Introduction
One of key element in teaching and learning activity is assessment. There are several types of assessment. However, in the context of Aceh, most of teachers still use traditional forms of assessment, specifically summative assessment. There is critique on traditional assessment, “The critique has been based on the assumption that these forms of assessment do not support high quality of leaning associated with ‘deep’ learning, critical thinking, sustainable knowledge and lifelong learning” (Havnes & McDowell 2008). Therefore, diagnostic assessment is one form of assessment that can be used by the teachers to support high quality of learning. Diagnostic assessment aims to determine students’ prior knowledge. In order to plan the effective teaching, it is important for teacher to determine students’ prior knowledge, because the students have their own conceptions on phenomena in the world before they study in the classroom (Tytler, n.d).
This essay is part of assignment in assessing learning unit (EXE733). It aims to review and discuss an example of exemplary assessment task for diagnostic assessment. Before further discussion about example of exemplary diagnostic assessment, it might be important to review the definition, purposes, types of assessment, as well as characteristics of effective assessment.
Assessment
Assessment derived from the Latin assessare which mean to impose a tax or set a rate (Athanasou, 1997). According to Athanasou, Assessment is “the process of collecting and combining information from test (e.g., on performance, learning, quality) with view to making a judgement about a person or making a comparison against an established criterion. Further, Satterly defined assessment as “an omnibus term which includes all the processes and products which describe the nature and extent of children’s learning, its degree of correspondence with the aims and objectives of teaching and its relationship with the environments which are designed to facilitate learning” (1989 p.3, cited in Carrol, 2005). Moreover, Rowntree (1977) said “assessment in education can be thought as occurring whenever one person, in some kind of interaction, direct or indirect with another, is conscious of obtaining and interpreting information about the knowledge and understanding of abilities and attitudes of that other person” (p. 4, cited in Carrol, 2005).
The purposes of assessment can be divided into three levels, namely: classroom level (students and teachers), school level, and system level. Firstly, at classroom level, assessment aims to provide the students with appropriate learning based on their needs, provide the students feedback that they can use to identify their next steps of learning, to develop good partnership with parents, help the teachers to plan next teaching, and guarantee continuity of education for the students (Te Kete Ipurangi, 2007).
In this assignment I will be analysing the purpose of assessment whilst demonstrating my understanding of the different assessment methods used. I will also be giving a brief explanation of my understanding of VACSR describing my understanding of what each element means and its importance when used in assessment. Furthermore I will be describing two assessment methods that I have used whilst teaching evaluating each method using VACSR identifying strengths and areas of improvement. Finally I will justify the reasons for using the two assessment methods chosen.
The tools and techniques used are comprehensive which helps assess a learner’s development in the area of learning like the ability to understand, analysis, and apply knowledge acquired through creative process that are evaluated. The evaluation section was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science and Formative assessment were to evaluate the students everyday learning situations during teaching to help identify gaps which help provide feedback to teachers to be able take remedial action through the use of various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and implementation of various techniques like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars. While the life skills activities looked at enhancing the thinking, social and emotional skills, the summative assessment looked at assessing skills like teamwork
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
Assessment is the process of observing, recording and documenting a child’s actions and behavior to measure a child’s development. Assessment is an essential part of teaching and educating, because it can provide a record of cognitive, physical/motor, and language development. Records of this documentation can help identify strengths and weaknesses of the child as well as a helpful tool for the families to see the development of their child. There are different types of methods to use for assessment. Observations, portfolios and standardized test are some of the methods I would incorporate in my teaching. An observation is simply observing what the child is doing and recording what you see. A portfolio is a folder filled with different recorded
The Australian Curriculum, Assessment and Reporting Authority [ACARA], describe the content and the achievement standard that each Year level is required to achieve for the purpose of monitoring student progress (ACARA, 2012). This is underpinned by the standard “5.1 Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning”. As a pre service teacher, I have been involved in delivering many diagnostic and formative assessments throughout my practicum such as observations, explicit feedback, peer feedback, questioning, written and oral activities. Therefore my assessment practice will continue to include assessment for learning known as formative assessment and assessment of learning known as summative
EDAHOD5: The Teacher as an Assessor Assignment 1: Establishing guidelines that can be used to plan an assessment activity Bronwyn Huber, Student Number 58127550 Table of Contents Question 1 3 Question 1 When planning an assessment, it is important that certain guidelines are followed in order to create an assessment that is fair. I have made use of the prescribed textbook as well as the CAPS document to formulate ten guidelines that are used to prepare assessment activities in my subject. The guidelines have been placed into the table below as well as a brief description/explanation of each. Guideline Description/ Explanation 1) The type of questions and scope must be sufficient and cover the spread of work done
In the context of education, testing refers to “a method to determine a student’s ability to complete certain tasks or demonstrate mastery of a skill or knowledge” (Danuri 2012). Assessment is “the process of gathering information to monitor progress and make any decisions necessary” regarding curriculum and teaching (Danuri 2012). Assessment is a process that measures growth over time whereas testing is a form of evaluating what a student knows at...
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners. What is pivotal in assessment is that it enhances teaching and learning; it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators. There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment.
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
When one thinks of the term assessment, they will most likely think of a test. This is what we know as summative assessment. Summative assessment can be defined as evaluation of student learning at the end of a unit (Formative vs. Summative).
Assessments are according to Edglossary.org (2014), “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning process, and skill acquisition of students”. Assessments can be used to identify several important aspects of learning and development. First, they can be used to distinguish a child’s strengths and weaknesses as well as measure specific knowledge and skills. Assessments can also be used to demonstrate what a child has learned and what they understand (“Assessment,” 2014). My opinion of assessment has not changed; however, now I understand how to use assessments that will help ensure that I am providing the most benefits for my students.
When testing a child, make sure that the testing method used is appropriate for that child. For example, if giving a test that relies on visual aids to administer the test, it is important that the teacher is certain that all the children have good enough vision to clearly see the aids. When assessing young children in particular, it is important to look for more than simply right or wrong. An in-depth look is necessary to see what the children really know before giving them a poor grade. Children’s work needs to be critiqued in more than one way to be sure that they really do or don‘t understand.... ...
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...
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.