Assessment Of A Comprehensive Assessment System

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.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Formative assessment, or assessment for learning as it is often called, is the assessment that

A formative assessment provides informal feedback and information during the teaching process. This assessment measures student progress and performance thus allowing further improvement and development. It can also assess the teacher’s progress as an instructor, enabling the teacher to evaluate the effectiveness of their teaching methods.

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

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

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.

Formative assessment can be an effective tool in building positive relationships as it gives cause for two-way communication at any point of a learning course. It can be written or verbally delivered, offering the opportunity to appeal to a variety of learning styles. It enables the learner to influence their learner programme and helps them build essential life-skills such as goal setting and self assessment. Its main disadvantage for the trainer is the amount of time the type of assessment can consume, and a learner may become disengaged by repetitive assessment exercises that interrupt the flow of learning.

Comprehensive assessments are fundamental in high acuity nursing as it allows nurses to establish a baseline for the patient, determine oxygen supply and demand, provide individualized patient care, and make clinical decisions (House-Kokan, 2012). The components of a comprehensive assessment, including a physical assessment, corroborative diagnostic data, and the family issues will be assessed (House-Kokan, 2012).

Comprehensive assessments are crucial in high acuity nursing as it allows nurses to establish a baseline for the patient, determine oxygen supply and demand, provide individualized patient care, and make clinical decisions (House-Kokan, 2012). The components of a comprehensive assessment, including a physical assessment, corroborative diagnostic data, and the patient’s story will be assessed (House-Kokan, 2012).

There are three aspects to consider in my comprehensive assessment of Susan. First, the things that happen to Susan such as the relationship with her children, her husband dying a year ago, and the love for her cats. Secondly, the things that happen within Susan’s environment such as the accident she had, her church, and her friends. The third aspect is the transaction between the two which I would have to figure out ways where the client can have both, a healthy and a happy life.

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

Comprehensive Assessment The foundation of a successful treatment plan is a comprehensive assessment. The comprehensive assessment has several primary aspects (1) the client’s personal perceptions, cognitive, emotional, and physical; (2) the client’s experiences within their environment, physical, social, and how the two relate to one another (Hepworth, Rooney, Rooney, Strom-Gottfried, & Larsen, 2010). Therefore, clinicians must develop comprehensive skills in-order to gather information regarding a client’s psychological and physical requirements in a professional empathetic manner. Typically, the social worker assessment tools are viewed as focusing on diagnosis and problems.