Assessment In Student Learning
Assessment is at the heart of the student experience. (Brown and Knight, 1994)
Assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates . . . If you want to change student learning then change the methods of assessment. (Brown, 1997: 7) in Rust (2002) The impact of assessment in student learning.
Why do we assess? Assessment supports the growth and development of learners. According to King, F.J., Goodson, L., & Rohani, F., (1998), learners become active participants in learning and assessment, understand the criteria that are used for assessment activities, are involved in self-evaluation, set individual targets for themselves, reflect on their
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O’Malley (1997) says in Berg (2008) that, self-assessment gives the learners opportunity to reflect on their own progress, and to develop plans for their future learning. On the other hand, according to Berg (2008) it is more emphasis on learners ' growth and understanding of the self than on arriving at a final mark, self-assessment can contribute to learners ' ability to structure their own learning. In this way, learners are responsible to their own learning. Although some learners find it difficult to assess their own work, it helps them to review their …show more content…
Teacher assessment is the traditional way of assessing learners. The teacher still has a very important role to play in outcomes-based assessment. The teacher also need to evaluate work to determine what learners know and what they can do and not to forget, feedback as well is an crucial part of any assessment task. Because assessment is an integral part of the teaching and learning process, it should always stimulate growth. (King, F.J., Goodson, L., & Rohani, F., 1998) Learners should also show growth in the use of higher order thinking skills. When the teacher teaches and assesses higher-order thinking habitually, their understanding of how their students are thinking and processing what they are learning should improve as they use assessments specifically designed to show students ' thinking. (Berg, 2008) Sincere feedback providing immediate, specific, and corrective information should inform learners of their progress. Ultimately, their thinking skills should improve, and so should their overall performance. Activities should involve challenging tasks, teacher encouragement to stay on task, and ongoing feedback about group
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