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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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Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the

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Dr. Derek Cabrera’s thought on metacognition, human and education is absorbing. He shares perspectives on four universal thinking skills: Distinctions; “Systems; Relationships; and Perspectives (DSRP)” that should be taught in learning institutions. Dr. Cabrera states, “Thinking is simply a process of structuring information and doing something meaningful with it.” Dr. Cabrera also argues that people lack critical analytical thinking, great at school work, but not real life situation. Education needs to be fixed from the bottom up; that can be accomplished by teaching thinking skills.

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). By showing them passion and being enthusiastic I would motivate them to achieve their targets. Wallace (2006), states that if outcomes are not achieved by students the lesson is not achieving the primary purpose. This is why assessing plays a significant role in the learning process. Formative assessment gives feedback about the learners’ progress through the course and a summative assessment is carried out at the end of the course and this is a formal way to check if the learner has met the outcomes of the course (Gravells 2014).

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Metacognition is the process of thinking about thinking or being aware and understanding of one’s own thought process. As students and members of society, this still is critical to creating a high functioning world. For the individual, this provides a way to view past experiences and optimize successful ways of the past. As one continues throughout their education path, this skill is critical to creating a high function learning environment. Simply by looking at what was successful in the past, it becomes easier to develop assessments that are flexible to all learning styles.

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LCB400 Classroom Assessment Practices: Assessment 2 The task of assessing students learning can be a complex and difficult job. There are many definitions that identify the purpose of assessment. Some key beliefs include: to facilitate and support improvement in learning, inform and guide teaching, monitor students learning progress, and report on achievement (QCAA, 2013; Prants, 2009). For the Year 2 class being assessed in the Mathematics strand measurement, specifically ‘Time’, the assessment has been linked to “real-world tasks” (Brady & Kennedy, 2012, p. 18) by relating some of the questions to the up-coming excursion of Year 2 to Australia Zoo.

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Additionally, the tasks need to be constructive and interlinked and provide a challenge to the students while also acting as a motivation factor. The adopting of effective teaching to match the personal strengths of the students ensures that a student’s learning outcome is achieved Holistic assessment should be encouraged to understand what the learner has captured on a learning

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ANALYSE THE EFFECTIVENESS OF ASSESSMENT METHODS IN RELATION TO MEETING THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 6.2 Race, P. (2009) says “we need a richer mix of high-quality assessment formats, and we also need to decrease the overall burden of assessment for ourselves and for our students. We need to measure less, but measure it better.' Using a variety of assessment methods gives students more scope to demonstrate their knowledge and skills across a range of contexts. By adopting a wider catalogue of assessments I can also help support students who may for one reason or another be underprivileged by the extensive use of particular assessment formats.

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Self assessment is a concept familiar to me however one that I am not very comfortable with for it further clarifies my realization that I have so much to learn in every aspect of my life. It does keep me grounded and able to learn from anything and everything on a daily basis. I work in the Neonatal Intensive Care Unit and as a Neonatologist I am the team leader in a multitude of situations which require quick, precise and accurate decision making skills on a daily basis. These decisions are not always huge life altering moments but those that can have an impact on a baby and a family.

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Abstract The objective of this study is to assess the impact of a range of Assessment for Learning (AfL) techniques used during teaching ten lessons. Comparing the progress of pupils within these lessons, assessing the effective use of these AfL techniques within my teaching and comparing the outcomes with current academic literature. A year nine class was taught across a series of ten lessons, using three of the most commonly used AfL techniques, questioning, self/peer assessment and feedback; with a specific focus on six pupils with a range of abilities.

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According to Longman Dictionary of Contemporary English, assessment can be described as a course of action or means through which you make a judgement or draw pertinent conclusions about a situation or about an individual. The origin of the word assessment comes from the Latin verb assidere, which means to sit besides, watch closely and help along (Brainard, 1997). In order to ensure a deep comprehension of knowledge and skills, the assessor has to sit beside or very close to that which is to be assessed. Assessment, therefore, is intended to help learners see how well they are doing for themselves, so that they can take control of and make decisions about their learning (DOE, 2003c). In this essay an exact description of assessment will be

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Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.

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I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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It is generally accepted that testing encourages and gauges students’ learning, although most students would agree that education would be a little bit more enjoyable if they took fewer tests, given that the tests contain a lot of marks at stake (Dunlosky et al., 2013). Hence, the idea of self-testing as a form of practice testing is a reasonable idea. When students do self-testing, they test their memory, what they have learned, what have they revised; anything they can recall from memory. Through this, they can gauge their own performance and where they stand in terms of comprehension and understanding, much like how teachers do when testing students. Hartwig and Dunlosky (2012) believe that “self-testing by recalling the target information boosts performance on subsequent recall and multiple-choice tests of the target information, and it also boosts performance on tests of comprehension” (p. 131).

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Group work is considered as a convenient environment to help learners face to challenges or problems which require them to work together to find out solutions through the ways how they think about the problems. In addition, when a student recognizes the difference between her understanding and what she hears from the other members in group discussion, this helps her take the understanding into consideration by restructuring her ideas to correspond to the group, so the learners are able to improve their thought. Similarly, Johnson (1971) cited by Laal and Ghodsi (2011) showed that problem-solving skill is also developed through formulating ideas, discussing them receiving immediate feedback and responding to questions and comments by their partner. For example, when students are given a set of problems to solve, each person is responsible to be problem-solvers and listeners respectively. One suggests the first solution by explaining the reason why they choose this one.

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Also, formative assessments give our students evidence of their current progress to actively manage and adjust their own learning. This also provides our students the ability to track their educational goals. In addition, formative assessments give us the ability to provide constant feedback to our students. This allows our students to be part of the learning environment and to develop self-assessment strategies that will help with the understanding of their own thought process. Remarkably, Black and Wiliam (1998) conducted an extensive research study involving over 250 studies to ascertain whether or not formative assessment could be shown to raise levels of attainment in the classroom.

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