What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.
Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education
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There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.
I assess my students at regular intervals. Every time I ask a question to an individual or to a class I am assessing their knowledge and understanding.
I believe assessment is important and is the basis of planning for instruction, whether it is diagnostic prior to learning, formative during units or lessons, or summative to evaluate student learning. Rowan’s quote in Every Teacher’s Guide to Assessment, "After all, in the end, the problem is less the idea of testing itself, but how we design them, apply, them, and make use of their data." definitely has an impact on my assessment practices. I feel it is necessary to make sure the student acquires all aspects of the learning. Assessment should be used to bring a value for students. Within my instruction, I implement daily formative assessments which may include turn and share, quick writes, graphic organizers, online discussion responses, KahootIt, and other forms. Designing the appropriate formative assessment to match the lesson is important to assess how the learning is taught and whether the students are showing progress. In addition, I have worked on building blocks of formative assessments in checklist style leading up to the point of reviewing for a summative test. Each of these are checked off as completed and instant feedback is given. Feedback from an assessment is essential to student learning and how a teacher will ensure the content is being acquired.
Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.
Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.
Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.
Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education have developed their knowledge, understanding and skills.
Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".
“Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you”.
Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.
1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.
Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.
Effective assessment is what I believe to be, the process of gathering and interpreting evidence to make judgements about student learning. Assessment is used by both the learners and their teachers to decide where the learners are at in their learning, where they need to go, and how best to get there. It is the crucial link between learning outcomes, content and teaching, and learning activities. The purpose of assessment is to improve learning, inform teaching, help
Assessment is generally defined as “a process of monitoring or keeping track of the learner’s progress” (Rea-Dickins, 2000, p.376). For good assessment, teacher has to be assessment literate means that they should have knowledge about the assessment strategies, techniques and concepts (Rogier, 2014).
Assessments provide learners opportunities to develop mastery of their ideas, skills and competencies, whilst educators use assessment tasks as both teaching and learning tools (Spiller, 2009:6 & 7).