1. Assessment should be relevant. Assessment needs to provide information about students’ knowledge, skills and understandings of the learning outcomes specified in the NSW syllabus documents. That is, it needs to be directly linked to the syllabus standards. Syllabus standards are defined at: https://www.det.nsw.edu.au/policies/ curriculum/schools/curric_plan/ policystandards161006.pdf 2. Assessment should be appropriate. Assessment needs to provide nformation about the particular kind of learning in which we are interested. This means that we need to use a variety of assessment methods because not all methods are capable of providing information about all kinds of learning. For example, some kinds of learning are best assessed by …show more content…
Assessment of this kind identifies strengths and weaknesses, and provides detailed diagnostic information about how students are thinking. The collection of evidence of this kind may require opportunities for students to explain in their own words or pictures their understandings of the material they are learning. 6. Assessment should be integrated into the teaching and learning cycle. Assessment needs to be an ongoing, integral part of the teaching and learning cycle. It must allow teachers and students themselves to monitor learning. From the teacher perspective, it provides the evidence to guide the next steps in teaching and learning. From the student perspective, it provides the opportunity to reflect on and review progress, and can provide the motivation and direction for further learning. 7. Assessment should draw on a wide range of evidence.Assessment needs to draw on a wide range of evidence. A complete picture of student achievement in an area of learning depends on evidence that is sampled from the full range of knowledge, skills and understandings that make up the area of learning. An assessment program that consistently addresses only some outcomes will provide incomplete feedback to the teacher and student, and can potentially distort teaching and learning. 8. Assessment should be manageable.Assessment
Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met.
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
These assessments offer a better view of true student learning than standardized tests. Students must be able to to think and work together to find a solution as opposed to the multiple guess tests used to measure student achievement. To truly understand what knowledge students possess and own the assessment must be able to evaluate true student
Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.
Assessment, both formative and summative, plays a significant part in the learning experience as it determines progression and enables learners to demonstrate that they have achieved their desired learning outcomes.
Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow
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
Assessments should contribute to a student’s education and learning by including students in the learning process educators are able to assist and extend students learning (SCSA, 2014).
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.
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 the process of establishing the nature and quality of our students’ learning and measuring whether learning has actually taken place. Assessment is a key part of the teaching cycle because it enables us to measure achievement against set standards in order to ascertain if our trainees have acquired the skills and knowledge needed at a given stage of training, to diagnose learning needs and to select for further training. It is also the means by which we measure learning at the end of a course and certificate achievements.
Assessment is essential in teaching throughout any subject or course in practical and theory work. First initial assessment is used to ensure students are on the correct course. Once learning starts differentiated formative assessments are carried out throughout ending with summative assessment which usually warrants a grade or a pass.
The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.
Educators can utilise assessment to determine what learners bring into a learning cycle so as to develop instruction tailored to learner’s requirements and to build on existing knowledge and skills (Spiller, 2009:6 & 7). This diagnostic purpose can be further used to determine if learners require further instruction and to assess if learners are prepared for the next stage (Dreyer, 2014:7).