Assessment as a Veritable Tool for Effective Teaching and Learning (original) (raw)
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The Repercussions of Assessment on the Teaching and the learning Process
The Repercussions of Assessment on the Teaching and the learning Process, 2017
Abstract. This paper explores profoundly the pivotal role that assessment plays in the educational process from different perspectives. Firstly, it defines the concept of assessment and points out the differences between assessment and evaluation. Moreover, explicates the impacts of assessment on the educational process and investigates the different levels of assessment and the role of each level in enriching the educational process. Furthermore, states the characteristics of an effective and efficient assessment tool and the practical ways of designing and implementing exams in a constructive and engaging educational environment. Additionally, this article differentiates between assessments in order to make use of them effectively.
Exploratory study of assessment in teaching and learning
2013 International Conference on Research and Innovation in Information Systems (ICRIIS), 2013
In the past few decades, students' assessment has been practiced in teaching and learning environment. Students know their achievement level via assessment. Meanwhile, it notifies educators about the achievement of the preferred goal in learning. As the technology changes, there is a need to have an assessment tool to ease the educators in evaluating the students. The issues rise on how to improve efficiency, streamline the administrative processes, and support the student's learning styles by using technology in assessment process. The different types and methods of assessment that available in teaching and learning presented in this paper are expected to help educators to discover the best practices of assessment.
Relationship between assessment and students� learning
International Journal of Social Sciences and Education, 2012
Assessment is a critical aspect of teaching and learning process which aim at collecting, interpreting and analyzing the regarding students' performance. The quality of learning is determined by the quality of assessment practices in the classroom. There are many purposes of assessment that focus on the different dimensions of educational development, however, the most dominant purposes of assessment are improving students' learning and develop accountability measures for learning at classroom and school levels. For effective assessment, using appropriate assessment strategies is significant. There are number of that can be employed to enhance students' learning outcome but teacher rely on only a few strategies which alone cannot promote meaningful learning. Therefore, a clear understanding andskills of using a variety of assessment strategies for learning is pivotal in classroom. It is fundamental teachers to understand the relationship between assessment and learning. Moreover, students need be engaged in their own learning in a challenging but enabling environment. The assessment practices and strategies must encourage developing linkage of theory and real life. Assessment is meant to contribute in students learning and thus need to be integrated in daily teaching and learning process in the classroom.
A Study on the Classroom Assessment system in Schools
2020
This study entitled A Study on the Classroom Assessment system in Schools was completed to explore the classroom assessment practices and to identify the challenges faced by of basic level (Grade: 1-5) teachers. The respondents were purposefully selected from two different schools and from two different districts. The qualitative data gathered through semi-structured interview over the virtual platform were analyzed, described, and interpreted through conceptualization and explanation and quantified as needed. The study revealed that the oral questioning is the most popular method of classroom assessment which is mostly done while teaching and after teaching. It was found that the teachers do not use any specific technique to assess slow learners and students with different learning needs and there is also no provision of remedial teaching in the schools. The teachers are yet to properly maintain students' portfolios and utilize the information received during classroom assessment judiciously with special focus on students' learning and teachers' teaching. Most of the teacher perceive students' mother tongue and family background and slow learners as the challenges for classroom assessment. Therefore, teachers are to use differentiation strategy for classroom assessment before teaching, while teaching and after teaching making sensible use of the students' information and collectively addressing the challenges.
Assessment is indispensable component of curriculum practice. In systems of education, one of the prime considerations of administrators, teachers, and students alike are the outcomes of learning, what ability students can demonstrate because of increase in their knowledge and changes in understanding because of experiences in school or college. Concern for how learning takes place in higher learning institutes and how instruction and assessment affect the quality of learning is desirable, for students need to acquire knowledge and competencies that can be transferable in the work place. Therefore, educators need to think carefully about the quality of curriculum practice and learning assessment in higher education. Much of current teaching and assessment in higher learning institutes seems to induce passive, reproductive form of learning that is contrary to the aims of instructors themselves. Most of the time instructors emphasize on factual knowledge, bind students too firmly within currently acceptable theoretical framework, and do the same while assessing learning. To the contrary, transferable skills valued by employers such as problem solving, communication skills, and working effectively with others are highly essential. Educators are suggesting that instructors will be more effective if assessment is integral to teaching and how learning activities are structured. Performance assessment, portfolios, authentic assessment and student self and peer assessment together with feedback and comments have been advocated as procedures that align assessment with current constructivist theories of learning and teaching. For instance, teachers are responsible for providing feedback that students need in order to re-learn and refine learning goals. Hence, this article reviews, roles of assessment in operating and experiencing the curriculum, importance of continuous assessment for enhancement of student learning, and the roles of feedback and comments for curriculum practice and learning enhancement.
Critical Analysis of Assessment in Education
The success of the teaching and learning process depends on the ability of the teacher to use appropriate methods in the teaching process as well as assessment. With a wide range of assessment methods, every teacher must carefully select the right method in order to determine the progress of each learner before the end of the lesson, session, unit or course. Despite the differences or similarities in the assessment methods, it is crucial to remember that the assessment process should have goals that include improving the learning process for the sake of the learner. For this assignment, I will be comparing the Formative and Benchmarking methods of assessment as experienced and witnessed in my career.
The Analysis of Implementation of Assessment for Learning and Assessment
Proceedings of the International Conference on Progressive Education (ICOPE 2019), 2020
This study aimed at analyzing the implementation of assessment for learning and assessment as learning in Physics learning. The method used was the survey with questionnaires as the data collecting instruments. The respondents were 71 Physics teachers in Lampung. The results of data analysis showed that 47.9% of teachers knew assessment for learning; 53.5 % of teachers knew assessment as learning. The assessment, in the prelearning, was frequently carried out by 5.6% of teachers; during the learning, carried out by 16.9% of teachers; and in postlearning, carried out by 23.9% of teachers. The data showed that most of the teachers conducted assessments in post-learning more than during and in pre-learning. The results of the data analysis identified that the teachers experienced several obstacles, namely, lack of time, unavailability of assessment instruments, lack of training or the teachers were not used to conducting the assessment, too many students to assess, and the differences of the students' capabilities and characteristics. The data showed that the assessment for and as learning carried out in the learning process had not been fully implemented. Therefore, a follow-up was needed to overcome these obstacles so that the assessment in the learning process can be completed.