McMillan (2011) defines quality assessment as gathering evidence that demonstrates the knowledge and skills that students comprehend. Pre-assessment, formative assessment and summative assessment is how the evidence is gathered, teachers analyse the assessment results and make decisions about any potential learning deficit. McMillan (2011) outlines five areas of quality assessment as integrating instructions and assessment, purpose, measurement, feedback and recent trends in classroom assessment. This paper analyses McMillan (2011) five ideas of quality assessment and how assessment impacts learning.
Teaching students requires a variety of integrated instructions. McMillan (2011) outlines that teachers make decisions continuously, pre-assessment happens before the lesson, formative assessment during the lesson and summative assessment after the lesson. Adapting instructions and learning activities for greater understanding of student abilities. For example using graph paper in mathematics will assist students’ in writing logarithms, giving structure for number placement. Students’ interpretation of instructions drives assessment, as assessment is driven by purpose, measurement, evaluation and use.
Purpose is a valuable element of quality assessment, gathering information through pre-assessment and formative assessment to advance decisions on how to improve students learning. Planning is the next step in student’s learning, setting specific learning objectives and delivering the specified objectives by targeting activities (McMillan, 2011). Scherer (2009) agrees saying, “teachers should be assessment literate, choosing appropriate measures for various educational purposes” (p.67 (3), 5). English and History criteria differ; English contains a stronger language component, the criterion in history is information. Students need to understand the criteria and measurement of assessment (Willis, 2004).
Measurement is a key
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