Importance Of Assessment In Student Learning

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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 learning …show more content…

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…

Group assessment helps learners to stay focused and to work towards achieving the set outcome(s). Assessment can be done by completing a yes-no checklist or open-ended questions. (King, F.J., Goodson, L., & Rohani, F., 1998) Sometimes during group work, peer assessment or self-assessment can also be done in an informal way. A benefit of group assessment, as well as of self-assessment and peer assessment, is that it can stimulate reflection and metacognition. The inclusion of metacognition corresponds with recent research on how learners ' knowledge about their own cognition and control of their own cognition play an important role in learning (Anderson and Krathwohl

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