Enabling Learning and Assessment
“Assessment is a process of collecting data for the purpose of making decisions about students or schools...”
Here Ysseldake(2010) is arguing that assessment offers the opportunity for institutions to monitor their own progression and success rate through the collation of assessment data. It is through this collation of data that an institution can reflect and improve upon every aspect of the curriculum in order to meet success targets.
Assessment for learning is the process of looking for and interpreting evidence for use by learners and their teachers, to decide where the learners are in their learning. Where they need to go, and how best to get there. It is a valuable tool which is required to measure, and motivate the learners. It provides essential feedback to the learners, offering essential opportunity for a learner to further themselves academically.
During the assessment process, I have discovered Dweks motivational theory when applied to my learners particularly beneficial.Dwek divides the learners into two types, the fixed IQ theorist, who are of the opinion that their ability is fixed. They are of the opinion there is very little you can do to change it and intelligence is something you are born with. The untapped potential theorists believe through learning and effort they can be successful and achieve their goals.
Typically my learners are fixed IQ theorists; through formative assessment the learners are able to measure their own learning and progress. This has substantially increased
References: Petty.G , Evidence-based learning.A Practical Approach .2009 Nelson Thornes Ltd Cohen.L, Manion.L, Morrison.K and Wyse.D ,A Guide to Teaching Practice 2010. .Routledge,Oxon. Keeley-Brown.L, Training to Teach in the Learning and Skills Sector. 2007..Pearson Education Limited.Essex,England. Ysseldake S, Assessment in Special & inclusive education 2010 11TH Edition.Cergage,Wadsworth,USA.