Learning Assessment: Learning Assessment is an important topic which comes in the CHD Development section of any recruitment exam. Assessment for learning, assessment of learning, assessment as learning are the parts that come under evaluation of learning. Here we are going to learn about learning assessment in detail.
assessment Evaluation
“The term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.” “Assessment refers to all those activities carried out by teachers, and by their students in assessing themselves, which provide information that can be used as feedback to modify teaching and learning activities. Is.”
assessment for learning assessment for learning
- It comprises two phases
- Initial or Diagnostic assessment
- Formative assessment
- Assessment can be based on a variety of information sources eg, portfolios, works in progress, teacher observation, conversation. Assessment can be based on a variety of information sources. eg, portfolio, work in progress, teacher observations, conversations
- Verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps. The student’s oral or written feedback is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps.
- As teachers check on understanding they adjust their instruction to keep students on track. As teachers understand, they adjust their instruction to keep the student on track.
- No grades or scores are given record – keeping is primarily anecdotal and descriptive
- Occurs throughout the learning process form outset of the course of study to the time of summative assessment. The time for summative assessment begins before the time of study throughout the entire learning process.
assessment as learning assessment as learning
- It begins when students become aware of the goals of instruction and performance criteria.
- Include goal-setting, monitoring progress, and considering results
- This implies ownership and responsibility (metacognition) for students’ own thinking.
- Occurs throughout the entire learning process.
- Beginning with students being aware of the goals of instruction and performance criteria.
- Involves goal-setting, monitoring progress and reflecting on results
- Enforces ownership and responsibility for students’ progress (discernment).
- learning occurs during the process of
assessment of learning assessment of learning
- Assessment that occurs with a number or letter grade (summative).
- Compares a student’s achievement to standards.
- Students and parents can be informed about the results.
- Occurs at the end of the learning unit.
- Assessment that occurs with a number or letter (additive).
- Compares a student’s achievement with standards.
- The results can be informed to the students and parents.
- Occurs at the end of the unit of learning.
Principles of assessment for learning Principles of assessment for learning
Their main focus on crucial aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should regard assessment for learning as a key professional skill. Its main focus is on the important aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should use assessment for learning as a key professional skill. There must be a relationship.
- Provision of effective feedback to students.
- Active participation of students in their own learning.
- Adjusting teaching keeping in mind the results of assessment.
- Recognizing the profound impact of assessment on students’ motivation and self-esteem, both of which have a significant impact on learning.
- Students need to be able to reach out to themselves and understand how to improve.
- Provision of effective feedback to students.
- Active participation of students in their own learning.
- Adjusting teaching keeping in mind the results of assessment.
- Recognition of the profound impact assessment has on students’ motivation and self-esteem, both of which have a significant impact on learning.
- Students need to be able to recognize themselves and understand themselves in order to improve.
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