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Importance of assessment in education for both learners and teachers
Understanding assessment in education
Importance of assessment in education
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Assessment is “the process of collecting, synthesizing, and interpreting information to aid in decision making” (Airasian, 2000, p. 10). Similarly, Payne (2003) defines assessment as “the interpretive integration of application tasks (procedures) to collect objectives-relevant information for educational decision making and communication about the impact of the teaching-learning process” (p.9). This means that assessment is a form of collecting data which has meaning when making judgments on students’ learning. It is an effective way to assist students’ learning, identify their weaknesses and strengths and also to recover the effectiveness of curriculum programs. On the other hand, Moon (2000) suggests that assessment is “a way of providing feedback on learning and teaching” (p.148). These authors highlight two different purposes in assessing students. One purpose of assessment is collecting data and information in order to measure students’ progress and achievement. Teachers also collect data from students’ work in order to give them feedback on their learning. Therefore there are t...
based on their reading. These sentences may be similar to those in the original text, a
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
Curriculum and instruction is impacted by assessment, and whether in the design, delivery or data interpretation processes, aligning these apparatuses is most challenging part of being a teacher. Teachers are called to exercise an alignment between assessment and curriculum, use assessment to guide instruction, and deliver assessment that truly evaluates achievement. Two forms of assessment used in the classroom, formative and summative possess important components, that track them into purposeful, designated uses. Even more so challenging as a teacher in using these two assessments is understanding how they work separately, together, and exploring how they might be used with and for each other.
The Formative Assessment consists of a tear out exercise for you to complete and submit as part of your Portfolio of Evidence. This activity has been designed around the specific outcomes of your unit standards, and will assist in showing areas where you may need more help, as well as where your strengths are. Upon completion of the test, submit this as your Formative Assessment.
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
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.
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.
The formative assessment for the learning objectives includes a class discussion, writing a five body paragraph essay and a group discussion. The class discussion assesses a student’s comprehension and their speaking skills. The speaking skills include listening, and pronunciation. Next, the students will be asked to write a five body paragraph essay. Writing an essay allows the teacher to see if the student understands the main points and the character’s development in the story that they had read. Lastly, group discussion allows the students to enhance their social skills. The social skills include if students are able to form a communication with their peers. Also, having a group discussion will allow students to share ideas about the task
Evaluation is a powerful approach for distinguishing programs and interventions that make a transformation from those that don't. It is a powerful force for evolving and adapting sound strategies, refining existing programs, and demonstrating the outcomes of investments in time and other resources. It also helps determine if what is being done is worth the money being spent. The method of evaluation that could be performed of this recruitment program in my opinion would be a Summative Evaluation or it could possibly be a formative evaluation.
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).
It is an integral part of the overall assessment procedure. It serves to measure the learning of multiple units and concepts. They should be constructed before the course begins which allows the teacher to develop final learning goals and what students should be able to do when reaching these goals. A second, and more recent approach, suggests teachers form summative assessments towards the end of the course to take into account fluctuations and changes in the content taught. Grading assessments are important but should not be the only defining assessment for grading a student. Other grading criterion such as portfolios, projects, reports, and behavioral objectives should be taken into account. Grading and reporting should report accurate, quality information about what students have learned, what they can do, and whether their learning status is in line with expectations for that level. Grading and reporting methods should enhance not hinder teaching and
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
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...
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