Essay about Purpose of Assessment
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The Masters of Education in Teaching and Learning Summative Assessment requires teacher candidates to be proficient or advanced in three categories to complete the program successfully. Category one, Knows, has three subcategories: general and professional knowledge, content knowledge, and diversity. The summative assessment evaluates teacher candidates on communication, human relations and leadership, technology and resources, planning, and assessments. Candidates must meet defined proficiency levels to pass.
The document discusses how assessments help teachers understand students and inform instruction. It explains that assessments provide data to identify student strengths and weaknesses, and inform modifications to meet student needs. The document outlines different types of assessments and tools, and how they fit together as part of an assessment system to monitor student progress and determine if interventions are effective.
This document discusses various performance assessment techniques used to evaluate students. It begins by defining evaluation as determining how well an objective is achieved. Some key techniques discussed include observation, interviews, case studies, sociometry, and projective techniques. Specific tools for evaluation mentioned are achievement tests, anecdotal records, cumulative records, checklists, rating scales, and questionnaires. The document emphasizes that understanding different assessment methods enables teachers to better understand each student and evaluate their own teaching.
The document discusses testing and evaluation in English language teaching. It defines assessment, evaluation, and testing and discusses their purposes. It describes the types of standardized tests, including psychological, performance, and aptitude tests. It also discusses the norms for standardized tests, including validity, reliability, and accuracy. The document outlines the steps necessary to develop an evaluation, including determining competencies, capacities, indicators, and instruments. It suggests the best times to apply an evaluation are at the beginning and end of a course. Finally, it notes the reliability of evaluation results can be determined by fundamental inputs that allow decisions, establish responsibilities, and determine actions to guarantee process improvement.
This document discusses a Field Study course for teacher trainees that focuses on learning assessment strategies. The 18-hour course involves students observing classroom teaching and how teachers assess student learning in different domains using various taxonomies. Students observe two classes and record their observations on assessment forms. By the end of the course, students should be able to evaluate assessment practices, distinguish assessment methods, use various assessment tools to measure different types of learning, formulate valid assessment tasks, compute grades, describe proficiency levels, and meaningfully report student performance.
The document discusses various principles and types of assessment. It describes norm-referenced tests, which compare students to a sample group, and criterion-referenced tests, which measure performance against a standard. It also distinguishes between survey tests, which provide an overview of skills, and diagnostic tests, which assess specific areas in more depth. Dynamic assessment is discussed as a way to determine a student's potential through assisted testing and trial teaching. The purpose of assessment should be to improve instruction and determine optimal learning circumstances for students.
Classroom assessment involves making decisions about student learning through various formal and informal processes beyond just grades and tests. There is a cycle of planning, teaching, and assessing to ensure students are learning. Formative assessment occurs during instruction to provide feedback and monitor progress, while summative assessment occurs after instruction for grading purposes. Effective assessment involves valid and reliable measurement and evaluation techniques to obtain useful information about student learning.
This document discusses different types of online assessment used in education. It identifies formative assessment as used early in instruction to monitor student learning and provide feedback to improve teaching. Summative assessment measures how well learning outcomes are achieved at the end of instruction. Other assessment types discussed include diagnostic pre-assessment, confirmative assessment to check ongoing success, norm-referenced assessment comparing to averages, and criterion-referenced assessment against predetermined standards. The document also lists some popular online assessment tools for teachers.
Assessment notes CVD.pdf which helps in assessing in almost every subjectmoqholosanerefiloe2
Assessment is an ongoing process aimed at understanding and improving student learning. There are three main types of assessment: assessment for learning, assessment as learning, and assessment of learning. Assessment for learning is formative and helps teachers understand student learning to inform instruction. Assessment as learning has students monitor their own learning. Assessment of learning is summative and evaluates student achievement against standards. Effective assessment strategies in mathematics include sharing learning intentions and success criteria, providing descriptive feedback, effective questioning, and self and peer assessment. These help teachers understand students and help students take ownership of their learning.
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1. The seminar discussed principles of effective assessment including formative and summative assessment. Formative assessment involves gathering evidence of student learning to inform instruction while summative assessment evaluates student achievement.
2. Effective assessment practices include sharing learning goals with students, involving students in self-assessment, and providing feedback to help students improve. Both teachers and students should view assessment as a cooperative process to support learning.
3. The document outlined three main types of assessment: assessment for learning (formative), assessment as learning which develops student metacognition, and assessment of learning (summative evaluation). Quality assessment identifies clear purposes and targets, involves students, and provides effective feedback.
construction and administration of unit test in science subjectAlokBhutia
Unit tests are used to evaluate student learning and assess what students have learned after completing a lesson or unit. They help identify student strengths and weaknesses, measure teaching effectiveness, and provide statistics to institutions. There are two main types of unit tests: teacher-made tests developed by individual instructors, and standardized tests that are administered uniformly. When planning a unit test, teachers should ensure it assesses the key concepts and skills covered in the unit in a way that evaluates both student knowledge and their ability to apply what they've learned.
Unit tests are used to evaluate student learning and assess what students have learned after completing a unit of instruction. They help identify student strengths and weaknesses, provide feedback to students on their understanding, and allow teachers to evaluate their own effectiveness. At the school level, unit tests are a form of summative assessment administered at the end of a unit to measure student achievement and skill growth. They also provide data to schools and districts on student performance.
This document outlines a lesson plan on authentic assessment for pre-service teachers. It discusses the key characteristics of authentic assessment, including that it approximates real-world tasks and allows multiple forms of assessment beyond traditional paper tests. Examples provided include performance-based assessments like giving an oral presentation or completing an experiment. The lesson intends for students to understand authentic assessment and be able to incorporate such techniques in their own teaching areas. Assessment methods covered in the lesson include checklists, rating scales, oral questioning, observations, and different sampling techniques.
The document discusses best practices in educational assessment based on a presentation by Geoff N Masters. It outlines five key features of best practice assessment: 1) Assessment is used as part of an educational decision-making loop to improve student learning, 2) Assessment informs educational decision-making at all levels, 3) Assessment establishes students' current learning levels, 4) Assessment promotes and evaluates deep understanding, and 5) Assessment supports the development of learning-oriented classroom cultures. The document contrasts these best practices with more traditional views of assessment.
This document provides information about unit tests, including their purpose, characteristics, types, and how to plan and construct them. It discusses how unit tests are used to assess student learning at the end of a teaching period, identify student strengths and weaknesses, and provide feedback to improve teaching. There are two main types of unit tests: teacher-made tests developed by the classroom instructor, and standardized tests developed by experts and administered uniformly. When planning a unit test, teachers should consider what knowledge or skills they want to assess, whether to focus on the problem-solving process or final product, and how students will communicate their answers.
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The document discusses different types of photographs and their artistic value. It describes two types - the "time capture" photo that simply records an event, and photos with a "deeper meaning" that elicit emotional reactions. It analyzes two black and white photos by Elliot Erwitt - one of a church near a Native American massacre site that has deeper meaning, and one of a man and child on a bicycle that is a time capture. While Erwitt claims not to intend artistic meaning, the document argues he has an unconscious artistic eye and the bicycle photo is still art due to its perfect setting, despite falling in the time capture category.
Communication involves the passing of information between individuals and organizations through various means. Internal communication occurs within an organization, such as informing staff of a changed meeting time. External communication is between separate organizations, like order confirmations. Advantages of communication methods include quick responses, widespread access, and cost savings compared to travel. However, disadvantages include not seeing who you're communicating with and potential expenses of some methods like video conferencing. Effective communication is important for businesses to pass information correctly and make well-informed decisions.
The short story "Cat in the Rain" by Ernest Hemingway is summarized in 3 sentences: It describes an American couple vacationing in Italy where the wife sees a cat in the rain and wants to rescue it, though her husband makes little effort to help. Their interaction shows a lack of connection between them, as the husband is neglectful and the wife feels ignored. The cat represents the emotional desires of the wife that her husband fails to meet, like her need for affection and companionship.
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This document summarizes a thesis essay on the topic of suicide. The introduction presents the thesis that suicide is a permanent solution to a temporary problem and is wrong. The first body paragraph discusses the history of suicide, including suicide methods, its link to mental illness, and prevention. The second body paragraph examines school bullying and its contribution to teen suicide, particularly the impact of internet/social media. The third body paragraph discusses military/terrorist suicide. In conclusion, the essay argues that organ donation is important given the constant need for donors and how simple it is to be an organ donor.
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This document discusses religious tolerance and intolerance. It begins by providing definitions of tolerance as recognizing and respecting beliefs of others, even if disliked or disagreed with. It notes some argue secularism in education promotes tolerance by not requiring participation in specific religious practices. However, others argue their religious beliefs are openly mocked in classrooms. The document advocates teaching about various religions in schools but not requiring participation in specific religious rituals. It also provides examples from the Quran and teachings of Prophet Muhammad showing Islam promotes tolerance of other religions and prohibits harming civilians or exceeding limits that could lead others to abuse their religion.
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Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
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-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
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1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
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Essay On Assessment
1. Essay about Purpose of Assessment
PURPOSE OF ASSESSMENT The primary purpose of assessment is for the learner to provide
evidence of learning by demonstrating the understanding of content and achievement of learning
outcomes. This gives an insight of their strengths and areas of development. Whereas for teacher, it
provides a moment to review their assessment strategies in terms of effectiveness and facilitate
progression by giving constructive feedback. It also informs the curriculum board, managers, and
relevant staff to evaluate learning programmes for any improvements.
Learners are assessed through various stages of learning journey by using variety of methods and
strategies. They are usually assessed formatively before or during the course and summatively near or
...show more content...
Some teachers are predominantly concerned with cognitive learning with some use of psychomotor
skills but affective learning can be a useful tool in changing attitudes i.e. gender, culture etc. even if
it's not a requirement of a course.
Summative Assessment happens at the end of the course, unit etc. and is for grading and decision
purpose. It is used for informing employers, institutions etc. about learner's overall performance. It
does not however, give information about detailed abilities of learner and there is no feedback so it
is debated for its complete reliability and validity. (Scales, 2008 and Rust, 2002).
Learners are assessed summatively mostly by Examination, Assignments, Portfolios, and Essays.
They develop the skill levels of 'cognitive and psychomotor domains' depending on how
effectively they are set out and the type of course. 'MCQs' and 'Viva' for instance can provide
better coverage of syllabus as well as assessment of deeper knowledge whereas essays does not
serve the same purpose but assess higher levels of cognitive domain i.e. synthesis and evaluation.
Feedback is an important element of assessment and is directly related to motivation. In order to
accelerate learning process it has to be
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2. Assessment Tools Essay
Running head: ASSESSMENT TOOLS 1 Assessment Tools Paper Liberty University EDUC 307
June 1, 2016 Abstract The beauty in teaching is watching the brains of your scholars grow with
knowledge. As educators we frequently use various tools to assess the gains that our scholars make.
In order to successfully instruct intentional lessons, it is important to collect data about scholar
interests, ability/intellectual levels, achievement levels, and personality types. Through the use of
assessment tools like the Common Core Measures of Academic Progress (Common Core MAP), The
State of Texas Assessments of Academic Readiness (STAAR), The Student
...show more content...
I will also strive to provide scholars the opportunity to research their cluster and help them narrow
down options for their future career. Ability/Intellectual Levels 1. The Brigance Early Childhood
Screens III assesses critical predictors of the scholar's school success including physical development,
language, academic/cognitive, self–help, and social–emotional skills (Curriculum Associates, 2016).
This is not an extensive screening. However, it helps educators: "Identify potential developmental
delays and giftedness with new cutoffs Reduce over–referrals with at–risk cutoffs, Determine each
child's specific strengths and needs, and assesses school readiness" (Curriculum Associates, 2016).
This paper–and–pencil Screens III is administered in only ten to fifteen minutes per child. The
Brigance Early Childhood Screens III assessment Kit is available for purchase online however, it
can not be viewed/downloaded via the internet. This assessment can be scored by the teacher. The
results of the Screens III will reveal to me the strengths and weaknesses of each scholar as it relates
to school readiness. I will use this information for designing lessons for my class by being able to
meet scholars where they are intellectually. Whether the scholar is still struggling with their letters,
numbers, or colors, I will have the most accurate
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3. A To E Assessment
Introduction
An A to E assessment is the approach to access a deteriorating and critically I'll patients, each letter
stands for an assessment nurses will undertake A– airway B– breathing C– circulation D– disability
and E– exposure (Thim, Krarup, Grove, Rohde, & Lofgren, 2012). This essay will look at
disability in the A to E assessment of a critically ill patient which will focus on theGlasgow coma
scale. The essay will discuss what is the Glasgow coma scale?, Glasgow coma scale is the most
common source in monitoring and assessing the neurological statues of a critically ill patient,
despite the fact the Glasgow coma scale has limitations on execution it remains the main standard in
comprehensive neurological assessment of patients. It...show more content...
The Glasgow coma scale is the scoring system that monitors and assesses the level of
consciousness of a patient that has had a traumatic injury e.g. brain injury, car accident or sports
injury (Braine & cook, 2016). The Glasgow coma scale is a score between 3–15 with 3 being the
worst and 15 being the best. This scale is composed of 3 sections which are the best eye response
this assessment is important to assess the arousal of the patient which reflexes the integrity of
reticular activating system of the brain which assesses by 1. No eye opening 2. Opens to pain 3.
Opens to voice 4. Opens spontaneously, the best verbal response this assessment reflects the
integrity of higher cognitive and interpretive centres of the brain. The verbal response depends on
the language centre in the temporal lobe and in the frontal lobe which assess 1. No verbal response
2. Incomprehensive sounds 3. Inappropriate words 4. Confused 5. Orientated and best motor
response this assessment check the function ability of the cerebral cortex, the patient has to
understand the commands and perform the movement accordingly, they assess the upper
extremities by simple orders because they are more reliable than the lower extremities this is
assessed by 1. No motor response 2. Extension to pain 3. Flexion to pain 4. Withdrawals from pain
5. Localising pain 6. Obeys commands, these are the three sections that nurses needs to access
(Elliot, Aitken & Chaboyer,
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4. Educational Assessment Essay
Assessment is the systematic collection, review, and use of information about educational programs
undertaken for the purpose of improving student learning and development (Palomba & Banta,
1999). Educational assessments are carried out to measure the efficiency of the program, the quality
of instruction and progress of a child's learning. The purpose is to determine the growth and
development. There are several kinds of assessment carried out during a student's learning. These
include the placement assessment, formative assessment, and summative assessment. Learners
coming into the kindergarten class are often given a pre test or a placement assessment to evaluate
what the learner may already know or think about content that is to be...show more content...
How much each child has improved over time, gives the educators an opportunity to recognize
what modifications are needed to improve the student's achievement. e.g. if a child knows the
uppercase and lowercase alphabets very well then the teacher can move on to sounds of the
alphabet. On the other hand if the child is struggling to identify the alphabets then the teacher has
to come up with alternate ideas to modify her lesson plans. The school carries out assessment
twice a year. The mid year and end of the year assessment shows that the expectations from the
kindergarteners are slowly raised keeping in mind the consistency of the curriculum and the
objectives. An end of the year assessment clearly shows the child's expected familiarity and
independency in the subject. Objectives for the assessment The assessment is used to identify
the various skill levels of learners. There are four levels of expected growth chosen to meet the
objectives. Each level has a set of criteria and standards linked to learning objectives and a scoring
system to align it. In the above table, being able to identify two rhyming words in 3 out of 5
sentences assesses the success of rhyming in a sentence and gives the learner the highest score of 4.
For a learner who is able to identify 6 rhyming pairs, produce 6 ending sounds gets a score of 3. A
learner who is able to recognize 6 rhyming pairs is given a
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5. Assessment Reflection Essay examples
As I reflect on my past assessment process, I realized how much my assessments have changed
over the years. In my early years, I used tests for informational recall as my assessments. I felt
these were appropriate guidelines in which I needed to follow in order to substantiate a student's
grade. Every assignment or tests was given a point value and then based on the amount of points, a
grade was given. Every student's assessment was exactly the same, and the assessments did not
contain any subjectivity. I felt confident in giving the grade based on a valid point system. However
reflecting back, I see that I did not include any performance–based assessments or individual learning
styles in my early assessment. I also did not take...show more content...
Part of my assessment philosophy is to assess students on a daily basis which also includes their
reaction to my class. Students come to school with so much baggage that if you only chose one day
a week, or four or five times a marking period to assess them, chances are, they may be having a bad
day. Therefore, these students may not demonstrate their true ability if given only a few attempts
during the marking period. Assessment needs to be a continuous process throughout the marking
period. Everyday my students are given an opportunity to demonstrate their learning whether it is an
observation, a quick answer or a one–on–one discussion or a group project. My assessments are
consistent, flexible and achievable. I adhere to the deadlines that I give my students as part of my
assessment process. I want to infuse in my students that the world has deadlines, and you must be
prepared to meet them.
Assessment for many students means failure instead of demonstrating what you know. Too many
students walk away from a test, a science lab, or any other learning experience and feel as if they
have failed. Students should walk away from these experiences with a feeling of curiosity. If
assessments are correctly used, students would want to experiment more and take additional risks
knowing that the end result would be a feeling of achievement instead of failure. Assessments
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6. Assessment for Learning Essay
It is widely recognized that the form and content of student assessment strongly influence students'
attitudes to study and quality of learning (Ramsden, 1997; Shepard, 2000). For most students,
assessment requirements literally define the curriculum. Current research suggests it is assessment
used in the right way, as part of teaching to support and enhance learning that has the most significant
impact on learning (Elwood and Klenowski, 2002). James and his colleagues (2002) argue that
carefully designed assessment is therefore a powerful tool for educators and caution that equally,
"poorly designed assessment has the potential to hinder learning or stifle curriculum development".
New forms of assessment The realization of the...show more content...
Taras outlines three conditions that must be met for effective formative feedback to take place: 1.a
knowledge of standards – students must have access to the tutors' knowledge and assumptions 2.the
necessity to compare these standards to one's own work – met through practice on the part of the
student and guidance from the tutor 3.taking action to close the gap – requires learners to use this
new information at the same time as producing. Black and William (1998) reviewed 250 research
articles on teachers' assessment practices, from pre–schools to colleges, and found that there is
strong evidence to show that improving formative assessment produces significant and often
substantial learning gains. However, they suggest that the current practice of formative assessment
could be improved and identified five key ways to enhance formative assessment: 1.feedback to any
student should relate to the qualities of the work with advice on what the student can do to improve
and should avoid comparisons with other students 2.students should be trained in self–assessment so
that they can understand the main purposes of their learning and thereby grasp what they need to do
to achieve 3.opportunities for students to express their understanding should be designed into any
piece of teaching, for this will initiate the interaction whereby formative assessment aids learning
4.the dialogue between students and a teacher should be thoughtful, reflective
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7. Performance Assessment Essay
Performance Assessment
Not since the development of the objective paper and pencil test early in the century has an
assessment method hit the American educational scene with such force as has performance
assessment methodology in the 1990s. Performance assessment relies on teacher observation and
professional judgment to draw inferences about student achievement. The reasons for the intense
interest in an assessment methodology can be summarized as follows: During the 1980s important
new curriculum research and development efforts at school district, state, national and university
levels began to provide new insights into the complexity of some of our most valued achievement
targets. We came to understand the multidimensionality...show more content...
The purpose of this digest is to provide a summary of those attributes of sound assessments and the
rules of evidence for using them well. The various ways the reader might take advantage of this
information also are detailed.
THE BASIC METHODOLOGY
The basic ingredients of a performance assessment may be described in three parts (Stiggins,
1984): (1) the specification of a performance to be evaluated, (2) the development of exercises or
tasks used to elicit that performance and (3) the design of a scoring and recording scheme for
results. Each contains sub– elements within it. For example, in defining the performance to be
evaluated, assessment developers must decide where or how evidence of academic proficiency will
manifest itself. Is the examinee to demonstrate the ability to reason effectively, carry out other skills
proficiently or create a tangible product? Next, the developer must analyze skills or products to
identify performance criteria upon which to judge achievement. This requires the identification of
the critical elements of performance that come together to make it sound or effective. In addition,
performance assessors must define each criterion and articulate the range of achievement that any
particular examinee's work might reflect, from outstanding to very poor performance. And finally,
users can contribute immensely to student academic
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