Feasibility And Practicability Of Using Concept Mapping And Two Differential Weighting Approaches Within A System

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

Getting assessments to the desirable level is therefore vital, both for teacher and students. From the Educational Assessment Landscape chart, I believe the measurements go hand-in-hand to offer students the opportunities to show what they have learned through differentiated assessments, all leading to the final result of success in summative

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

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.

From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also

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.

Assessors need to determine a learner's knowledge and performance against a set of pre-defined criteria. These criteria may be set up to assess learning for an eventual formal qualification in a particular topic or job role.

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

positioning individuals. The assessment method is valid as it measures the learner’s understanding and knowledge of the

A student may interact with the user module and task module to take a concept map task. After registering the knowledge assessment system, the student logs in the system with valid user name and password and obtains authenticated by the user module, then the student can select a concept map task which has been assigned to him or her by the instructor, and take the concept map, then submit his or her response. Figure B1 shows how a student takes a concept map task and submits his or her response.

• Assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria

Also the assessor is to assess the learner’s knowledge and skills in a range of

Within the classroom their needs to be a variety of assessment strategies as not all learners will be able to express their knowledge to the best of their ability in some forms of assessment.

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

1) Develop a chart (matrix) of 1000−1,250 words that compares and contrasts the different types of assessments, the characteristics of each, and for what situations each is best suited. It should address the following: