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
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.
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
Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life:
Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.
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.
As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.
Assessment is one of the main resources of learning. It is key to understanding and developing for both teacher and learners. Here are the different methods of assessments and how I would use them in my organisation.
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 carried out to ensure that learning has taken place. It measures the learner’s knowledge and skills in their 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 to the standards of the awarding body.
*Having the students challenge what they have learned by experimenting with it. *Having the learners express what they learned in essay form. *If the lesson in question is mathematical then you can use various forms of mathematical equations to have the learners solve. To best understand the use of performance assessments you must view them as a constant grouping of assessment formats that range from the simplest responses constructed by the learners themselves to an extensive collection of data throughout time. Regardless of the format used to execute the assessment all performance assessments share some common ground:
Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development (Palomba & Banta, 1999). Educational assessments are carried out to measure the efficiency of the program, the quality of instruction and progress of a child’s learning. The purpose is to determine the growth and development.
o Performance evaluations are formal review processes designed to encourage the informal day-to-day practice of performance management, while providing a framework in support of merit pay adjustments, promotion and employment decisions. Evaluating staff performance and helping employees develop their skills are important duties associated with performance management. Performance management begins with supervisors and employees collaboratively setting goals and standards, clearly communicating performance expectations and evaluating the results during the performance evaluation process.