“Assessment practises have a powerful impact on learning and teaching” (Curriculum Authorities of Traditional western Australia, 2005, p. 37).
For teachers the focus can be on the use of assessment results; how they make use of those leads to inform instructional decision making and whether they present results that verify college students have certainly met the training targets originally set. As a result, judgements are produced about the caliber of assessments following the students’ functionality. ‘High-quality’ checks encompass many criteria’s and involve a great deal more than simply calculating knowledge (McMillan, 2011) and therefore are outlined listed below in seven key areas. 1 . Crystal clear Purpose – The initial decision is clarify the purpose for the assessment. Why is the analysis taking place? Precisely what is to be obtained from that?
Will the instructor be using formative techniques to keep an eye on student progress or does the teacher make use of summative processes to establish degrees (Chappuis, Chappuis, & Stiggins, 2009)? “Knowing the reason for the assessment is essential because this will determine what the assessment will need to look like, just how it is administered and obtained, and how the results will be used (McMillan, 2011, p. 10)”. 2 . Identified Learning Targets –Are they reasonable is to do they ‘align’ with the express standards, scholar characteristics and overall goals (McMillan, 2011)? Learning focuses on need to be crystal clear and understandable to everyone (Chappuis, Chappuis, & Stiggins, 2009).
Learning targets are very important as they define expectations. 3. Assessment Methods – The assessment strategies, using possibly selected or perhaps constructed reactions, need to line up with the picked learning focuses on (McMillan, 2011). “Selecting a great assessment method that is not capable of reflecting the intended learning will compromise the accuracy of the results” (Chappuis, Chappuis, & Stiggins, 2009). These types of also need to functional and useful so as not to be too time consuming on lessons. some. Fairness – Fair examination are unbiased without the impact of discrimination or very subjective factors (McMillan, 2011). “All students must have an equal opportunity to demonstrate their particular achievement” (Curriculum Council of Western Sydney, 2004, p. 38).
5. Validity & Reliability – Judgements should be based on information and multiple measures that authenticate the final outcome (Curriculum Council of European Australia, 2004). The evaluation is useless unless the inference is appropriate, useful, reasonable and constant (McMillan, 2011). 6. Criteria – Setting out criteria leads to students’ learning by making very clear the outcomes or goals they are really striving for (Curriculum Council of Western Down under, 2004). “The issue showing how student responses will be assessed lies in the middle of any kind of assessment” (McMillan, 2011, s. 35). several. Feedback – Feedback must be clear and constructive.
Responses by equally by the tutor and self-assessment allows college students to take responsibility for their learning and helps college students “identify how to improve their learning” (Killen, 2006, p. 98) and ensure inspiration is substantial through confident consequences. Making sure the project the lessons possess a clear purpose, are well organized and allow all students’ to demonstrate their accomplishments through a good, valid and reliable process, learning and teaching has been enhanced and achievement is increased. “High quality assessments have consequences that is to be positive to get both pupils and yourself” (McMillan, 2011, p. 86). References Chappuis, S., Chappuis, J., & Stiggins, R. (2009).
The Quest for Top quality. Multiple Actions, 67 (3), 14-19. Curriculum Council of Western Sydney. (2004). Program Framework. Osborne Park: T. A. Killen, R. (2005).
Programming and assessment intended for quality teaching and learning. South Thompson: Cengage. McMillan, J. H. (2011).
Class room Assessment: Guidelines and Practice for Powerful Standards – Based Instructions (Fifth impotence. ). Boston: Pearson.
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