This research is being carried out to evaluate and present examples which are among the specific assessment practices that have been effectively used to enhance teaching and learning. This research will end with the application examples…
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This research will begin with the definition of assessment as the process that is employed to identify gather and interpreted information related to a student’s learning. The core purpose of learning is to provide true indicative information on the student’s progress and achievement and enable the setting of appropriate direction for the ongoing learning and teaching. Assessment and grading practices based on the classroom environment have a greater potential to measure, report and promote learning. Research on the effective assessment has documented the possible benefits that accrue to regular users of diagnostic and formative forms of assessment as a learning feedback The following examples are among the specific assessment practices that have been effectively used to enhance teaching and learning. Rubrics are the multipurpose scoring tool guide that describes the best criteria for performance to learners at various levels. It is employed mainly to assess a student’s product and performance. For the effective development of a rubric to optimize workability, The Journal for Effective Teaching provides three main rubric designing steps. Identifying performance criteria requires that the instructor determine the quality of the work prior to giving an assignment. The performance criteria require that the assessed performance should be observable and measurable. Setting performance level -the assessor needs to decide on the number of appropriate performance levels of assessment.
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This means that teachers have an important role in influencing the extent at which learning process in the classroom is influenced by assessemt. My review entails conducting a literature review and assessment records within the educational institution and how it informs learning.
One of the elements of an assessment triangle that the author critically analyzed is cognition. Cognition refers to the theory, data, and a set of assumptions about how student present their knowledge and develop competency in a subject matter domain. Using the concept he tries to align his summative assessment in the best possible way.
Assessment of student learning is currently undergoing profound change at the face of reforms that are taking place in the learning environment in areas such as content standards; instruction; curriculum; the professionalism of teachers and the relationship between schools, parents, community and the government.
One of the objectives of the NCBL Act of 2001 is “to support education reform by strengthening arts education as integral part of the elementary school and secondary school curriculum” and ensures that the arts contents meet challenging student achievements standards (No Child Left Behind Act of 2001).
These recommendations revolutionized early endeavours in alternate assessments and still do that up to date. The recommendations put forward were: Much emphasis is put on authentic skills and on evaluating experiences in real life settings. Putting up a hypothetical environment and coming up with hypothetical answers would not come up with indications of how well the system is preparing the students.
This paper has highlighted conformity assessment. Further, the differences between conformity assessment and standardization have been examined. How conformity assessment works, and its benefits have been discussed, and the various mechanisms which form a part of conformity assessment have been identified.
In addition, comprehensive understanding of the objectives would be indispensable in establishing competent leadership through constant assessments, evaluation, and performance rewards system (Jackson, Schuler, & Werner, 2011). Having competent leadership within an organization is authoritative in fostering successful and efficient management with consequent realization of profits.
In evaluating the effectiveness of Collegiate Learning Assessment, the author considers what it has achieved and what it has failed to achieve. The performance tasks used in these assessment are of high quality since a good level of expertise and time investment are employed while building each one of them.
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