The Value Of Assessment Can Not Be Understated

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 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

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.

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.

Assessment is an imperative part of the learning process. According to Stiggins and Chappuis (2012), “Assessment is, in part, the process of gathering evidence of student learning to inform instructional decisions. This process can be done well or poorly.” To learn more about assessment I sat down for a one on one interview with Jim Libretti. Coach Libretti is the head coach of the freshman football team at Paradise Valley High School. Also, he is a math teacher.

Assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.

For each student, their assessment, lesson plans, and curriculum developments will be different too. Some have concluded that we all learn the same way. Not so, what will work for one will not work for the other. Assessments are considered as a common thread in the transition process. Assessments are used for collecting data on students needs, interest, and preference relating to their future.

Teachers meet the needs of a diverse student population by differentiating their instruction. It is important to first develop the types of assessments a teacher will use in order to guide her instruction. Moon (2005) stated “allowing for multiple approaches to content, process, or product from an instructional standpoint also allows for multiple approaches from an assessment standpoint” (p. 232). In order for the assessments to inform instruction you have to view assessment in three ways: prior knowledge (before), tracking their learning (during), and measuring their performance (after) (Brimijoin, Marquissee & Tomlinson, 2003, p. 71).

Assessments can be produced and performed in many ways, such as: an examination, dissertation, performance, discussion, presentation, essay, assignment, or a group or individual project. However, whilst a learner is participating in education they

Educators are faced with many challenges in accurately assessing and evaluating students, and although these two codes are closely related, their effective completion requires different actions. Assessment is a systematic process of collecting and interpreting information about students’ achievements, while evaluation refers to a value judgement that attaches meaning to the data obtained through assessment (Mc Donald, 2007). Educators are called upon to assess and evaluate students who they instruct based on the students’ learning outcomes and course objectives.

My goal, when I am finished with this class, is to have an assessment program that not only is valid and reliable, but will meet the Standards Based Classroom needs as well. In order to achieve this goal an understanding of certain vocabulary is important. The most important vocabulary word to understand is what is meant by assessment. “Assessment means being keenly aware of what students know and understand, having sufficient evidence of this understanding, and offering a grade that reflects this“ (Huhn, 2005). In other words we need to make sure that we are actually assessing a student’s knowledge of a concept and not if it is turned in on time. As stated earlier any assessment we use must be

The aim of assessing in the IB Programme is to support curricular goals and encourage appropriate student learning. Assessments are criterion referenced. Courses have been aligned so that the criteria and necessary skills are progressed and reinforced enabling transferability from course to course. The criteria and the skill sets necessary for student mastery are either assessed for diagnostic or evaluative purposes. Student growth toward mastery of the established criterion is valued rather than a simple average of scores in a reporting cycle. Therefore, assessments are tools that will assist the teacher in facilitating learning and the student in judging their performance against established criteria, thus enabling them to develop strategies to improve.

Developing a system for assessment is a very important part of becoming a teaching professional. This is a personalized task, as what will work for one individual may not work for another. A teacher will have to adjust what techniques they can use to be successful in assessing the understanding of each class, and this technique may change slightly for every class as they all have a unique set of students.

Assessment should tell the educators and individual learners something that they already know stretching learners to the limits of their understanding and ability to apply their knowledge. There are various methods and strategies that are used in order to find out what the students already know and to connect them with what is to be taught. In order to obtain students prior knowledge and understanding, teachers administer assessment techniques to collect information about what and how much their students are learning. Assessment in schools can be classified into diagnostic, formative and summative strands.