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INTRODUCTION

What is Assessment?

Assessment is a process that allows teachers to identify what a child knows and understands. It happens every day through marking, questioning and discussions with students.

Instructors often confuse assessment with grading, which they should avoid as it doesn't provide important information about student online custom writing services progress.

Assessment, on the other hand, links student performance to specific learning objectives.

Definition

Assessment encompasses the many ways in which teachers determine how much progress students have made and what they have learned and understood. It happens daily through marking, questioning and discussion. It also takes place through end of year/end of unit tests such as SATs.

It is important to distinguish between summative and formative assessment, which are often conflated. According to Sally Brown and Peter Knight “it is a common mistake to confuse the purpose of the assessment with its method and, in doing so, to turn the emphasis away from the crucial issue of feedback.”

Formative assessments are in-process Professional Paper worksheet assignment that educators administer throughout the course of a unit, course or academic program to provide feedback on what students have learned or not learned. These can take a variety of forms, from formal quizzes and assignments to informal questioning techniques and in-class discussions. They differ from traditional grading, which provides little information about students’ achievement of specific learning objectives.

Purpose

Assessments are used to identify individual students' strengths and weaknesses so that educators can provide specialized academic support, educational programming or social services. Assessments can take a variety of forms, including screening tests for developmental or learning disabilities and standardized assessments that are used to evaluate student progress and achievement on a class or course level.

High-stakes testing typically refers to a standardized assessment that is designed for accountability purposes. It usually involves decisions about students, teachers, schools or districts based on the results of these tests (either punishments such as fines and penalties, NR439 Week 3 funding, negative publicity, not moving to the next grade, being denied access to college programs, etc. or accolades such as awards, public celebration, bonuses, grade promotion, etc).

Faculty discussions about assessment results might also lead to changes in course content, course sequences, pedagogical practices and/or student supports. In addition, the assessment process often leads to a variety of ways to document learning — for example, portfolio-based assessments and/or the use of electronic portfolios.

Methods

Assessments can take many forms, and they can be formal or informal. They can be used to help a teacher understand what their students are learning, where they may be falling behind, or even if a child is thriving in certain subjects or topics.

Formative assessments are often referred to as "assessments for learning" or "evaluations". This type of assessment takes place in the classroom and is used to inform what teaching will happen next. These are most useful when the learning objectives for the class have been clearly identified and communicated to students.

Summative assessments are a more traditional evaluation and usually use a rubric or some other criteria to evaluate student work. They can be used to HIS FPX 1150 Assessment 2 a final grade for a class. They can also be used to track student progress over time, which is helpful for parents and teachers. They can also be used for accountability purposes, such as ranking schools, students, or teachers based on test scores.

Results

Assessment can be a powerful tool for teachers and students. It provides teachers with the information they need to plan future teaching and learning activities, identify any gaps in student knowledge, and provide feedback on a students' work. It can also be used to communicate student progress with parents, families and whanau.

Assessment results can be compared against national norms, or against the performance of students at other schools. Whether comparisons are made against a standard or against another group of students, the comparison should be relevant to the purpose of the assessment.

Assessment is often a highly politicised area, with scarce resources being allocated to assessing for accountability and certification, advancement and transfer, and for research purposes (see the debate about high stakes testing). This may leave little room for assessment to support learning, which is often seen as less important. Nonetheless, it is crucial that all three purposes are considered to ensure quality education.

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