Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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ASSESSMENT CRITERIA
Xasanboyeva Gulnozaxon
the students of Andijan State Institute of Foreign Languages
Abstract
Assessment criteria are descriptive statements that provide learners
and instructors with information about the qualities, characteristics, and aspects
of a given learning task. Assessment criteria make it clear to learners what they
are expected to do to demonstrate achievement of the learning outcomes and
factors instructors will take into account when making judgments about their
performance. Sharing assessment criteria with students at the beginning of the
course is an effective way to help students build confidence in their learning and
improve their performance. Making assessment criteria explicit helps them
recognize what is important and valued in the curriculum, focus their efforts on
key learning outcomes and evaluate their own performance through self-
assessment and reflection. Assessment criteria are a way to provide formative
feedback throughout a course to support ongoing learning, as well as to provide
end-of-term summative assessment.
Key words assessment criteria,support,
examine
The purpose of this chapter is to provide a brief introduction to a very broad
set of concepts: assessment, evaluation, and accountability. In doing so, we also
include related terms of “measurement” and “testing.” We begin with a series of
definitions of terms, then introduce a list of modifiers that have been used in
relation to these terms, such as, high and low stakes assessments, criterion and
norm referenced assessments, standards-based assessments, and several others. We
also examine the categories and sub-categories of these concepts, and how they are
related. Following these definitions, we describe the process of educational
measurement in general, how it is accomplished, key characteristics, types of
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decisions made from measurements, and trends and innovations in testing. We
focus in particular on formative and summative assessment at the student level, and
large-scale assessments at the state, national, and international levels, as these
issues are critical in the current educational climate.
Assessment criteria take the “guess-work” out of grading for instructors and
students. Well-defined assessment criteria allow instructors to evaluate learners’
work more openly, consistently and objectively. This increases a sense of fairness
from the students’ perspective and makes it easy for the instructor to explain /
justify how marks have been awarded. Examples of Assessment Criteria create
a design brief that incorporates design process and principles
analyze
distributions using probability and data analysis techniques use tools and models
to integrate quantitative and qualitative information in problem-based analysis
using relevant tools and models adopt a variety of roles on a consulting team
task force justify management's actions in selecting specific recommendations
among alternative possibilities Types of Assessment Criteria
Threshold –
threshold standards tell the student what must be done to demonstrate achievement
of the learning outcome, i.e. identify the minimum standard to pass Grading –
grading criteria provides a general description of the standard required for
allocation of a particular grade within a hierarchy of grades (A+, A, A- to Fail)
General – general criteria provide general outcome descriptors that can be achieved
more or less well. Students’ work will be judged within a performance range and
marks are allocated accordingly. Typically, criteria of this sort are used to evaluate
such things as the use of referencing, accuracy of language, use of supporting
evidence in drawing conclusions, quality of critical thinking, etc.
Check to ensure that assessment tasks: are designed to provide adequate
opportunity for students to demonstrate that they’ve achieved the intended learning
outcomes
are constructively aligned with the learning outcomes, learning
opportunities, and assessment method. Alignment is key to creating effective
assessment tasks. As defined by Ralph Tyler almost fifty years ago, alignment
simply means starting with the ‘desired outcomes’ of the course and working
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backwards so that the assessment tasks reflect and support them. In some sense a
successful course can be considered as an exercise in reverse engineering. Figure
out first where you want your students to end up, and (only) then how best to help
them get there. (Jim Wilkinson (2010) 2. Articulate the terms and distinguish the
difference between ‘criteria’ and ‘standards’ ‘ Assessment criteria include two
components - criterion and performance standards. Sadler (1987) defines these
terms as: Criterion: a property or characteristic by which the quality of something
may be judged. Criteria specify qualities of interest and utility, but make no
statement or assumptions about actual quality. Standard: a definite level of
achievement aspired to or attained. Standards are about definite levels of quality
(or achievement, or performance).
WRITING ASSESSESSMENT CRITERIA 4. List, describe, curate and
organize criteria Criteria are more than a set of headings. For example, ‘use of
theory’, is not on its own, a criterion. Criteria about theory must describe what
aspects of the use of theory are being assessed. You may value any one of the
following: the students’ ability to make an appropriate choice of theory to address
a particular problem, or to give an accurate summary of that theory as it applies to
the problem, or to apply it correctly, imaginatively, and/or with originality, or to
critique the theory, or to compare and contrast it with other theories. Analyze
the learning outcomes and identify the specific characteristics that contribute to the
overall assignment. The verb in the learning outcome becomes the category of
performance for which you will generate criteria. The verb describes the intention
of the learning outcome and indicates the level of learning that you are looking for
or expecting in the assessment and the category of performance for which you will
generate criteria. For example, if the verb is ‘analyze’ then you ask yourself ‘what
are the essential characteristics of the analyze skill that must be performed by the
learner?’ These characteristics then form the criteria. List all the things that
students need to know and be able to do to pass the course (or the assignment).
Keep the list to a manageable size so students can handle the cognitive load and
clearly understand what is expected of them - four or five criteria per unit are
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usually sufficient or between 3 and 10 per course. These criteria and these should
be roughly of equal importance Reflect on ways to measure the outcome(s).
Imagine what the ideal assignment (that aligns with the learning outcome(s)) would
look like and list all the elements it should contain.
References
Armstrong, S., Chan, S., Malfroy, J., & Thomson, R. (2015). Assessment
Guide Implementing criteria and standards-based assessment. Sydney, Australia:
Teaching Development Unit, University of Western Sydney. Retrieved from
https://www.uws.edu.au/__data/assets/pdf_file/0004/449860/PVC5557_
Assessment_G uide_LR3.pdf Bloxham, S. & Boyd, P. (2007). Developing
Effective Assessment in Higher Education - A Practical Guide.
Maidenhead, UK: McGraw-Hill. Retrieved from https://ebookcentral-
proquest-
com.ezproxy.royalroads.ca/lib/royalroadsebooks/detail.action?docID=332673
Price, M. (2005).
Assessment standards: the role of communities of practice and the scholarship
of assessment. Assessment and Evaluation in
Higher
Education,
30(3),
215-230.
Retrieved
from
https://ezproxy.royalroads.ca/login?url=http://search.ebscohost.com.ezproxy.roya
lroad s.ca/login.aspx?direct=true&db=a9h&AN=16266852 Rust, C., (2010).
Improving students learning: the role of assessment criteria and processes.
Centre for Excellence in Teaching and Learning, Oxford Brooks University.
Retrieved
from
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