Assessment Is A Part Of Education

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

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 is used to make a specific educational decision and is the process of evaluating the extent to which participants in education have developed their knowledge, understanding and skills.

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

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

Mean is the average of a group of scores (Woolfolk, 2014). Mean and average are used interchangeably. To find the mean, a teacher will add all of the scores together and divided by the number of tests. For example, a teacher wants to find the mean of the spelling test, the spelling test scores are as the following, 10, 8, 7, 8, 10, 10, 6, 5, 7, and 5. The first step is to add all of the scores together (76). The second step is to divided by the number of tests (10), the quotient is the mean (7.6). The first math equation is 10+8+7+8+10+10+6+5+7+5=76. The second math equation is 76/10=7.6. The mean of the

The RIPA-G:2 produces three types of scores: raw scores, scaled scores, and percentile ranks. The percentile rank can be converted to a corresponding severity rating that provides a general indication of the examinee’s performance in comparison to others.

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

Assessment is to judge someone against set criteria to establish whether they are capable to perform a particular activity/job. Assessments can take many different forms i.e. assignments, oral and written questions or professional discussion all of which help to demonstrate the knowledge the individual has developed through learning, these all support the decision of whether the individual is competent or not.

The median would be the middle score, the sum of all numbers added together (124) and divided by (20)=6.2. This would be the middle score. The mode  is the value in a data set that occurs most often or most frequently. 0,0,0,0,1,1,1,1,1,2,2,2,3,3,4,4,4,4,5. We learn in our chapter reading that The mode would be 1. It occurs most frequently. In sum,

Table 4 shows mean values, standard deviations, minimum and maximum values, and asymmetry and kurtosis of the administered tests scores.

My thoughts about why assessments are important because it helps helpers to gather important information about clients and understanding the problems that they may have. According to the textbook, helpers collect information in a variety of ways, beginning with the first contact. How helpers attain this information is through observations of the client’s behavior and using listening skills to understand the client’s unique story. Another way of getting to know client’s though assessments is giving test and questionnaires to answer.

validity of the instrument (EAT) in terms of facility discrimination, distractor indices among others. The current senior high school curricula require that a considerable number of assessments be administered in the instruction process to facilitate quality teaching. The present senior secondary school curricula demand that variety of assessments be carried out in the course of instruction to guide effective teaching. In the apprehension of the relatively limited instruments for measuring students’ achievement in Economics at the High School level, educators specializing in the subjects have maintained to devise assessment tools for appraising students’ achievement in the subject. However, observations reveal that those teacher-made

Research has established the fact that teaching is not so simple as transferring one’s knowledge of a particular subject to a classroom of blank slates. Defining what a teacher should know about the subject that he or she is teaching is highly debated in and of itself. Moreover, there is no consensus on what knowledge is required for proficient teacher practice. Studies suggest that these domains of knowledge are actually interrelated and simultaneously independent. This means that we know that the knowledge that teacher has in physics informs his or her knowledge of the most appropriate methods of supporting student learning of physics, and vice versa, yet we do not really understand the mechanism that ensures teachers make the best pedagogical choice. This makes the role of teacher educators particularly difficult, both in supporting in-service teachers in improving their practice, as well as best preparing pre-service teachers in order to be best equipped upon entering the field. In teaching, there is an expectation for learning on the job. Unfortunately, this method is not proving to be effective when it comes to student performance. The most recent measurement of our country’s academic progress reported losses in both mathematics and reading.