Essay On Periodic Evaluation And Evaluation

In this paper I will critically reflect on the teaching and learning cycle I engaged in to improve my assessment of student learning. I focussed on assessment due to its potential to improve instructional design and student performance (Brookhart, 2007, cited in Wiliam, 2011, p.8; William and Thompson, 2007, cited in Dixon & Worrell, 2016, p.155). The teaching and learning cycle led me to identify areas of

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

Unit 401 – Understanding the Principles and Practice of Internally Assuring the Quality of Assessment

Assessing is a crucial component of education that informs teachers on individual development and understanding (Booker, Bond, Sparrow

Unit 401 - Understanding the principles and practices of internally assuring the quality of assessment.

After viewing several universities websites, MSU’s website was the most user friendly when it came to locating and understanding assessment practices. In order to located the needed information, the search tool on the MSU homepage was the easiest way to begin the search. The keywords used were assessment, institutional effectiveness, and office of

Unit 401 - Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

First, I’ll discuss Dr. Pieper’s introduction to assessment and her qualifications relative to the field. Second, I’ll describe current approaches for course, program, and institutional assessment at NAU. My conclusion imparts her advice and impact on assessment.

Assessments have been used in the classroom throughout the years as feedback to educators on how effective they are at teaching and how well students are learning. Since school’s decision-making is being predicated off assessment scores, they are increasingly becoming more important. “Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding” (Edutopia, 2008, para. 1). With more and more reliance on assessments, it forces educators to take a step back and reflect on their lessons in order to ensure that all accommodations and strategies are in place to promote student success. Among those strategies, teachers must be able to “demonstrate skills at selecting, developing, applying, using, communicating, and evaluating student assessment information and student assessment practices”(Buros, 2014, pg.1). While reflecting on my own skills or competencies involving student’s assessment, I have found that my strengths lie in administering, scoring, and interpreting assessments; and choosing assessment methods appropriate for instructional decisions. On the other side, my weaknesses lie in developing valid grading procedures that incorporate assessment information. This paper will analyze these strengths and weaknesses and examine how they impact the development of assessment inside the classroom.

“5 Ways the Higher Ed Learning Assessment is Changing”, written by Bernard Bull, who serves as Associate Provost of Academics & Associate Professor of education at Concordia University, highlights five approaches to assessment which he calls a glimpse into the future.

Assessment is a vital piece of instruction, as it determines whether or not the goals of education are being met. Assessment influences choices about evaluations, placement, progression, instructional necessities, educational programs, and, at times, funding. Assessment inspires us to ask these hard inquiries: "Are we teaching what we think we are teaching?" "Are students learning what they should be learning?" "Is there an approach to educate the subject better, consequently advancing better learning?" Using multiple assessments can help educators find what assessments work for each student and make modifications if

One of the most important aspects of my job is to oversee the assessment of student learning in each of our academic programs. In order to do this effectively, several key components are necessary. The first is identifying what are the intended student learning outcomes that we are looking for as an institution. This is done collaboratively with all stakeholders. Once those outcomes have been established, my next task is to develop a plan to measure student performance with regard to the intended learning outcomes. Therefore, researching standardized assessment tools, developing surveys, analyzing data is all in a days work. What motivates me the most in the midst of assessing learning is to see the progress we have made thus far as it pertains to educating students. Currently, as an institution,

Friedman & Stone (2002) highlight an issue on this topic: that colleges and departments are receiving pressure, both externally, from regulatory and accrediting bodies, and internally, from board members and upper administration, to expand upon general education assessment efforts (Friedman & Stone, 2002). This pressure is falling on the faculty who teach these courses. The faculty, in turn, are resistant to administrative efforts to dictate what, if any, assessments are being given in their classes. Although Friedman & Stone address this resistance, more research must be done on how to effectively overcome it. In another article, Banta et Al. (1993), stated that, “there is tension between the two principle purposes of assessment: demonstrating accountability and improving curricula, instruction, and student services.” Governing and accrediting bodies are more concerned with demonstrating accountability since the stipulations of their investment in a university are measured through quantifiable program benchmarks. However, the teaching faculty value assessment in terms of curriculum improvement and as a way to refine instructional methodology. Banta et Al’s quote highlights this disconnect. According to another article published by Kramer (2006) the tension

Through the completion of my project group in the assessment course, I have gained an immense amount of knowledge and a plethora of assessment practice. The project framework allows me to contribute in the WMU’s strategic plan initiatives in developing a project about the Signature designation while taking the course. In here, I was able to create a variety of project’s products, such as project proposal, poster and project’s presentation and evaluation. This paper reflects my knowledge and experience in the accomplishing of the assessment course.

Students are falling through the cracks, being left behind, and are not being educated properly; these are statements we hear every day about our educational system. Attempts have been made to reform and overhaul the educational crisis. However, few have been successful. High expectations are being placed on students to perform well on standardized tests so “no child is left behind” and schools are not labeled as “failures.” This strict discipline of teaching to the test is only harming the quality of education students are receiving. Informal assessment needs to become the primary focus of evaluation rather than formal assessment.