance Agency for Higher Education (QAA) (2000) states: diagnostic assessment provides an indicator of a learner’s aptitude and preparedness for a programme of study and identifies possible learning problems.
This has changed in the Glossary (QAA, undated) to: Evaluation of how well a learner is prepared for a given programme or unit of study within it, identifying any strengths, gaps in knowledge, or shortfall in necessary understanding and skills. associated issues related areas See also assessment [of quality] assessment of student learning assessment of teaching summative assessment Sources Top A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Home. Ex-ante. Legal term The term ex-ante (sometimes written ex ante or exante) is a phrase meaning "before the event".[1] Ex-ante or notional demand refers to the desire for goods and services that is not backed by the ability to pay for those goods and services.
This is also termed as 'wants of people'. Ex-ante is used most commonly in the commercial world, where results of a particular action, or series of actions, are forecast (or intended). The opposite of ex-ante is ex-post (actual) (or ex post). Examples[edit] Finance[edit] In the financial world, the ex-ante return is the expected return of an investment portfolio.In the recruitment industry, ex-ante is often used when forecasting resource requirements on large future projects.
The ex-ante (and ex-post) reasoning in economic topics was introduced mainly by Swedish economist Gunnar Myrdal in his 1927–39 work on monetary theory, who described it in this way: This analysis has become a standard tool in macroeconomics. Economist G. See also[edit] Ex-Post Assessment - Analytic Quality Glossary - Quality Research International.
Ex-post assessment core definition explanatory context analytical review Campbell and Rozsnyai (2002, p. 132) define: Ex post assessment/evaluation: Assessing/evaluating quality after a programme or institution has been in operation in order to establish strengths and weaknesses. associated issues Ex-post or ex-ante? The Australian Department of Education, Science and Training (2008) notes: International experience in research evaluation shows that techniques and approaches for ex post evaluation are continuing to evolve. Ex post evaluation, on the other hand is carried out for a variety of purposes. Many agencies … have attempted to learn, through ex post evaluations, of the effectiveness and impact of their ex ante assessment mechanisms and processes.
Related areas See also ex-ante assessment Sources Campbell, C. & Rozsnyai, C., 2002, Quality Assurance and the Development of Course Programmes. Top A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Home. Formative assessment. Range of formal and informal assessment procedures conducted by teachers during the learning process Formative assessment, formative evaluation, formative feedback, or assessment for learning,[1] including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work.
Definition[edit] Formative assessment involves a continuous way of checks and balances in the teaching learning processes. Formative assessments give in-process feedback about what students are or are not learning so instructional approaches, teaching materials, and academic support can be modified to the students' needs. Origin of the term[edit] Versus summative assessment[edit] Principles[edit] Norm-referenced test. Yields an estimate of the testee's position in population Norm-referenced assessment can be contrasted with criterion-referenced assessment and ipsative assessment.
In a criterion-referenced assessment, the score shows whether or not test takers performed well or poorly on a given task, not how that compares to other test takers; in an ipsative system, test takers are compared to previous performance. Each method can be used to grade the same test paper.[2] Robert Glaser originally coined the terms norm-referenced test and criterion-referenced test.[3] Common uses[edit] Many college entrance exams and nationally used school tests use norm-referenced tests.
IQ tests are norm-referenced tests, because their goal is to rank test takers' intelligence. Other types[edit] As alternatives to normative testing, tests can be ipsative assessments or criterion-referenced assessments. Ipsative[edit] Criterion-referenced[edit] Methods[edit] One method of grading on a curve uses three steps: See also[edit] Quality Assessment - Analytic Quality Glossary - Quality Research International.
Assessment core definition explanatory context Assessment includes assessment of quality, through an external process of some kind as well as assessment of student learning and assessment of teaching and learning including teacher performance. These are dealt with elsewhere. Also, note the slightly confusing use of assessment in the US context where it relates to the Assessment Movement, discussed below. Note, also, that assessment of teacher performance is not the same as Teaching Quality Assessment, as used in the UK, which is a quality assessment process explored below. Quality assessments set out to ‘measure’ the level of quality of inputs, processes and, sometimes, outputs. Assessment has also focused on research, most notably on research outputs. Analytical review The International Network of Quality Assurance Agencies in Higher Education (INQAAHE, 2001, p. 2) refer to assessment as follows: Assessment is the evaluation of the quality itself.
The QEPSE-Leonardo (2011) Glossary states: 1. Self-assessment. A concept in social psychology Functions[edit] If through self-assessing there is a possibility that a person's self-concept, or self-esteem is going to be damaged why would this be a motive of self-evaluation, surely it would be better to only self-verify and self-enhance and not to risk damaging self-esteem? Trope in a 1986 paper suggests that self-assessment is a way in which self-esteem can be enhanced in the future. For example, self-assessment may mean that in the short-term self-assessment may cause harm to a person's self-concept through realising that they may not have achieved as highly as they may like; however in the long term this may mean that they work harder in order to achieve greater things in the future, and as a result their self-esteem would be enhanced further than where it had been before self-assessment.[3] Within the self-evaluation motives however there are some interesting interactions.
Research[edit] See also[edit] References[edit] Self-Study - Analytic Quality Glossary - Quality Research International. Self-assessment core definition Self-assessment is the process of critically reviewing the quality of ones own performance and provision. explanatory context Self-assessment may be undertaken on an individual basis or, in the context of external quality review, on a collective basis. Self-assessment is used interchangeably with self-evaluation and self-study in the context of higher education quality. Some commentators confusingly equate self-evaluation with internal evaluation. analytical review CHEA (2002) defines self-study as: Self-study: The review and evaluation of the quality and effectiveness of an institution's own academic programs, staffing, and structure, based on standards set by an outside quality assurance body, carried out by the institution itself. According to the EQUIPE project: Self-assessment is the basic part of any assessment.
Campbell and Rozsnyai, (2002, p. 133) see it thus: EVA (2004) outline the nature of self-evaluation as follows: HEQC (2004, p. 29) defines: See also. Subject Assessment - Analytic Quality Glossary - Quality Research International. Subject assessment core definition explanatory context Subject assessment, when undertaken by an external body, is usually a process in which all providers in a country of a programmes in the subject area or disciple are evaluated. This may be by a government department, a specialist agency acting on behalf of government, or, in some countries, by a professional body seeking to ensure the quality and standards of professional programmes. Assessment usually implies that there is some sort of grading or ranking of the subject areas evaluated. analytical review Brennan et al. Quality assessment focused on subjects and aimed to link quality of provision to funding, to improve quality, and to provide public information on quality to users (students and employers).
Associated issues related areas See also assessment quality subject evaluation Sources Brennan, J., Holloway, J. and Shah, T., undated, Open University, The United Kingdom. Top A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Home. Summative assessment. Assessment used to determine student outcomes after an academic course Summative assessment, summative evaluation, or assessment of learning[1] is the assessment of participants in an educational program. Summative assessments are designed to both assess the effectiveness of the program and the learning of the participants. This contrasts with formative assessment, which summarizes the participants' development at a particular time in order to inform instructors of student learning progress.[2] Summative assessments are often high stakes, which means that they have a high point value. Instructional design[edit] Summative assessment is used as an evaluation technique in instructional design.
Summative assessments are usually given at the end of a unit, and they are usually high stakes with the grade being weighted more heavily than formative assessments taken during the unit. Educator performance[edit] Methods[edit] See also[edit] References[edit]