Scribd Logo
Upload

Welcome to Scribd!

  • 102 views

    Ass 1

    Uploaded by

    api-290870496
    The document discusses assessment in education. It defines assessment as collecting evidence of student learning to determine their level of attainment. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning and assessment as learning are formative assessments used to inform teaching, while assessment of learning is a summative assessment to make judgements about student achievement. Formative assessments allow teachers to adapt their instruction to meet student needs and involve students reflecting on their learning. To maximize the benefits of formative assessment, teachers provide feedback, involve students in self-assessment, and give students choices in demonstrating their learning. While summative assessments make judgments on student learning, teachers can enhance them by using

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Ass 1

    Uploaded by

    api-290870496
    102 views3 pages
    The document discusses assessment in education. It defines assessment as collecting evidence of student learning to determine their level of attainment. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning and assessment as learning are formative assessments used to inform teaching, while assessment of learning is a summative assessment to make judgements about student achievement. Formative assessments allow teachers to adapt their instruction to meet student needs and involve students reflecting on their learning. To maximize the benefits of formative assessment, teachers provide feedback, involve students in self-assessment, and give students choices in demonstrating their learning. While summative assessments make judgments on student learning, teachers can enhance them by using

    Original Title

    ass 1

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document discusses assessment in education. It defines assessment as collecting evidence of student learning to determine their level of attainment. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning and assessment as learning are formative assessments used to inform teaching, while assessment of learning is a summative assessment to make judgements about student achievement. Formative assessments allow teachers to adapt their instruction to meet student needs and involve students reflecting on their learning. To maximize the benefits of formative assessment, teachers provide feedback, involve students in self-assessment, and give students choices in demonstrating their learning. While summative assessments make judgments on student learning, teachers can enhance them by using

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    102 views3 pages

    Ass 1

    Uploaded by

    api-290870496
    The document discusses assessment in education. It defines assessment as collecting evidence of student learning to determine their level of attainment. There are three main purposes of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning and assessment as learning are formative assessments used to inform teaching, while assessment of learning is a summative assessment to make judgements about student achievement. Formative assessments allow teachers to adapt their instruction to meet student needs and involve students reflecting on their learning. To maximize the benefits of formative assessment, teachers provide feedback, involve students in self-assessment, and give students choices in demonstrating their learning. While summative assessments make judgments on student learning, teachers can enhance them by using

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    Part 2

    The NSW Department of Education and Training (2008) defines assessment as


    the process of collecting evidence of student learning in order to draw an
    inference about individuals (or a groups) current level of attainment. Such
    assessment must be an ongoing, integral part of the teaching and learning cycle
    which informs teaching and learning goals. By setting these goals teachers
    ensure they are meeting the academic needs of all students whilst students are
    provided motivation and direction for their learning (NSW Department of
    Education and Training, 2008). The Department of Education and Early Childhood
    Development Victoria (2013) defines three main purposes for assessment
    including, assessment for learning, assessment of learning and assessment as
    learning. Assessment for learning and assessment as learning constitute
    formative assessment practice, whilst assessment of learning aligns with
    summative practice.
    Assessment for learning occurs when teachers use inferences about student
    progress to inform their teaching (The Department of Education and Early
    Childhood Development Victoria, 2013). Substantial research exists which argues
    the value of formative practice in teaching and learning programs. Black and
    Wiliam (2001) highlight the interactive nature of teaching and learning and
    suggest as a result of this teachers must monitor pupils progress and difficulties
    with learning so work can be adapted to meet the unpredictable needs of each
    and every pupil. In addition Stiggins (2002) suggests assessment for learning
    involves more than just checking on student learning it also ensures students are
    continuously learning and remain confident that they can continue to learn at
    productive levels as long as they keep trying to learn. Each of the assessments
    discussed in Part 1 can be used as a part of a formative assessment program. All
    three present an opportunity for educators to gather information about what the
    student knows, understands and is able to do in relation to the criteria being
    assessed. Such information can then be used to formulate learning goals
    appropriate to students learning needs. The formative nature of each can be
    enhanced by ensuring the criteria for assessment is communicated to students
    prior to undertaking the task. This means that there is transparency in the tasks
    in that students understand what they are learning rather than what they are
    doing. In addition by providing students with comment-only feedback for each
    task the focus is shifted from performance in terms of a grade to the specific
    H Ryan|EEE314 Assessment 1

    areas of strength and those to be worked on. Hence it is apparent that it is the
    teachers approach to tasks that defines the formative or summative nature of
    the task.
    The other aspect of formative assessment is assessment as learning. This occurs
    when students reflect on and monitor their progress to inform their future
    learning goals (The Department of Education and Early Childhood Development
    Victoria, 2013). To ensure the inclusion of this type of assessment in the teaching
    and learning program teachers must plan opportunities for students to review
    and reflect on their learning. This involves opportunities for self and peer
    assessment, self evaluation and self regulation and monitoring. By actively
    involving pupils in the teaching and learning process teachers can sustain
    engagement, motivation and self-esteem (Black & Wiliam, 1999). Again it is the
    teachers approach to the assessment activities above that constitutes the
    formative nature of the tasks. As discussed above, by providing comment only
    feedback students have the opportunity to reflect on what they know and dont
    know and from this can develop specific learning targets. Also through the
    provision of assessment criteria or rubric students can be given the opportunity
    to self monitor and self-evaluate their performance in tasks. Another
    consideration in the design of the above tasks is providing students with choices.
    As students engage in reflective practices they develop a sense of how they
    learn rather than what they learn. Hence formative tasks should allow students
    to demonstrate their learning through a range of means. Both A Day in My Life
    and Popular Film Review give some flexibility in students choice of content.
    However all of the activities give no choice to students in how they present their
    learning. In a good assessment program students will have the opportunity to
    showcase their learning through a range of tasks. However, it is also possible to
    design tasks in such a way that they cater to a range of learning styles. For
    instance Lee demonstrated knowledge of healthy and unhealthy foods in his
    Special Needs Menu however was unable to write a justification for his choices.
    This task could be adapted so that the questions could be delivered orally as a
    role play or comic strip of a discussion between an elderly visitor and the
    student. This would allow the visual, oral and kinaesthetic learners to
    demonstrate their knowledge through a means suited to their learning needs. It
    is evident that in order to maximise the value of each of these tasks in terms of
    assessment as learning teachers must provide opportunities for students to

    H Ryan|EEE314 Assessment 1

    actively participate in the process of monitoring and evaluating their


    performance.
    Assessment of learning differs from the previous two as it is categorised as
    summative assessment. It occurs when teachers use evidence of student
    learning to make judgements on student achievement against goals and
    standards (The Department of Education and Early Childhood Development
    Victoria, 2013). Such assessment may be administered to collect data for internal
    uses such as keeping records and reporting to teachers, parents and students
    (Harlen, 2006). Alternatively it may be conducted for external purposes such as
    certification, selection or meeting statutory requirements (Harlen, 2006). The
    activities above all constitute assessment of learning as each provides evidence
    of what students can do in relation to a set of criteria. Each sample provides data
    related to what students know and can do and can be used to make judgements
    as to whether students have achieved their learning goals. In particular A day in
    My Life resembles a summative task as it has a set timeframe of 50 minutes for
    completion signifying it may be completed in a traditional testing environment at
    the end of a unit. It involves a number of tasks linked to syllabus content hence
    providing an overview of student learning in the completed unit. In order to
    enhance the formative nature of summative tasks the information gathered must
    be used to advance students academic needs. Hattie (1999) advocates that
    teacher feedback is one of the most effective ways teachers can improve student
    performance, teacher feedback that occurs both during the development of an
    assessment activity, and after its completion, is a powerful way of ensuring that
    students learn as a result of summative assessment. It is evident by adopting a
    range of effective assessment practices, teachers can develop a balanced
    approach to assessment, ensuring all students learning needs are satisfied.

    H Ryan|EEE314 Assessment 1

    You might also like

    pFad - Phonifier reborn

    Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

    Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


    Alternative Proxies:

    Alternative Proxy

    pFad Proxy

    pFad v3 Proxy

    pFad v4 Proxy