Subject: EDUC 90619 Leading Educational Ideas Assessment Task 2 - Leading Education Research ‘How is using assessment to inform teaching and learning a leading educational idea?’ Assessment directs instruction. Word Count: 4000 words Weighting: 80% Melbourne University Date: July 2012 (Extension granted) Abstract Learning, teaching, and assessment, have an entangled relationship that informs laerning…
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This inquiry presents a literature review on how assessment informs learning, methodology used in the study and analysis of information obtained. Introduction Teachers have to administer complicated and challenging situations, harmonising the personal and communal pressures of a crowd of more learners while activating the circumstances for educational success. This process can only be achived through assessment. The question raised by the common Teacher, is therefore how does the idea of assessment fit within the context of Teaching and Learning. The process of educational assessment is an important part of instruction and learning. Established assessment activities assist teachers and learners appreciate what they have gone through, the situation they are in, and the next move. One single assessment cannot give adequate information to information and develop the teaching and learning process. Crick states that using diverse assessments as an element of teaching, provides realistic information concerning learner’s development. Some of the terms that will be relevant within my inquiry are: Formative assessment This is the assessment that is ongoing and normally conducted during the teaching learning process. The instructor does teach and evaluates after teaching to find out if objectives have been achieved (Wang, 2007). Summative assessment; assessment conducted at the end of a program (Wang, 2007). Student-directed Assessment; This assessment allows students to become effective users of assessment information. Students can become proficient users of student-directed assessment strategies such as conferencing, self-assessment, peer assessment and goal setting (Wang, 2007). Assessments that straightforwardly involve learners assist them learn significant skills that they will be in a position to use as permanent learners. They become skilled at to be contemplative and approachable, to believe about their own hard work, to be productive in self- measurement and peer measurement, and to make available precise information that elaborates on the differentiation (Wang, 2007). Conferencing Conferences are more often than not short, relaxed meetings whispered with individual learners or a little group of learners and entail investigative listening, penetrating and responding. Questioning are conferences done to gather detailed information. They may require a collection of questions targeted for an exact reason or a prescribed set of on paper questions to which a learner responds in inscription. For illustration, instructors may call for information about a learner’s use of manuscript and use an official consultation or gathering to question in a straight line connected to a fastidious characteristic of the learners’ performance (Pontus and Thornton, 2008). Portfolios; A portfolio is a determined collection of learners’ work samples, learner personality -assessments and objective statements that reproduce learners’ progress. Learners usually select the activities samples to identify in the portfolio; however, the instructor may also advocate that precise activities samples be incorporated. Portfolios are commanding tools that permit learners to see their educational growth from status to grade. Goal Setting; Goal setting follows of course out of personality -assessment, colleague assessment and conferences. Learners and
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