Principles related to different stages of an assessment program

There are 5 stages in a selection and use of appropriate methods to assess students, knowledge, skills, attitude, etc.

These stages are

• Developing or choosing methods for assessment
• Collecting the assessment information
• Judging and scoring student performance
• Summarizing and interpreting the assessment results
• Reporting the assessment methods.

1. Developing or choosing methods for assessment

Teacher could make use of different methods and techniques to assess student’s subject knowledge, skills and attitudes. These includes

ü Observation,

ü Written test,

ü Oral test interview,

ü Peer assessment,

ü Self assessment,

ü Standardised test

ü Performance test,

ü Portfolio assessment,

ü Product assessment.

Principles related to the selection of assessment methods

• The chosen method should have high validity and consistent with the resources that are available.
• Assessment methods and tools used should give high reliable measures.
• The assessment method should be compatible with instructional approaches.
• The chosen methods should give pertinent information enabling parents and teachers to take decisions regarding the education of the student.
• As there are multiple student attributes that affect their performance, more than one assessment methods is to be used.
• Assessment methods and tools should be suitable to the student’s background on previous experiences.
• Contents and language styles used in the assessment test should not be offensive or irritable.
• Assessment tests translated from another language should be compatible with the cultural environment and provide valid inference for the intended purpose.

2. Principles related to collecting the assessment information

• Students should be told beforehand
• Why assessment information is collected,
• What kind of information is to be collected and
• How this information is to be used
• The assessment procedure employed to collect the requisite data should suit the purpose and form of the tool used.
• The directions provided to students while using an assessment technique or tool should be clear and complete as well as appropriate to their age and grade level.
• Assessment techniques, which involve multiple choice questions should facilitate students to answer all the items in the test (without negative marking).
• While collecting assessment information, interactions with the students, like clarifying their doubts, replying to the queries, etc. should be appropriate and consistent.
• If any unexpected interruptions or interference task takes place during collection, such happening should be recorded.
• Written guidelines for alternative procedure to be followed should be available for collecting assessment information from students with special needs.

3.Principle related to judging and scoring students performance

• Before using assessment method, a detailed scoring scheme is to be prepared to guide the process of judging
• the quality of performance of students,
• the product they produce,
• appropriateness of the attitude and
• behaviour they express and
• the correctness of the answers they give.
• Before using assessment methods, students should be informed how the responses and information they give will be judged and scored.
• While assessing the responses and information provided by students,
• Factors that are not relevant to the purpose of assessment, should not be allowed to influence evaluation and,
• The comments that are recorded regarding the students performance should be easy to understand and make use of them.
• The scheme of appeal, if any, for revaluation of answer scripts should be explained well in advance or the beginning of the academic year or course of instruction.

4.Principles related to summarising and interpreting results obtained in assessment

Summarising and interpreting the results of assessment should yield accurate information about each student’s performance in relation to the instructional objectives.

• A written policy should guide the procedure for summarising and interpreting the assessment results obtained in a given period of time.
• How allotments of grades are formulated and interpreted should be explained to students and their parents.
• Allotment of grade should be based on more than one assessment result. Then only adequate sampling of learning outcome is possible, making evaluation more reliable.
• The process of deriving summary comments on individual results and grades should be explained in detail. Then only students could understand the assessment results for their performance.
• As far as possible student’s achievement, efforts, participation and other relevant behaviour should be assessed and graded separately, since each of these attributes may require different scale of measurement.
• When more than one assessment result is used in preparing the summary comments on student’s performance and awarding of the grades, proper weightage should be given for each of the assessment results used.
• Basis for the interpretation of assessment results should be justifiable.
• Interpretation of assessment results should take into account
• students background and their learning experiences
• the limitations in the assessment methods or tools used,
• problems encountered in the collecting the assessment information,
• judging and scoring it and
• the limitations in the basis used for interpretation.
• Assessment results that are combined into summary comments and grades should be well preserved separately, ensuring that they do not lose their accuracy.

5.Principles related to reporting the assessment results

• The assessment results, presented in the form of a written report, should mention the period of instruction or semester to which pertains to (i.e, it should clearly state that the report is meant for quarterly, half yearly, annual or first/second semester)
• Assessment reports should be prepared accordance with the written policy of the school with regard to reporting of assessment results.
• Assessment reports should be complete in their descriptions of strength and shortcomings of students in each of the school subject. (Then only students can build upon their strengths further and focus their admission more on the problem areas and shortcomings so as to improve their learning achievement.)
• Following the presentation of assessment report students, there should be a meeting between teachers and parents or guardians to discuss the learning progress of students.
• Whether an appeal for reviewing the examination marks will be entertained in parent -teacher meetings should be made clear in advance, preferably at beginning of each academic year itself. If appeal for reviewing the examination marks of students is possible, according to the school policy, then proper procedure for the same should be explained to the students and parents.
• Discussions between teachers and parents pertaining to assessment reports, parents demanding corrections or modification in the assessment results, etc. Should generally be governed by a written policy of the school, which should be consistent with the applicable laws of the State Department of School Education and with basic principles of fairness and human right.
• Assessment report should contain accurate and complete information regarding student’s learning achievement in different aspects of curriculum and should also be helpful to parents and others who have a concern in the interest of student, to plan and help in improving his performance.
• Transfer of assessment information concerning the student performance, from one school to another school should be governed by a written policy with stringent provisions for safeguarding confidentiality

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