ASSESSMENT
* Assessment information
is needed by administrators, teachers, staff developers, students, and parents
to assist in determining appropriate program placements and instructional
activities as well as in monitoring student progress. (O’Malley, 1994)
* Assessment is a key part of today’s educational system. Assessment serves as an individual evaluation system, and as a way to compare performance across a spectrum and across populations.
*Assessment is the process of gathering and analyzing the information regarding learning activities systematically to inform and improve learning or programs of student learning in light of goal oriented expectations
Purposes of Assessment
For students
a. Identify what students
know and needs
b. Determine appropriate
placement
c. Select appropriate
curricula
For families
a. Communicate with
parents to provide information about students’ progress and learning
b. Relate school activities to home activities and experiences
For teachers and
Administrators
a. Identify students’
needs, skills, and abilities
b. Make lesson plan, do
classroom activity, and set goals
c. Report to parents
about students’ achievements and status
d. Monitor and improve
teaching-learning process
For Public
a. Inform the public
regarding students’ achievement
b. Provide information
relating to student’s school-wide achievement
c. Provide a basis for
public policy (e.g. recommendation
Types of Classroom Assessment
Assessment is integral to the teaching–learning process, facilitating student learning and improving instruction, and can take a variety of forms. Classroom assessment is generally divided into three types: assessment for learning, assessment of learning and assessment as learning.
1) Assessment for Learning (Formative Assessment)
The philosophy behind assessment for learning is that assessment and teaching should be integrated into a whole. The power of such an assessment doesn't come from intricate technology or from using a specific assessment instrument. It comes from recognizing how much learning is taking place in the common tasks of the school day – and how much insight into student learning teachers can mine from this material. McNamee and Chen 2005, p. 76
Assessment for learning is ongoing assessment that allows teachers to monitor students on a day-to-day basis and modify their teaching based on what the students need to be successful. This assessment provides students with the timely, specific feedback that they need to make adjustments to their learning.
After teaching a lesson, we need to determine whether the lesson was accessible to all students while still challenging to the more capable; what the students learned and still need to know; how we can improve the lesson to make it more effective; and, if necessary, what other lesson we might offer as a better alternative. This continual evaluation of instructional choices is at the heart of improving our teaching practice. Burns 2005, p. 26
2) Assessment of Learning (Summative Assessment)
Assessment of learning is the snapshot in time that lets the teacher, students and their parents know how well each student has completed the learning tasks and activities. It provides information about student achievement. While it provides useful reporting information, it often has little effect on learning.
Assessment as learning develops and supports students' metacognitive skills. This form of assessment is crucial in helping students become lifelong learners. As students engage in peer and self-assessment, they learn to make sense of information, relate it to prior knowledge and use it for new learning. Students develop a sense of ownership and efficacy when they use teacher, peer and self-assessment feedback to make adjustments, improvements and changes to what they understand.
https://www.slideshare.net/FitriFajarNurIndahsa/assessment-purposes-and-approaches
http://www.learnalberta.ca/content/mewa/html/assessment/types.html
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