Look at some theories and principles of assessment and then explain how you apply them in relation to your own teaching practice and whether or not they can be seen to work. What role does assessment have in evaluation of teaching and learning? In what way can assessment help with quality processes? Make sure you use examples from your own teaching whenever possible.
When discussing any aspect of assessment of an education programme we must first break down the methodology. In this case the breakdown is fundamentally clear; 1. Purpose of Assessment 2. Formative vs. Summative Assessment 3. Types of Assessment 4. Quality Processes 5. Evaluation of Assessment in Teaching and Learning
Once we look at assessment, we are looking at something which, historically, has been at the will of the social, cultural, political and moral values of the marker. That is to say, and admittedly not all of these traits are manifestly evident, some are hidden, the level of assessment, certainly at higher education levels, is of a more subjective nature, rather than the ‘tide-turning’ objectivity of modern assessment methods or regimes. Whilst each of the approaches has its merits, and de-merits, there is a need for continuous assessment.
This essay will describe the principles of assessment, and some of the theories and methods of assessment, in a mainly contextual environment, related to my own area of work, before concluding with the role of assessment in teaching and learning and it contribution to the quality processes in education. Where possible it will be indexed with appropriate examples.
“Assessment plays a crucial role in the education process: it determines much of the work students undertake (possibly all in the case of strategic students), affects their approach to learning, and, it can be argued, is an indication of which aspects of the course are valued most highly.” (Rust, 2002)
This quote seems as good a
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