Disadvantages Of Assessment For Learning
Assessment for learning is when methods of assessments are used by lecturers and they have different functions such as to upgrade and improve their pedagogical strategies to be of better assistance to students, to evaluate their performance, to give feedback, to position a learner’s learning outcomes in a framework set up by the institute, and funding when appropriate.
On the other side of the coin, assessment for learning should be seen by students as an opportunity to adjust their own learning methods.
Assessment differentiates from the term assessing. Assessment focuses mainly on learning, teaching and outcomes, while providing information for improvements. It is an interactive process which aids to inform lecturers how well the students
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This is a powerful process which can either be very beneficial when used properly or can unfortunately inhibit learning.
Assessment for learning is a useful tool for lecturers. It can be utilised for a variety of things; to gather data needed in order to plan lessons and modify teaching methods and modules by updating schemes of work for the needs of individuals, particular groups, or the class as a whole. These will facilitate the recognition of any strengths or weakness, so that both teachers and students can improve on what is needed. Any learning needs will become clearer, and a constructive way to tackle the outcomes will have to be developed accordingly.
When seen from the students’ point of view, assessment for learning will assist in giving information and guidance. Each individual may devise his / her own plan for learning, managing one’s own pace of steps needed to take. Assessment for learning may be approached in various ways. These may include the
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Figure 2: The good teacher is more than a lecturer - the twelve roles of the teacher – AMEE Medical Education Guide No 20, Harden R M and Crosby J R 2000
The role of the lecturers at our institute is very similar to this table. The lecturer should not only be preoccupied with curriculum and content delivery, but must play a wider role as pointed out. The role is a complex spectrum and each class scenario is different.
1.3. Objectives and Aim of Research Study
The purpose of this whole study is to introduce a new culture of assessment for learning, showing benefits for students and lecturing staff and how this will contribute to achieving better results. For the purpose of this research, only the assessment processes at ITS will be studied.
This new culture and awareness for assessing will give students the opportunity to be successful in reaching learning outcomes of modules and programmes they have undertaken and also help lecturers to develop their own performance. Thus, this is also a clear benefit for the
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