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Importance of assessment in teaching and learning
The importance of assessment in education to a teacher
Importance of assessment in Education
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Critical Elements of Assessment
Introduction
In the teaching profession, assessment is one of the most important things that teachers need to know. Not only to know the assessment itself, but also the critical elements of it. Chueachot, Srisa-ard, and Srihamongkol (2013) stated that Assessment for learning in elementary classroom is a concept that aims to stimulate self-learning and development among the student via assessment model. In addition, the authors came up with a conclusion of assessment for learning in elementary school that can be divided into two stages, each with 3 steps, altogether 6 steps: First stage of assessment, The planning stage is composed of (1) define assessment objectives and what students need to achieve (2) define
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As it stated by Zellman and Fiene (2015), “Validation of Quality Rating and Improvement System (QRIS) is a multi-step process that assesses the degree to which design decisions about program quality standards and measurement strategies are resulting in accurate and meaningful rating.” In relate to what the authors said, validation shows the result of how the curriculum works in a way that everyone knows what needs to be improved for the betterment of the school system in the future. Validation deals with every assessment that took place in the classroom daily, such as formative and summative …show more content…
Standardized test is one of the examples of secured assessment. The test is definitely secured where students cannot copy from their peers or to refer to their notes. The reason why the test is definitely secured is because (1) the teacher walks around at all time (2) students are separate from their friends in a way that would not allow them to copy from each others (3) All bags are not allowed except their two pencils and a calculator (4) test takers does not have access to see the test before the test day. In other words, both the students and the teacher cannot see the test before the test
There are many ways to draw the attention of an audience in a short story, essay, or speech. In Twain's short story he shows how man descended from the animal kingdom instead of ascend from animals. His essay influences the reader to feel what Mark Twain is feeling. He portrays his emotions through metaphors and gathers the emotion of the audience. He also uses examples of how much more cruel man can be compared to the animal kingdom. He is very sarcastic in his story and is also a bit comical at times. Mark Twain uses pathos, ethos, and logos in his short story, “The Damned Human Race,” by comparing and contrasting the harsh views of humanity against the actions of animals.
In order to fully understand and meet the needs of learners, teachers must be knowledgeable in using a variety of methods for assessment purposes. What is important is that teachers are able to understand and use assessment in a way that meets ‘best practice’. As students learn their knowledge expands and their skills develop, and for that reason teachers must use a combination of strategies to meet best practice in assessment. Not only must assessment follow learning in order to gauge a student’s performance for example, but there is also a place for using assessment before instruction in order make informed future instructional decisions.
Assessments take on many forms, but all have one distinctive purpose, to empower a teacher with a resource that gathers information about students that will later be used for evaluating and analysing students’ knowledge and understanding, guiding teachers on what to report about a student’s achievement to the relevant stakeholders. Krause, Bochner, Duchesne and McMaugh (2010) describes assessment as “The gathering and analysing of information about a student’s achievement”. Assessing and reporting the achievement of a student is fundamental in the process of creating lifelong learners. Brady and Kennedy (2010) define “the purpose of assessment is a method used to make a diagnoses of students learning and progress. Principle one of the School Curriculum and Standards Authority states “Assessment should be an integral part of teaching and learning” (2013). Teachers have a responsibility to their students to ensure they are providing every
Assessment although being a critical part of the teaching and learning cycle may be one of the hardest areas for trainee teachers to address and understand but will crucially have a negative impact on children’s learning within any given classroom if not preformed effectively. The Department for Education and Science (1988:7) states ‘Promoting Children’s learning is a principal aim of schools. Assessment lies at the heart of this process. It can provide a framework in which educational objectives may be set and pupils’ progress charted and expressed. It can yield a basis for planning the next steps in response to children’s needs… It should be an integral part of the educational process, continually providing both feedback and feed forward’. To be able to have an understanding of how to assess children within the classroom firstly we must have a significant understanding of differen...
“Children do not always learn what we teach. This is why the most meaningful assessment does not happen at the end of learning- it happens during the learning when there is still time to do something with the information” ( Wiliam, 2011). To me, this quote reflects a big part of the meaning of assessment. Assessment is the process involving measuring the learning and performance of students or teachers. It involves documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. For the most part, there are two types of assessment: Formative Assessment and Summative Assessment. Along with the assessment, the term standards is used together because they each work together to assure students’ success in education.
High-quality standardized tests typically are developed in such a way that the users can have confidence that the tasks are well written, the answers are correct, the tasks cover the learning objectives of the domain in a valid and balanced fashion, the appropriateness of the material has been trialled on representative samples of children, the relative di culty of tasks has beenestablished through sophisticated statistical modelling, the possibility of bias or insensitivityin the tasks has been addressed, and the degree of accuracy or reliability in awarding scoreshas been estimated. In other words, while there is no perfectly accuratetest score, teachers, students, and parents can have confdence in the quality and accuracyo a standardized test. There has been a large corpus o studies, manuals, standards, andother resources dedicated to these processes or developing and deending standardizedtests.This stands in stark contrast to what we know about the accuracy o teacher or marker judgements based on inormal or non-standardized tests. For example, whenscoring essays, markers are notoriously unreliable in their judgements (Brennan, 1996;Brown, 2009b) and thus systematic and oten standardized processes are needed tocalibrate and control teacher judgments (e.g. the development o standardized essayscoring rubrics). While we cannot
Assessment has always been the inseparable part of education. From first grade in primary school to higher levels of university education, students are regularly assessed by their teachers. The most used instrument for this aim has been tests. Marso and Pigge (1988) estimated that 54 teacher-made tests are used in a typical classroom per year. Therefore, that a typical teacher would spend between one-third and one-half of the class time on a kind of measurement activity is of no surprise (Stiggins, 1994). Assessment has a great and powerful effect on students learning as Scouller (1999) and many other scholars have repeatedly mentioned. Fullan (2001) defines assessment literacy as the teacher’s capacity to analyze the students’ performances
“Assessments are a powerful tool that can be constructed and used by teachers to improve student learning.” (Ho...
Educators often need to assess students' learning and achievement. There are multiple forms of assessments that educators use to not only gain knowledge about a student's level of understanding but also to guide the direction of future lessons and course curriculum. This lesson will differentiate between formal and informal assessments and performance-based assessments used in educational settings.
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
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Assessment is an essential part of education. Teachers can use ‘information about student progress’ (MCEETYA 2008, p. 14) to ‘improve learning outcomes’ (Ferguson 2011, p. 391), and to make informed decisions about future planning and strategies (Godhino 2011, p. 200). This type of assessment is known as ‘assessment for learning’ (Godhino 2011, p. 201). Assessment can also be used to ‘make judgements about students’ achievement of objectives, goals and standards, [this is known as] assessment of learning’ (Godhino 2011, p. 201). Another form of assessment is ‘assessment as learning’ (Godhino 2011, p. 201) which involves students reflecting on their progress.
Obtaining the knowledge about the basics of assessment for learning and the applications, I can do research on activities to do with my students and how to continuously improve learning within the classroom. These improvements can be implemented by encouraging a community of learners. Students develop abilities to “think and reason” through their social interactions. (Shepard, 2000). Sharing this information with other teachers and collaborating on the practices could increase the chances of student success within the whole school. When there is a lesson or subject that seems difficult for students, applying an assessment for learning activity into the lesson could provide an alternate route on how to approach the topic to reach mastery of the standard. I believe that the greatest benefit of assessment for learning is that it helps teachers deal with students who lack motivation due to the constant poor grades they receive. This type of assessment restores the students’ confidence in their own abilities which will later bring more success, which can then turn extrinsic students into intrinsic
Educational assessment is a valuable tool for observing and assessing the results obtained by the students, as well as for checking the efficiency of the teaching process and consequently the improvement of it when necessary.
Traditional and alternative assessments share some key elements, yet differ as well. All assessments, whether given as a test after a unit or alternative, should be measurable and be reliable and valid by having clear criteria to measure the learning targets. Traditional and alternative assessments generally differ in timing, feedback, student's involvement, and how the teacher uses the information.