Student Assessment Strategy and Methods - Essay Example

? Assessment for Learning Corse: P1&2: centred assessment strategies In discussions These are formative assessments aimed at identifying what the students have learnt and identifying any areas where students may need more tutoring in order to really get the knowledge and skills. The in-class discussions give the students an opportunity to display what they have leant and also improve learning as students can learn from each other. These discussions are ignited by asking questions to the students, and questions are pushed from one student to the other as the discussion goes. The in-class discussion therefore creates a friendly environment for students to be able to ask the question about the areas where they did not understand (OECD, 2010). The best thing about these discussions is that the students are able see the content from each other’s point of view thus making is easy to understand the subject matter even better. In-class presentations This assessment acts as both a formative and summative assessment because the results of the assessment are also taken into consideration during the marking of the final assessment. The students are asked to present a certain item in class at certain milestones in the learning process. The students are able to present and display their skills and the skills they have learnt. These presentations also act as a way to identify if the student has been able to understand the content. Practical assessments These are done in order to assess the student’s practical skills. This is with regards to the tools which the students must learn to use in order to be able to carry out their jobs. Practical assessments help the students to be able to be able to show their practical skills on using the various machines such as broadcast cameras. These assessments are also important in identifying any areas where the student may need more training (Campbell, et al., 2012). It helps the teacher to be able to identify any areas where the class as whole or individual students may need more training. These practical assessments are also important in giving the students a hands-on on experience and also learn from each other. Written assessments Written assessments are also used in the assessments of the students. Students are given a number of topics to write about. As Matthews (2002) says, these assessments are very important in that they give the teacher an opportunity to see how the students are fairing in the class and also to see their understanding of various subject matters. The written assignments are also very useful formative assessments not only for the assessments parts but also as a way to help the students to learn more and become more acquainted with various issues. This is because the students have to be able to research the various subjects given to them and make sure that they understand the subject matter thoroughly. The content of the students written assessments can be used to determine where the student is lacking and where the student may need more tutoring. Written assignments are also very important because they are individualistic and therefore may help in identifying the specific issues affecting the specific student (Clift & William, 1981). P3: validity and reliability of three main types of assessment methods. Discussions In-class discussions are useful as assessment methods because of a number of important issues. However, as Middlewood & Cardno (2001) says, there are some other negative issues which may affect in-class discussions and which may affect the validity as well as the effectiveness of class discussions as an assessment method. One such negative factor is the fact that some students may be better able to show their skills in discussions than others. Class discussion involves a lot of speaking and verbal arguments. Those students who may not have good verbal skills may seem not to have the right skills, and it is important for such students to be given a better way for assessment. While using class discussions as a way to assess the student’s skills, it is important to put this into consideration, and this will make it necessary to help students be assessed in a way that is effective. Class discussions are also hindered by the fact that there may not be a systematic way of doing it. Using class discussion may mean that the students will not be able to have a chance. Regardless of these weaknesses, class discussions are very important as a way to assess the class as a whole and know whether the students have been able to learn. Written assessments Written assessments are a good way to assess the students and know what they have learnt. To use this effectively, some factors must be considered. For instance, as (Clift, 1981) argues, due to the fact that these written assignments are not done in class, the students are more likely to cheat and not do the right research they are supposed to do. The teacher may have to develop a way to determine the authenticity of the assignments that the students have submitted in order to make sure that the assignments are actually a reflection of what the student has leant and already know. When managed properly, written assignments are a very useful way to assess the student especially as a formative assessment because the students will be able not only showcase their skills and knowledge, but also because the student will have an opportunity to increase their knowledge as they carry out the research for their assignments. Practical tasks As a form of assessment, practical tasks are very important because it is a way for the student to bring into action the skills they have learnt in class. Because these practical tasks are carried out in class, the student will not have a way of cheating. In other words, this is a way to ensure that that the student is able to showcase what they know as well as an opportunity for the tutor to identify the various areas in which a specific student may need further training. Practical tasks in class are also important in easing the leaning because it breaks the monotony of the theoretical learning and therefore as a tool to aid learning, practical tasks score very high. All teaching is geared towards some practical action which the students will need in their eventual career. Practical skills should be able to help the teacher know whether all the theories that the students have learnt can be turned into practice. P 4: effectiveness of assessment methods Class discussions This method of evaluation and assessment when used properly can be very effective. When the teacher is keen during a class discussion, he or she will be able to identify some very important issues. For instance according to OECD (2010), the teacher is able to identify any misunderstandings the class might have. In leaning, the biggest risk for the student is not failing to understand, but rather misunderstanding the content. Class discussions are an easy way for the teacher to spot any misunderstanding the class, or a specific student may have and correct it. As a way to stimulate learning, class discussions are very effective because they stimulate debate making students thus making it possible for students to understand the content from each other. Practical assessments Practical tasks are also very effective as a form of assessment. There are a number of advantages for the use of practical tasks as a way to assess the student. For instance, the teacher is able to clearly see of the student has understood the content and correct any issues. This is because practical assessments are a way for students to be involved and practically show how well they have understood the content. The students are able to come up with ways in which to showcase their skill and transforming the theoretical skills they have learnt into practical skills. It also stimulates learning in the class, and this makes it possible for students to learn in a more easy way. Practical assessments also help the student to be able to evaluate themselves and see where they will need more explanation from their tutor. Presentations Presentations can also be very effective as a way for the tutor to assess the student’s skills and knowledge. Through presentation, the tutor can easily identify any areas where students may be misunderstanding the content. Presentations in class are most effective in assessing theoretical skills. This is because the student is able to present the theoretical content they have learnt in class (Stufflebeam & Shinkfield, 2007). In as much as formative assessments are supposed to be geared towards better learning and ensuring that the students are able to gain the skill properly, presentation are very effective in this because they also give the students an opportunity to do carry out research in order to make their presentation. Written assignments According to Stufflebeam, Madaus & Kellaghan (2000) says written assignments also act as a way to ensure that the student has been able to understand the content. They are effective in that they not only act as the way to determine how well the student has understood the lessons but also because they are a way to increase the students participation and also to make sure that the students do their part by doing research on their own. The tutor must however be able to facilitate own research and avoid a situation where some students may depend on others for their work. The written assignments are also a way to help the student to understand the various issues on class and give them an opportunity to research on their own instead of depending on the tutor. P8/M2 appraising the assessments One off the most important thing about any appraisal is that as much as they are supposed to evaluate the student, they should also be able to evaluate the effectiveness of the teacher in the class (Bell, 1988). Practical tasks These are some of the best ways for me to be able to assess my students. Because the lessons I teach are geared towards giving the students practical skills which they will apply in their careers, practical tasks are a very useful way for me to know if the students are able to transfer the theoretical skill I teach them into practical skills. Giving the students practical tasks such as operating a broadcast camera is important for me to be able to see the areas in which the student will need more training. More so, as MacClure & Bertot (2001) argues, this is a way for students to have a hands-on experience with most of the machinery which they will eventually use in their careers. The practical skills also act as a very good way to bring a change in the students learn by breaking the monotony of the normal classes. Written assignments This is one of the assessments which I use as a way to boost learning of the students. By giving them the assignments to write about, they have to carry out research which will help them in learning more about the topic areas which I give to them. The written assignments are also a way for me to identify any areas where the student will need to be coached. It is also a good way for me to identify the different talents in the classroom and use this as a way for the student to learn from each other. For instance, if I identify that one student is having a problem in understanding a certain area in the course, and another one seems to understand it better, I join these students so that they are able to learn from each other. Class discussions The class discussion act as a way to not only identify the areas where the class and the specific students may need more tutoring, but also as a way to stimulate learning in class (Mashaba & Brink, 1994). I believe that that these class discussions help the students to be able to understand the matter better and in a good way. I make sure that the class discussions are interesting and that the students will find in more entertaining thus boosting learning. The discussions are vital in making sure that the students contribute to the class as a way to guarantee that nobody is left behind in the learning process. Presentations I give each student a chance to participate in the class by giving them a topic to present to the rest of the class. This acts as a way to make sure that the students will research their material. The presentations also work as a way to identify any weaknesses the student may be having. As the student presents his or her topic in class, I am keen in identifying any weaknesses which may reveal themselves in as the student presents her content to the class. These presentations also work as a way for students to learn from each other. Reference list: Bell, L. (1988). Appraising Teachers in Schools: A Practical Guide. London: Taylor & Francis,. Campbell, J. et al. (2012). Assessing Teacher Effectiveness: Different models. London: Routledge. Clift, J.C. & William, B.J. (1981). Assessing Students, Appraising Teaching. Taylor & Francis: John C. Clift, Bradford William Imrie. MacClure, R. &. (2001). Evaluating Networked Information Services: Techniques, Policies, and Issues. Medford, NJ: Information Today. Mashaba, T.G. & Brink, H. (1994). Nursing Education: An International Perspective. Johhanessberg: Juta and Company. Matthews, M. (2002). Appraisal for Teachers and Heads in International Schools. Melton: John Catt Educational Ltd. Middlewood, D. & Cardno, C.M. (Routledge). Managing Teacher Appraisal and Performance: A Comparative Approach . London: David Middlewood, Carol E. M. Cardno. OECD. (2010). Educational Research and Innovation: Educational Research and Innovation Educating Teachers for Diversity Meeting the Challenge: Meeting the Challenge. London: OECD Publishing. Stufflebeam, D.L. & Shinkfiled, A.J.. (2007). Evaluation Theory, Models, and Applications. Hoboken, NJ: John Wiley & Sons,. Stufflebeam, D. M. (2000). Evaluation Models: Viewpoints on Educational and Human Services Evaluation. London: Springer. Read More