Page 258 - DEDU504_EDUCATIONAL_MEASUREMENT_AND_EVALUATION_ENGLISH

Educational Measurement and Evaluation

Notes throughout the course. The average of the scores for the various assessments is a more
reliable indicator of the pupil’s performance in the subject than the score the pupil obtains
in a one-shot examination.
2. Use of different test forms and different test situations
By extending the time span for collecting assessment information throughout the duration
of a course, different forms of testing and different assessment situations including acquisition
and demonstration of practical skills can be introduced in the continuous assessment process.
Practical skills such as the skills and competencies involved in conducting interviews, writing
and presenting reports, presenting and analyzing data in graphical forms, and production
of three-dimensional objects in a variety of subjects could be encouraged in schools to
provide a more comprehensive and more valid assessment of pupil’s ability.
3. Inclusion of more complex thinking skills in the testing programme
By extending the period for collecting assessment data, forms of knowledge and competencies
that cannot be easily assessed under strictly timed conditions can also be assessed. High
level thinking skills involving analytical thinking and problem solving skills and other
competencies that require extended time for learning and for test response can then be
added to the continuous assessment programme. The addition has the effect of helping
pupils to acquire the habit of using high level thinking skills in a variety of situations
rather than using pure memorization and other low level thinking processes.
4. Teacher assistance and remediation
A further purpose of the continuous assessment process is to foster cooperation between the
pupil and teacher especially in the area of pupils’ class projects. The process requires the
teacher to provide assistance in the form of advice on various aspects of pupils’ projects. The
pupil learns to consult the teacher, classmates and other sources on aspects of his/her
project work, while maintaining his/her position as the leader in the project undertaking.
This is the normal work procedure in the adult world where production is essentially based
on cooperation and not on timed test situations.

22.4 Types of Continuous Assessment

Continuous assessment is more likely to be formative, process-oriented, informal, internal, learner-
involved, and/or self- referenced in nature. It can take the form of daily work (e.g. essays,
quizzes, presentation and participation in class), projects/term papers and practical work (e.g.
laboratory work, fieldwork, clinical procedures, drawing practice).
Daily work
• Pros
• This is likely to be the most sustained means of assessment, and in providing relatively
prompt feedback, it serves to reinforce or correct learned responses.
• It assists in pacing learning. If a course is broken into units, each assessed on completion,
students have regular feedback of what they have mastered (and what they need additional
work on).
• As the most extensive means of assessment, it has a sustained impact on and improves the
quality of student learning.
• Cons and possible solutions
• As it is fairly labour intensive for both students and the teacher, decisions will have to be
taken regarding an optimum level. Too many assignments may result in justice not being
done to them all. It is probably better to have regular but smaller assignments than large-

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