Assessment Practice in Institution of Learning - Report Example

Running head: Assessment Name: Course: University: Tutor: Date of Submission: Introduction Assessment therefore is a term which encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests .Assessment is the process of firstly gathering evidence, and secondly interpreting that evidence in the light of some defined criterion in order to form a judgment (Angelo & Cross, 1993).It is viewed as a tool that enhances the worth of a learner and makes a teacher more confident of the students. The assessment achieves its objective through a comprehensive analysis of its selected cases studies relating to lessons learnt in class, and the lessons that the student has to learn regarding its capabilities and weaknesses (Boud, 1990). Basing on the lessons, the student offers recommendations that can be deployed in future under similar circumstances. This paper is required to reflect critically on the core themes discussed in the literature and inclass discussions and to devise a learning plan for your continuing professional development on assessment. This process will involve various steps as follows; Step one: Identification and discussion of an assessment practice in institution of learning There are different kinds of assessments used in various learning institutions. This paper will reflect on formative assessment which is one of the famous assessment methods applied by a various institutions of learning. Formative assessment is a range of formal and informal assessment procedures occasionally employed by teachers during the learning process to modify teaching and learning activities to improve student attainment (Boston, 2009). They are on-going assessments, reviews and observations in a classroom primarily meant to improve a student learning progress. The concept of formative assessment involves qualitative feedback rather than scores for both the student and teacher. Primarily, formative assessment focuses more on the details of the content being taught in class and student performance. Formative assessment gives various students an opportunity to easily monitor their progress with periodic quizzes and performance tasks (Cooper & Kiger,2010). This assessment is ongoing professional assessment which not only helps teachers know how students are progressing and where they having troubles but it also helps them to make necessary instructional adjustments, such as reteaching, trying alternative instructional approaches as well as offering more opportunities for practice. Moreover, feedback given as part of formative assessment in most cases usually helps learners to become aware of gaps existing between their desired goals and their current knowledge and skills (Davis, 1993). Once the gaps have been identified, this assessment helps them to put in place necessary actions required to obtain their goals. Research indicates that this kind of assessment is fruitful to different kinds of students with various needs (Cooper & Kiger, 2010).This is because the feedback on tests and homework provided to them by their teachers, specific comments about errors, and suggestions for improvement helps students to focus their attention thoughtfully on the task rather than on simply getting the right answer. . Formative feedback is concerned with the contributing future in development and the trends where it strives to be more process oriented and the feedback in assessment to be related to the summative purposes has a more focus on the evaluation (Wilson, 1992). This kind of assessment helps learners to pick up knowledge and messages from different sources as well as other learners. Additionally, it builds capacity for self regulation, gives credit and corrects what is wrong (Garcia & Pearson, 1994). Recommendations Based on educators information on assessment, formative assessment contributes to the learning whereby it informs the learners of the assessment about their performances and it therefore creates the conditions for the loops of the reflection and the action that is wide and seems to draw attention to the actions that might have impact on the future. Setting clear and achievable targets should be the starting point for creating assessments (Wilson, 1992). Teachers should determine what exactly the students should know or be able to do. Moreover, in order for assessments to be sound, they must be free of bias and distortion. Reliability and validity are two concepts that are important for defining and measuring bias and distortion (Howell, Bigelow& Evoy, 1993). Since learners vary on how they do face up with the difficult feedback or the failure. Some are said to see it as something that has to do with their abilities in performance but on the hand, it makes one to lose confidence in whatever little he knows in academic world or his field of career, it is important that teachers shift roles to ones which will make the student more competent during the assessment (Wiggins, 1993). For instance, they should move from supporter of a learner to an assessor of the students’ achievement. Feedback and different models of learning helps determine how much the learner is right or wrong and the pleasure of the teachers’ satisfaction in a reception and the transmission model. While many educators in higher institutions of learning tends to focus more on continuous evaluation tests at the end of learning period, it is also important to consider that over the course, students will learn new ideas hence there is a need to combine formative assessment and summative assess. Summative assessments typically provide effective student assessment at the end of an academic year or at a pre-determined time (Wiggins, 1993).Though, they can be best suited for given particular courses its necessary that they are combined to ensure successful on assessment students performance as well as progress. This is because formative assessments provides an opportunity for a student to evaluate his or her progress over the period of learning while summative evaluations on other hand determines if a student has mastered specific competencies at the end of the learning process (McInerney &Dennis, 2009). Additionally, it is important that teachers incorporate other models such as constructivism model which is a model used by educators to check students perceptions, offer points of reflections and the feedback as the discussion (McKeachie,2002). Formative assessment is tightly linked with instructional practices, it is therefore necessary that teachers consider various activities which supports student continuous professional development as well as supports learning aims and allow students to communicate what they know, then use this information to improve teaching and learning (McKeachie, 2002). Professional on assessment should be considered as an essential learning tool both for the teachers and students. Students should be given an opportunity to reflect upon their assessment, knowledge and performance. Proper and effective assessment can only be achieved based on the proper collaboration between the teacher and the student in the right process hence it should be based on the collaboration between the teachers and the students whose main role is to enhance the possibility of the future to its full potential. The typology of assessment and the feedback should be evaluative in that it approves and disapproves as well as encourages more participation between the teacher and the student. Assessment should descriptively specify the attainment by pointing out the success of the assessment as well as constructively encourages self assessment (Arter, Spandel, Culham & Pollard ,1994). Step two: Drawing on four conceptual resources to develop critical reflection and rationale for the learning plan Assessment is a tool that enhances the worth of a learner and makes a teacher more confident of the students he or she is teaching or mentoring. While a learning plan is a brief statement about the ability or competency and learning outcomes that an individual wishes to achieve at the end of learning period. A learning plan is a written record of goals, objectives, resources, and means of evaluation. Developing a learning plan puts together all that you have learned to this point (Linn, Baker & Dunbar, 1991). To effectively achieve the planned outcomes in a learning plan professional on assessment is important. According to Linn, Baker & Dunbar, (1991), the road diversity of the assessment judgment and other conflicting issues within in the decision making is basically part of the process that is used in reaching assessment decisions. During the assessments, the representation nature of the test do often stand for and act as a metaphor for what a person can do during the assessment(Arter, Spandel, Culham & Pollard ,1994).Test assessments therefore measure the truth that has been construed culturally but not as an independent existing variable. Assessment judgment serves in a validating way and does reproduce certain forms of knowledge. Ethics self- assessment is intended for a student personal use and thinking. Ethics Self – assessment is important since it helps one identify areas in which he or she has a strong ethical ground, areas that one may wish to examine the basis for responses and opportunities for further reflection. Assessment ethics is a thought-provoking and useful part of individual assessment which gives a student an opportunity for personal reflection on everyday class activities (Davies,2003). Assessment ethics is gives an individual an opportunity to learn and recognize his/her own progress by taking the time to reflect. Apart from getting an opportunity to reflect on individual progress, assessment ethics gives a student a chance to review their own performance, explain the reasons for choosing the learning processes as well as it helps them identify the next step, develop insight and self-involvement(Crooks, 2006). Assessment strategies are key aspects and concepts of teaching and student learning process. Assessment strategies are integral in a learning process as well as for a student’s development. There are various assessment strategies they include; classroom presentations which is an assessment strategy that requires students to verbalize their knowledge, select and present samples of finished work as well as organize their thoughts about the topic in order to present a summary of their learning (Felder, 2007). Another assessment strategy is a conference which is a formal and informal meeting between the teacher and student for the purpose of exchanging information and sharing ideas. This kind of assessment is very important in professional development since it helps an individual improve and explore his or thinking capacity. Through, conference assessment strategy one is able to assess his or her level of understanding as far as particular concepts are concerned, review, clarify and extend what has been covered in class. Another assessment strategy is essays which provide an opportunity for a student to assess his or her level of understanding as well as ability to analyze and synthesize information. The fourth assessment strategy which over the years has proved to be useful in assessing students is Quizzes, tests and examinations. A quiz, test, or examination requires students to respond to prompts in order to demonstrate their knowledge both orally or in writing (Langer, Colton & Goff, 2003). Assessment for learning is an ongoing procedure which deep involvement on the part of the learner in clarifying outcomes, monitoring on-going learning, collecting evidence and presenting evidence of learning to others. Assessment for learning is an important builds self confidence and capacity for success among students (Lesgold & Feuer ,2007). Assessment for learning is an important concept in relation to my learning assessment and development because it gives an opportunity for the development of shared language and understanding of learning, using this concept will be able to self assess my learning progress, receive specific and descriptive feedback about my learning progress, it will help me collect, organize, and communicate evidence of my learning progress with others (Crooks, 2006). Additionally, it will help me focus more on my learning goals, objectives and aims as well as reflect on my weakness and how to improve them during the learning process. With the above discussed concepts my learning plan will focus on development of knowledge during the entire learning process. Critical reflection will be an integral part in may plan part this will give an opportunity to reflect on my potentials and even weaknesses through various assessment strategies. Using the learning assessment my main aim will be centered on learning and how to improve my weaknesses and areas which need more knowledge as well as improvements. Step 3: Carrying out an interview to determine what makes an effective assessor In an interview with one of the assessors who in this case is a teacher, I sought to find out from him what makes him think he is an effective assessor. He had a series of explanations that from his opinion he believes this is the basis of any good assessor around the world and in any educational institution. In the first place, he said an effective assessor is one who has and values performance criteria. This means that any assessor is supposed to be in position to give feedbacks to the assessed personalities at an appropriate time and place (Worthen, 1993). In relation to this, the assessor to be effective he is also supposed to give the assessed candidates their results or feedback in a constructive manner that does meet their needs in the assessment and is also appropriate to their confidential levels. Performance criteria also imply that the assessor is in position to clearly explain his assessment decisions on whether the assessed candidates’ evidence of their competence is good enough. A good assessor should also a tangible scope of the assessment which covers the assessment methods. The developed scope should be able to relate the students’ performance in all the aspects both the current performance and the past (Blythe, Allen &Powell, 1999). The scope should have well structured questions for the students to be assessed taking into consideration the past experiences and achievements like the projects, tasks and other assignments. A well structured scope should too have professional discussion between the two parties, the assessor and the candidates. In addition to this, the assessor can too use witness testimonies from other personalities like the supervisors and the peers which can create a strong basis of the assessment on the students being assessed (Blythe, Allen &Powell, 1999). Another factor that constitute in the making of a good assessor is the knowledge requirements. This basically covers the essential knowledge that is required by an assessor in order to perform effectively. He asserts that knowledge should be given recognition wherever possible in the assessor’s performance of the candidate in regard to the past works activity. Evidence requirements is an important tip too that a quality assessor should base on to carry out his assessment. He adds that the assessor candidate performance s supposed to be based on their natural places of work (Blythe, Allen &Powell,1999). A good assessor is one who is supposed to develop plans for the assessment with the candidates and he should be able to make judgment evidence against the standards and make tangible decisions based on the findings. In relation to this, the assessor is support to give feedback and hence support on the assessment decisions and thereafter be able to identify and come in agreement with the succeeding steps in the assessment which contributes to the quality assurance process in the assessment (Megginson & Whitaker, 2003). Consequently, a good assessor is one who is able carry out candidates’ induction course and later categorically explains the awards of the particular students to them. A good assessor too has the capability of identifying any student’s support that is needed for the assessment and sets realistic goals and targets for the students. He is also embodied with the planning of the assessment process that will consider a range of assessing methods for the exercise (Crooks, 2006). A good assessor is also one that is in position to constructively provide timely feedbacks which identifies and supports further training for the students through the recommendations made through the assessment findings. He gives feedback and support on assessment decisions, identifying and agreeing the next steps in assessment (Megginson & Whitaker, 2003). A good assessor too is able to have assessments records that are accurate in decision making and thus does not really discourage the students’ future response to the assessment. According to the interviewee, a good assessor is one who is also ready to make reviews of the assessment progress with the candidates and makes final decisions about the competency of the candidate. From the assessment exercise, the good assessor is one who can give his contributions to the centre’s quality assurance procedures to necessitate improvements on the future assessments thus maintaining their own occupational competency (Rolheiser, Ed., 1996). Through the assessor meetings, a good assessor is in position to provide very good evidence of standardising assessment practice and keeps accurate and up to date assessment and verification records provide an essential audit trail of evidence. He asserts that a good assessor is one who plays many parts in the assessment role and when tailored together they do provide an all round support to the assessment process in the promotion of an effective assessment which is not biased in any form within any particular environment(Blythe, Allen &Powell,1999). In relation to the interview the following important questions will be significant in my professional learning development plan. What knowledge do I need to gain? What skills do I require? What feedbacks do I need to get What goals and objectives I am required to attain Step four: Action plan of steps to enhance your own assessment practice To have an effective assessment, the first step is to establish learning goals required for the assessment as well as for the students. This is an important step it is therefore important that one considers certain qualifications for the persons targeted in the assessment exercise before outlining the goals (Stiggins, 2001). The assessment will evaluate the learning goals to determine if they have been successful achieved or not as well as the reasons why they have not been achieved. The second step is to consider occupational competency where the assessor must have a sound up to date working knowledge and the past experience of the principles and the practices that are specified in the standards they look forward to assess (Stiggins, 2001). The third step is the evaluation of the reading approaches applied by the students synthesizing how they read them as well as testing if the student gained the knowledge required or not. This step will help to determine if the students have grasped what they have learned and any gaps existing in their learning progress (Blythe, Allen &Powell,1999). Finding out how recent assessments were carried out on the students gives a baseline on the future approach on the assessment. This will too help the tutor determine the depth that both the tutor and the students do have when it comes to assessment. It helps determine the opinions of the participants on the issue, how the y found it as in was it helpful and considered all the issues in assessment or not. The last step will be keeping a track of achievements to determine if the outlined outcomes and progress have been successful achieved (Rolheiser,Ed., 1996). . References Angelo, T. A., & Cross, K. P. (1993). Classroom assessment techniques. San Francisco: Jossey- Bass,pp.23-34 Arter, J., V.Spandel, R. Culham & J.Pollard .1994. The impact of training students to be self- assessors of writing, paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, April. Blythe, T., D.Allen & B.S.Powell.1999. Looking Together at Student Work. New York: Teachers College Press,pp.34-67 Boston, C. 2009.The Concept of Formative Assessment. New York:University of Maryland, College ,pp.45-56 Black, P. &D. Wiliam.2003.A successful intervention – why did it work? Paper presented at AERA Chicago 24 April 2003 Symposium on Everyday Classroom Assessment,pp. 58 Boud, D. 1990. Assessment and the Promotion of Academic Values, Studies in Higher Education, vol15, pp.101-111 Cooper, D.J & N.D.Kiger. 2010. Literacy Assessment: Helping Teachers Plan Instruction.4th ed. New York: Cengage Learning,pp.234-245 Crooks, T.2006. The Impact of Classroom Evaluation on Students. Review of Educational Research. Vol 58(4), pp. 438-481 Davies, A. 2003. A Facilitator’s Guide to Making Classroom Assessment Work. Courtenay, BC: Connections Publishing,pp.56 Davis, B. G. 1993. Tools for teaching. San Francisco: Jossey-Bass Felder, R.M.2007.Learning styles and strategies. North Carolina: North Carolina State University,pp.125-145 Garcia, G. & P. Pearson. 1994. Assessment and diversity, in: L. Darling-Hammond (Ed.). Review of Research in Education. vol.20.Washington, DC: American Educational Research Association, pp.337-339 Howell, K., Bigelow, S. & Evoy, A. (1993). A qualitative examination of an authentic assessment, paper presented at the Annual Meeting of American Educational Research Association, Atlanta, GA. Linn, R., Baker, E. & Dunbar, S. (1991). Complex performance-based assessment: Expectations and validation criteria, Educational Researcher, 20(8), pp.15-21. Lesgold, A.M & M.J. Feuer .2007.Transitions in work and learning: implications for assessment papers and proceedings. New York:National Academies Press, Langer, G.M., A. Colton & L.Goff .2003. Collaborative Analysis of Student Work: Improving Teaching and Learning. Alexandria, VA: ASCD. Megginson, D & V.Whitaker. 2003.Continuing professional develop.Publisher:CIPD Publishing,pp.67-87 McKeachie, W. J. (2002). Teaching tips. New York: Houghton Mifflin. McInerney, G & M.Dennis. 2009. Student perspectives on assessment: what students can tell us about assessment for learning.Volume 9 of Research on sociocultural influences on motivation and learning .Chicago: IAP Rolheiser, C (Ed.). 1996. Self-evaluation...Helping students get better at it! Ajax, ON: Visutronx. Stiggins, R. 2001. Student Involved Classroom Assessment.3rd ed.Columbus,OH: Merrill Publishing Wiggins, G. 1993. Assessing Student Performance: Explore the purpose and limits of testing San Francisco, CA: Jossey-Bass. Wilson, R. 1992. The context of classroom processes in evaluating students, in: D. Bateson (Ed.). Classroom Testing in Canada, 3-10. Vancouver, BC: University of British Columbia. Worthen, B. 1993. Critical issues that will determine the future of alternate assessment, Phi Delta Kappan, 74, 444-457. . Appendix Development plan TIME What do I need to Learn? What will I do to achieve this? What resources will I need? What will my success criteria be? Remarks Week one -Introduction to educational assessment -Assessments for the subject Work in collaboration with the publishers Support from my colleague Time over the term to write the first draft The educator will determine the acceptability or otherwise of my writing. Week two -Academic skills around critical reading -Connections to practice -Set the conceptual ground for the subject -Set the learning ground for the subject -The lesson will require reviewing by my peers, their support in this respect will be essential -Clear understanding of the concepts in the topic Week three -Assessment contexts -Professional practices -Map out collective work -map out the material things – language, documents, artefacts, tools that are part of/mediate your assessment process -Access to current databases, e-journals, articles, case material and personal research -Inclusion in formal Lecturing Team Student achievement in formal assessment Week four Reflective activity on purpose, process and focus -take stock of your learning/thoughts to date -work in pairs to produce a mindmap or notes, reflecting on core themes/thinking/questions for you to date -spin off from group mindmap The paper will require reviewing by my peers, their support in this respect will be essential Gaining a competitive rate Week five Justifies/provides rational basis for allocation of unequally desirable social roles Critically examine the social purposes and roles of educational assessment Support from other members of the lecturing team -Competence -Certification -Competition Read More