Assessment Teaching And Learning Pdf

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Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn. Large-scale assessments, like all assessments, are designed for a specific purpose. Those used in most states today are designed to rank-order schools and students for the purposes of accountability—and some do so fairly well. But assessments designed for ranking are generally not good instruments for helping teachers improve their instruction or modify their approach to individual students. First, students take them at the end of the school year, when most instructional activities are near completion.

Educational assessment

Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn. Large-scale assessments, like all assessments, are designed for a specific purpose. Those used in most states today are designed to rank-order schools and students for the purposes of accountability—and some do so fairly well.

But assessments designed for ranking are generally not good instruments for helping teachers improve their instruction or modify their approach to individual students. First, students take them at the end of the school year, when most instructional activities are near completion. Second, teachers don't receive the results until two or three months later, by which time their students have usually moved on to other teachers.

And third, the results that teachers receive usually lack the level of detail needed to target specific improvements Barton, ; Kifer, The assessments best suited to guide improvements in student learning are the quizzes, tests, writing assignments, and other assessments that teachers administer on a regular basis in their classrooms.

Teachers trust the results from these assessments because of their direct relation to classroom instructional goals. Plus, results are immediate and easy to analyze at the individual student level. To use classroom assessments to make improvements, however, teachers must change both their view of assessments and their interpretation of results.

Specifically, they need to see their assessments as an integral part of the instruction process and as crucial for helping students learn. Despite the importance of assessments in education today, few teachers receive much formal training in assessment design or analysis.

A recent survey showed, for example, that fewer than half the states require competence in assessment for licensure as a teacher Stiggins, Lacking specific training, teachers rely heavily on the assessments offered by the publisher of their textbooks or instructional materials. When no suitable assessments are available, teachers construct their own in a haphazard fashion, with questions and essay prompts similar to the ones that their teachers used.

They treat assessments as evaluation devices to administer when instructional activities are completed and to use primarily for assigning students' grades. To use assessments to improve instruction and student learning, teachers need to change their approach to assessments in three important ways. Nearly every student has suffered the experience of spending hours preparing for a major assessment, only to discover that the material that he or she had studied was different from what the teacher chose to emphasize on the assessment.

This experience teaches students two un-fortunate lessons. First, students realize that hard work and effort don't pay off in school because the time and effort that they spent studying had little or no influence on the results. And second, they learn that they cannot trust their teachers Guskey, a. These are hardly the lessons that responsible teachers want their students to learn. Nonetheless, this experience is common because many teachers still mistakenly believe that they must keep their assessments secret.

As a result, students come to regard assessments as guessing games, especially from the middle grades on. They view success as depending on how well they can guess what their teachers will ask on quizzes, tests, and other assessments. Some teachers even take pride in their ability to out-guess students. They ask questions about isolated concepts or obscure understandings just to see whether students are reading carefully.

Classroom assessments that serve as meaningful sources of information don't surprise students. Instead, these assessments reflect the concepts and skills that the teacher emphasized in class, along with the teacher's clear criteria for judging students' performance.

These concepts, skills, and criteria align with the teacher's instructional activities and, ideally, with state or district standards. Students see these assessments as fair measures of important learning goals.

And if it is not important enough to teach, then there's little justification for assessing it. The best classroom assessments also serve as meaningful sources of information for teachers, helping them identify what they taught well and what they need to work on. Gathering this vital information does not require a sophisticated statistical analysis of assessment results. Teachers need only make a simple tally of how many students missed each assessment item or failed to meet a specific criterion.

State assessments sometimes provide similar item-by-item information, but concerns about item security and the cost of developing new items each year usually make assessment developers reluctant to offer such detailed information.

Once teachers have made specific tallies, they can pay special attention to the trouble spots—those items or criteria missed by large numbers of students in the class. In reviewing these results, the teacher must first consider the quality of the item or criterion. Perhaps the question is ambiguously worded or the criterion is unclear. Perhaps students mis-interpreted the question. Whatever the case, teachers must determine whether these items adequately address the knowledge, understanding, or skill that they were intended to measure.

If teachers find no obvious problems with the item or criterion, then they must turn their attention to their teaching. When as many as half the students in a class answer a clear question incorrectly or fail to meet a particular criterion, it's not a student learning problem—it's a teaching problem.

Whatever teaching strategy was used, whatever examples were employed, or whatever explanation was offered, it simply didn't work. Analyzing assessment results in this way means setting aside some powerful ego issues. They just didn't learn it! Can effective teaching take place in the absence of learning? Certainly not. Some argue that such a perspective puts too much responsibility on teachers and not enough on students.

Shouldn't students display initiative and personal accountability? Indeed, teachers and students share responsibility for learning. Even with valiant teaching efforts, we cannot guarantee that all students will learn everything excellently. Only rarely do teachers find items or assessment criteria that every student answers correctly. A few students are never willing to put forth the necessary effort, but these students tend to be the exception, not the rule.

If a teacher is reaching fewer than half of the students in the class, the teacher's method of instruction needs to improve. And teachers need this kind of evidence to help target their instructional improvement efforts. If assessments provide information for both students and teachers, then they cannot mark the end of learning. Instead, assessments must be followed by high-quality, corrective instruction designed to remedy whatever learning errors the assessment identified see Guskey, To charge ahead knowing that students have not learned certain concepts or skills well would be foolish.

Teachers must therefore follow their assessments with instructional alternatives that present those concepts in new ways and engage students in different and more appropriate learning experiences.

High-quality, corrective instruction is not the same as reteaching, which often consists simply of restating the original explanations louder and more slowly. Instead, the teacher must use approaches that accommodate differences in students' learning styles and intelligences Sternberg, Although teachers generally try to incorporate different teaching approaches when they initially plan their lessons, corrective instruction involves extending and strengthening that work.

In addition, those students who have few or no learning errors to correct should receive enrichment activities to help broaden and expand their learning. Materials designed for gifted and talented students provide an excellent resource for such activities.

Developing ideas for corrective instruction and enrichment activities can be difficult, especially if teachers believe that they must do it alone, but structured professional development opportunities can help teachers share strategies and collaborate on teaching techniques Guskey, , b.

Faculty meetings devoted to examining classroom assessment results and developing alternative strategies can be highly effective. District-level personnel and collaborative partnerships with local colleges and universities offer wonderful resources for ideas and practical advice.

Occasionally, teachers express concern that if they take time to offer corrective instruction, they will sacrifice curriculum coverage. Because corrective work is initially best done during class and under the teacher's direction, early instructional units will typically involve an extra class period or two.

Teachers who ask students to complete corrective work independently, outside of class, generally find that those students who most need to spend time on corrective work are the least likely to do so. As students become accustomed to this corrective process and realize the personal benefits it offers, however, the teacher can drastically reduce the amount of class time allocated to such work and accomplish much of it through homework assignments or in special study sessions before or after school.

By pacing their instructional units more flexibly, most teachers find that they need not sacrifice curriculum coverage to offer students the benefits of corrective instruction.

To become an integral part of the instructional process, assessments cannot be a one-shot, do-or-die experience for students. Instead, assessments must be part of an ongoing effort to help students learn. And if teachers follow assessments with helpful corrective instruction, then students should have a second chance to demonstrate their new level of competence and understanding.

This second chance helps determine the effectiveness of the corrective instruction and offers students another opportunity to experience success in learning. Writing teachers have long recognized the many benefits of a second chance. They know that students rarely write well on an initial attempt.

Teachers build into the writing process several opportunities for students to gain feedback on early drafts and then to use that feedback to revise and improve their writing.

Teachers of other subjects frequently balk at the idea, however—mostly because it differs from their personal learning experiences. Because of the very high stakes involved, each must get it right the first time. But how did these highly skilled professionals learn their craft? The first operation performed by that surgeon was on a cadaver—a situation that allows a lot of latitude for mistakes. Similarly, the pilot spent many hours in a flight simulator before ever attempting a landing from the cockpit.

Such experiences allowed them to learn from their mistakes and to improve their performance. Similar instructional techniques are used in nearly every professional endeavor. Only in schools do student face the prospect of one-shot, do-or-die assessments, with no chance to demonstrate what they learned from previous mistakes.

All educators strive to have their students become lifelong learners and develop learning-to-learn skills. What better learning-to-learn skill is there than learning from one's mistakes?

A mistake can be the beginning of learning. Some assessment experts argue, in fact, that students learn nothing from a successful performance. Rather, students learn best when their initial performance is less than successful, for then they can gain direction on how to improve Wiggins, Other teachers suggest that it's unfair to offer the same privileges and high grades to students who require a second chance that we offer to those students who demonstrate a high level of learning on the initial assessment.

After all, these students may simply have failed to prepare appropriately. Certainly, we should recognize students who do well on the initial assessment and provide opportunities for them to extend their learning through enrichment activities. But those students who do well on a second assessment have also learned well.

More important, their poor performance on the first assessment may not have been their fault.

The Real Purpose of Assessments in Education

Having a shared understanding of these aspects is important. To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. A teacher requires not only knowledge of subject matter, but knowledge of how students learn and how to transform them into active learners. Good teaching, then, requires a commitment to systematic understanding of learning. The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge.

Tap for Menu Toggle navigation. It is of particular relevance to colleagues who hold posts, which involve learning, teaching and assessing together with associated course development activities. Aims To support individuals in their professional activities and development aspirations To recognise individual professional achievements To advance professional practice To enhance the experience of students participating in higher education To encourage the development of learning communities with shared values. Audience This award is for those who hold posts, which involve teaching, learning and assessing activities together with course development, evaluation and management. The specialist outcomes broadly map to teaching and learning programmes in higher education institutions such as postgraduate certificates.

Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. The assessment standards provide criteria to judge progress toward the science education vision of scientific literacy for all. The standards describe the quality of assessment practices used by teachers and state and federal agencies to measure student achievement and the opportunity provided students to learn science. By identifying essential characteristics of exemplary assessment practices, the standards serve as guides for developing assessment tasks, practices, and policies. These standards can be applied equally to the assessment of students, teachers, and programs; to summative and formative assessment practices; and to classroom assessments as well as large-scale, external assessments. This chapter begins with an introduction that describes the components of the assessment process and a contemporary view of measurement theory and practice.

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Educational assessment or educational evaluation [1] is the systematic process of documenting and using empirical data on the knowledge , skill , attitudes, and beliefs to refine programs and improve student learning. The word 'assessment' came into use in an educational context after the Second World War. As a continuous process, assessment establishes measurable and clear student learning outcomes for learning, provisioning a sufficient amount of learning opportunities to achieve these outcomes, implementing a systematic way of gathering, analyzing and interpreting evidence to determine how well student learning matches expectations, and using the collected information to inform improvement in student learning.

Professional Development

Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. Educational researchers have found that effective teachers share several characteristics e. Two of these characteristics stand out:. Through frequent assessment and feedback, effective teachers regularly assess what they do in the classroom and whether their students are really learning. They try to anticipate the topics and concepts that will be difficult for their students and to develop teaching strategies that present these topics in ways their students will best understand. These teachers make a special point of becoming familiar with their students' preparation, knowledge, and abilities, and adjust their teaching to maximize the class's learning.

5 Comments

  1. Fileas T. 18.01.2021 at 15:59

    teaching, learning and assessing the subject. Ideally these should complement and reinforce each other. In practice they often conflict - in particular assessment​.

  2. Isourcalphi 21.01.2021 at 02:14

    To browse Academia.

  3. Andrew F. 26.01.2021 at 04:44

    PDF | On Jan 1, , Dylan Wiliam published Assessment: The bridge between teaching and learning | Find, read and cite all the research.

  4. Rikocountei1952 26.01.2021 at 07:16

    knowledge and reproduce the behaviours that the teacher intended. 'Folk' views of learning. The first set of assumptions is not based on any evidence.

  5. Archaimbau L. 27.01.2021 at 13:46

    reformed view of assessment, where assessment plays an integral role in teaching and learning. If assessment is to be used in classrooms to help students learn.