4.4 Ensuring that learners receive specific, constructive, and timely feedback regarding their progress 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. Choosing assessment tools for your course(s) is at the heart of curriculum planning. These tools will drive student learning as they will be the first things that attract your learners’ attention! The following diagram illustrates the importance of assessing students using an Integrated Course Design model, where established learning goals are supported by appropriate learning
activities and assessment methods. There are four considerations to examine when designing an appropriate assessment method that will reflect the
established learning goals and activities:
Reliability is the extent to which a questionnaire, test, observation or any measurement procedure produces the same results over a period of time. Standardization establishes a set precedence, therefore enhancing an assignment, test or projects’ reliability. Validity is defined as, the extent to which the instrument measures what it sets out to measure. Teachers must identify the expected learning outcomes and goals of the course in order to appropriately assess student work. Practicalityrefers to the action of the assessment method and its relevance to the overall learning goals in the course. It also addresses whether or not the workload for the instructor is reasonable. Source: Michael J. Miller, Reliability and Validity. Western International University, 2000-2009. Providing Student FeedbackLearners want feedback on how they are doing throughout the term. Without timely feedback, learners cannot go forward in a focused manner to achieve success in meeting the course outcomes. Learners want to know that you will provide feedback but also that it will be timely, following the assessment. Student feedback should also be made available, in an easy-to-retrieve format.
Qualities of Good Assessment PracticesThe following list of strategies and resources will help guide you in your learning environment:
1. The assessment of student learning begins with educational values. 2. Assessment is most effective when it reflects an understanding of learning as multidimensional, integrated, and revealed in performance over time. 3. Assessment works best when the programs it seeks to improve have clear, explicitly stated purposes. 4. Assessment requires attention to outcomes but also and equally to the experiences that lead to those outcomes. 5. Assessment works best when it is ongoing, not episodic. 6. Assessment fosters wider
improvement when representatives from across the educational community are involved. 7. Assessment makes a difference when it begins with issues of
use and illuminates questions that people really care about. 8. Assessment is most likely to lead to improvement when it is part of a larger set of conditions that promote change. 9. Through assessment, educators meet responsibilities to students and to the public. 10. Assessment is most effective when undertaken in an environment that is receptive, supportive, and enabling. Source: Principles 1-9 were developed under the auspices of the AAHE Assessment Forum with support from the Fund for the Improvement of Post-Secondary Education (FIPSE) with additional support for publication and dissemination from the Exxon Education Foundation. The authors are W.A. Alexander, T.W. Banta, K.P. Cross, E. El-Khawas, P.T. Ewell, P. Hutchings, T.J. Marchese, K.M. McClenney, M. Mentkowski, M.A. Miller, E.T. Moran, and B.D. Wright. Copyright © 1991, The American Association for Higher Education, and © 2005, by Stylus Publishing, LLC. Principle 10 was added by T.W. Banta, J.P. Lund, K.E. Black, and F.W. Oblander (1996). Assessment in Practice: Putting Principles to Work on College Campuses. San Francisco: Jossey-Bass. Which of the following is not part of the assessment?Ranking the children based on performance is not the purpose of assessment.
Which of the following is considered a best practice for assessment?Which of the following is considered a best practice for assessment? Best practices involve giving a review of the concepts that will be on the assessment. The rigor of the class activity should correlate with the rigor of the test.
What are the 4 types of assessment?A Guide to Types of Assessment: Diagnostic, Formative, Interim, and Summative.
What are the 8 principles of effective assessment?Principles of Assessment. Assessment will be valid. ... . Assessment will be reliable. ... . Assessment will be equitable. ... . Assessment will be explicit and transparent. ... . Assessment will support the student learning process. ... . Assessment will be efficient.. |