Assessment Of A Comprehensive Assessment System

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.

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Tests and assessments perform several vital roles in the education process. They are used most frequently to help students, teachers, schools, and parents know that students learned and what they still need to study. Teachers can use information from assessments to design lesson that meet the needs of their students. School districts and states use assessment results to evaluate whether they are meeting their goals. Assessments also are used by policy-makers accountability to help gauge the effectiveness of programs and schools. Finally, assessments are helpful for transitions. They can show if students are ready to begin a new grade level, or to enter a particular college. Tests are sometimes used—along with other information—to help decide if students should be placed in special programs.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

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.

“Assessment is a method for analysing and describing student learning outcomes or program achievement of objectives” (Assessment services, 2011). A form of Assessment is standardised testing. This kind of test is used to “measure the performance of a group against that of a larger group” (assessment services, 2011). Standardized tests are often used in large-scale assessment projects, where the overall results of the group are more important than specific data on each individual client.

Comprehensive assessments are fundamental in high acuity nursing as it allows nurses to establish a baseline for the patient, determine oxygen supply and demand, provide individualized patient care, and make clinical decisions (House-Kokan, 2012). The components of a comprehensive assessment, including a physical assessment, corroborative diagnostic data, and the family issues will be assessed (House-Kokan, 2012).

There are three aspects to consider in my comprehensive assessment of Susan. First, the things that happen to Susan such as the relationship with her children, her husband dying a year ago, and the love for her cats. Secondly, the things that happen within Susan’s environment such as the accident she had, her church, and her friends. The third aspect is the transaction between the two which I would have to figure out ways where the client can have both, a healthy and a happy life.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Comprehensive Assessment The foundation of a successful treatment plan is a comprehensive assessment. The comprehensive assessment has several primary aspects (1) the client’s personal perceptions, cognitive, emotional, and physical; (2) the client’s experiences within their environment, physical, social, and how the two relate to one another (Hepworth, Rooney, Rooney, Strom-Gottfried, & Larsen, 2010). Therefore, clinicians must develop comprehensive skills in-order to gather information regarding a client’s psychological and physical requirements in a professional empathetic manner. Typically, the social worker assessment tools are viewed as focusing on diagnosis and problems.

Comprehensive assessments are crucial in high acuity nursing as it allows nurses to establish a baseline for the patient, determine oxygen supply and demand, provide individualized patient care, and make clinical decisions (House-Kokan, 2012). The components of a comprehensive assessment, including a physical assessment, corroborative diagnostic data, and the patient’s story will be assessed (House-Kokan, 2012).

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.