Introduction:
Assessment is one of the crucial components of the education. Traditional exams and tests are mostly based on materials taught in the course to meet predetermined objectives. They cannot assess whether or not learners can apply it. To truly understand some new ideas, students need to apply it. My experience as an English teacher provides some ideas to frame my discussion of assessment. Although many teachers think that the scores of the exams and the tests are objective and cannot be wrong, I think that these scores are uncertain they need to be supplemented by some other assessments. Traditional assessments in their summative and formative forms such as tests, quizzes or exams are often graded and returned back to the
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A series of self-assessments could lead the learners to monitoring progress towards specific learning objectives.
In learner-centered curricula, learners should be encouraged to be active participants in the assessing process rather than only being the passive test takers. Despite the fact that some teachers may be reluctant to transfer the responsibility of assessment to their learners, but proponents of this trend argue that there is much to be gained from it, and that the students are capable of evaluating themselves if they are given the adequate and necessary guidance. However, self assessment is another method of creating interactive learning atmosphere, where the students focus on applying their knowledge.
Moreover, recent research refers to the self-assessment as an increasingly important factor of teaching English language or any second language. According to Ian Tudor, "assessment is integral to the teaching-learning process, and can be as learner-centered and motivation-based as any other form of learning". Previous research was done to emphasize the positive outcomes and the objectives of the self assessment which can be used to encourage the learners to reflect on their learning and be aware of strengths, weaknesses and further needs. It also inspires them to set goals on the basis of their evaluations. The procedure of checking their learning and progress through the self assessment may help the students to develop their learning
Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met.
Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body.
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
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.
There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.
There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.
Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.
Through the identification of these assessment methods, I will analyse their purpose and the role that they play in my learner’s development; and how these are used to identify learner progress and confirm their knowledge and understanding. I will explore theories and principals of assessment, covering formative and
What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.
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.
The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.
The essay explores about Assessment and its types , its uses in the field of education. How assessments works how it can be helpful for students and teachers. How the forms of assessments fit its purposes. Educational assessment is the process in which collecting of data from different sources occurs in order to improve students learning and also to improve the teaching skills of teachers. This gathered data is then analyzed and is used to understand about the level of students knowledge whether the students have achieved the level that was intended to achieve.
Assessments provide learners opportunities to develop mastery of their ideas, skills and competencies, whilst educators use assessment tasks as both teaching and learning tools (Spiller, 2009:6 & 7).