GTA Presentation: Assessment What is assessment? Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. (Huba and Freed, 2000) Assessment is the systematic basis for making inferences about the learning and development of students. It is the process of defining, selecting, designing, collecting, analyzing, interpreting, and using information to increase students’ learning and development. (Erwin, 1991) Assessment is the systematic collection, review, and
This entails a better performance from the part of the students. They become more effective and even learn to assess themselves. Classroom assessment therefore provides opportunities for teachers and students alike to empower themselves and to improve the quality of learning. Evaluation and Assessment in Higher Education The process of collecting, analysing and interpreting information about teaching and learning in order to form proper judgements that enhance the success of teaching-learning process is what actually comprises evaluation in teaching English. The five points that go into evaluation are 1.
A test or an examination is sometimes regarded as an assessment because it is standardised and convenient, but it does not accommodate the special needs. The appraisal should assess the total child and not just one aspect of the child. It should be developmentally appropriate to be credible and valid. Often times learners are assessed on their cognitive skill and what they are able to do in written form, whereas their oral eloquence and their practical demonstration of skills is not assessed at the same level. The methods of assessment need to impartial.
The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom
It also helps to measure the teachers teaching as both are actively involved in the process. Assessment can be summative or formative. Formative assessment starts from gauging the prior knowledge of the learner to the mid plenary and the differentiated task done by the students. Group and pair discussions, Self and peer marking done by the students, a detailed analysis of the students work or a simple answer given by the learner during the lesson. Taking learner feedback helps teachers to identify individual or group needs of learning.
Assessment plays an integral role in the teaching-learning cycle (DES & NCAA, 1999). This comprehensive process is a fundamental accountability measure for students and teachers in Physical Education (P.E). Ultimately, assessment in the P.E. environment should serve the purpose of enhancing and enriching the learning experience for students. It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development.
It is with great consideration that learning outcomes of the students will not improve if the teacher does not have any experience about which methods of assessment should be used to evaluate the students learning. Indeed contextual, a well prepared and effective teacher should have a direct influence in enhancing student learning. Effective and fairness assessment are the most common effectual process that mandated the whole system of education and progressively focussing on the evaluation of student. As stated by Heywood (2000), “that assessment has a powerful influence on student learning. However, it is not so well understood that institutional structures and procedures have an equally profound influence on teaching and learning and the
For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning
This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
There has been much work on defining what assessment is. Many researchers such as Black and William, Bachman, Huhta or Berry have proposed the definitions of assessment. Black and William (1998) hold the view that “teachers should see assessment as a tool to promote greater student achievement in the classroom context”. In this sense, assessment is a part of the teaching and learning process and is taken to support learning. Similarly, Bachman (2004) defined assessment as “a process of collecting information about something that we are interested in, according to procedures that are systematic and substantially grounded” (pp.