By valid assessment tool, reference is being made to an assessment tool that achieves the purpose for which it was set out. An assessment tool that is not able to achieve the purpose for which it was set out is ineffective and as unhelpful as there was no assessment tool in place. This essay therefore seeks to examine a number of assessment tools used with LBD students to find how effective they are in the delivery of the functions for which they were set out. The assessment tools shall also be scrutinized in accordance to their diagnostic benefits to student programming and planning utilizing technology.
As mentioned earlier, assessment is an integral part of education. Assessment concerns the practice of finding the effectiveness of an educational system. Assessment however concerns a series of activities and events. CyberSleuth-Kids (2011) therefore explain that assessment is “the process of documenting, often times in measurable terms, knowledge, skills, attitudes and beliefs.” This means that documentation is an important practice in assessment. Observations in measurable phenomenon such as knowledge, skills, attitudes and beliefs are all documented. In a closely related definition, Kizlit (2011) assessment as “a process by which information is obtained relative to some known objective or goal.” From this definition, we note that assessment seeks to find the achievement of a set goal or objective. This means that in the absence of goals and objectives, assessment cannot take place. The Northwestern Science Health University (2010) also posits that “Assessment is an ongoing process of setting high expectations for student learning, measuring progress toward established learning outcomes, and providing a basis for reflection, discussion and feedback to improve University academic programs.” This seems to be a broader definition that integrates not just what assessment but the reasons