Assessment Model: How to Assess Students’ Learning?
Teachers are using a wide variety of educational assessment tools to measure students’ learning outcomes. These tools are either teacher made or standardized. The teacher made tools are only used for a specific class, whereas standardized tools, due to their generalizability, are used for larger classes. Educational technologies have changed the scenario of developing assessment tools. The main objectives of the educational tools are to decide what you want your students to learn and making sure they learn it. The main sources of guidelines are respective curriculum and framework. The curriculum focuses on the measurement of students’ learning outcome, whereas frameworks provide alignment among curriculum and tools. Frameworks provide test specifications, definition of skills, standards, benchmarks, and indicators as well. International organizations are using reverse engineering, alpha & beta testing, tryout and piloting studies for the development of valid and reliable assessment tools using various kinds of educational softwares like ConQuest and Multilog. A valid and reliable tool should be unbiased and meet the demands of curriculum. This research study develops a model for constructing valid and reliable instrument for measuring students’ learning outcomes.
||Assessment, Assessment Model, Measurement
The International Journal of Science in Society, Volume 2, Issue 4, pp.85-98.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 1.420MB).
Controller Examinations, University of Education, Lahore, Punjab, Pakistan
Dr. Ashiq Hussain has been serving as Controller Examinations, University of Education, Lahore. He has performed his duties as Executive District Officer Literacy in District Nankana Sahib. Recently, he was awarded the degree of PhD in Education. He has published five research papers in international and national reputed journals.
Senior Subject Specialist (Science), Punjab Education Assessment System (PEAS), Govt. of the Punjab, Education Department, Lahore, Punjab, Pakistan
Mr. Muhammad Azeem is working as Coordinator Zone I for District Wide Large Scale Assessment (D-WLSA 2011) at Punjab Education Assessment System, Govt. of The Punjab, School Education Department, Lahore, Pakistan. He has submitted his Doctoral Thesis at the Division of Education, University of Education, Lahore under an Indigenous PhD Fellowship from HEC Pakistan. His area of interest is Educational Assessment, Evaluation, and Testing. He has visited the School of Education, University of Leicester, UK as Doctoral Research Fellow.
Head of IT Section, Information Technology Section, Punjab Education Assessment System (PEAS), School Education Department, Govt. of the Punjab,, Lahore, Punjab, Pakistan
Since completing his Masters in Computer Sciences (MCS), Shah Nawaz has served PEAS as the Head of the IT Section since 2006. During his time at PEAS he has worked on a number of Large Scale National Assessments for Students’ Learning. His most recent project is the District Wide Large Scales Assessment [D-WLSA] 2011. In addition to being the Head of the IT section, he is part of the Data Analysis & Report writing team. Currently Shah Nawaz is serving PEAS as Coordinator of PEAS Communication and Dissemination Framework [CDF] 2001-2013.
PhD Scholar, Preston University Islamabad, Lahore, Pakistan
Amir Mahmood has an M.B.E (Master of Business Education) from IER, University of the Punjab, Lahore. Currently he is a Ph.D Scholar (Mphil leading to Ph.D) at Preston University, Islamabad. He has successfully completed M.Phil coursework along with other projects. He joined the Education Department of the Govt. of the Punjab in 1993 as Subject Specialist Commerce at GHSS, Harappa, Sahiwal. He Worked as Programme Officer from 1994 to 2002 at EMIS, Govt of the Punjab, Education Department, Lahore. He also served as Under Secretary (Training) from 2004-2008 at the Civil Secretariat Govt. of the Punjab, Education Department, Lahore.