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Discuss the importance of assessment in education
The importance of assessment in education cannot be overemphasised
Importance of assessment in teaching and learning
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Beliefs About Assessment
According to Stiggins and Chappuis, assessment is a system of harvesting data of student learning (2012). The information gathered guides educative decisions; it provides a tangible measurement of subject mastery. In their book An Introduction for Student-involved Assessment, Stiggins and Chappuis offer two essential components to valid and useful assessment (2012). First, student performance data must be accurate. In addition, results must benefit students by stimulating desire to learn and maintaining achievement levels. There are four keys that are paramount to quality assessments: purpose, targets, design, and communication (Stiggins & Chappuis, 2012). Educators must define a clear purpose before any evaluation.
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Reviewing the learning objectives for the covered material helps the developer determine the best testing method. Depending on the content area, it may prove beneficial to include a student self-assessment step. It is important to report results in a timely manner. Reporting may be mean sharing with the students, administration, colleagues, or parents. Regardless, careful communication of results are important. After all parties receive results, objectives can be re-examined to determine the next step.
The best type of assessments incorporate multiple methods. In the words of Stiggins and Chappuis, “no single method can serve all of our assessment needs at all grade levels. We must learn to use all available methods” (2012, p. 87). The type of questions included on a test must reflect the target grade level. Unit objectives provide an excellent guide for assessment content. When creating an assessment, I also consider testing and grading time. I try to find the most efficient method for evaluating
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I think that they are used in appropriate circumstances, but overemphasis on these types of tests can be a serious problem. Like other statistics, schools manipulate test results for recruiting purposes. For example, a local school boasts national academic rankings in the top 15%. Upon further review, I found that eighth grade scored in the 85 percentile in one subject. Although the scores were impressive in other subjects as well, the others were lower. If results are used properly, standardized tests can provide valuable information; if the results are skewed or manipulated, they can be
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
Standardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. “High test scores are generally related to things other than the actual quality of education students are receiving” (Kohn 7). “Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.”(2) Standardized testing is a great travesty imposed upon the American Public School system.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Regular use of formative assessment improves student learning as instruction can be adjusted based on students’ progress and teachers are able to modify instructions to cater to students’ individual needs (Black & Wiliam, 2010; Taylor-Cox, & Oberdorf, 2013). Various forms of informal and formal formative assessment methods are conducted as learning takes place, continuously through teacher observations, questioning through individual interactions, group discussions and open-ended tasks (McMillan, 2011). tests can tell us a lot about students and be used to inform and guide teaching, rather than simply to determine grades. Teachers can learn a lot from test results if they analyse the data generated to inform their teaching and learning programs (Perso, 2009). However, high stakes tests may result in students becoming stressed, leading to misreading questions, careless working and incomplete answers (Booker et al., 2010).
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
Sufficient and current and - Meet internal and external assessment requirement Involve learners in assessment : peer and self-assessment represent an interesting way to involve students in the assessment process as students assess each
We all know how assessment data can be useful for teachers to improve and validate instruction. For James Popham, not all assessment data can be used this way. In his article “The Seductive Allure of Data,” he warns that there are wrong kinds of data to be using and gives examples of what instructionally useful tests and data are. He also gives and defines five attributes that he says make a test instructionally useful. The given attributes were significance, teachability, describability, reportability, and nonintrusiveness.
One test throughout an entire school year does not define a student’s final grade or a teacher’s ability to do their job. Likewise, a standardized test score should not determine whether or not a student is a good student. The tests put so much pressure on students that they may not perform at the best they could be. Teacher are under an inordinate pressure too: “They spend an inordinate amount of class time preparing for them, and know that doing poorly could ultimately cause a school to close or a teacher to lose a job.” says Frenette. Schools and teachers focus so much on the standardized tests that they may not be properly preparing students for other challenges.
Standardized assessments should not be used to label students on their intelligence or to punish them as schools tend to do. Standardized test are more than just a grade in a class. They go on your “record” without any discussion as to why the score is what it is. We must remember that some students don’t test well therefore it affects their self-esteem. These test create stress for both students and teachers as there are multiple levels of students in each testing area.
The tests are supposed to be an objective measurement of a student’s abilities. However, standardized tests are not benefitting the educational system because of the differences between students, subjectivity, and over testing. All around
The score of a student taking a standardized test is not reliable and there are many factors that can affect that student’s score. One factor is cheating, a lot of kids in schools cheat off of other kids. Also, many TEACHERS help students cheat by giving them answers to the test. Quote from Procon.org: “178 Atlanta public school teachers and administrators from 44 schools were found to be cheating on standardized tests according to a July 2011 state report.” Because of this, some students might get a higher score than they normally would have on the test. Another factor
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.