Assessment is the process of checking that learning has occurred.
Assessment is the process by which evidence of student achievement is obtained and judged. Ecclestone (1996) points out that assessment requires two things: evidence and a standard or scale. Gray et al 2005: 50
Principals of Assessment
Assessment should be more than just a test at the end of lesson to gauge learning. It should be an integral part of teaching that will enhance students' learning.
Teachers should be continually gathering information about their students through questions, interviews, writing tasks, and other means. They can then make appropriate decisions about such matters as reviewing material, re-teaching a difficult concept, or providing something more or different for students who are struggling or need enrichment.
Assessments should focus on understanding as well as procedural skills. Because different students show what they know and what they can do in different ways, assessments should also be done in multiple ways, and teachers should look for a convergence of evidence from different sources.
The teacher should ensure the methods of assessment are consistent and at a level standard, practicing inclusion by making the assessments available to the learner. Learners need to achieve their pass or qualification, ensure fairness and clarity.
Initial assessment is geared to determining the correct course for an individual and finding out their capabilities and style of learning. The assessment may take the form of aptitude tests, interviews and reviewing previous qualifications. (Wilson 2008) states ‘at the beginning of a course the following may take place:
• Learner need analysis to Ensure teaching methods are correct
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