Assessment Report
| FORM OF ASSESMENT | PURPOSE & OUTCOME |
| Diagnostic assessment | Instructors need to assess students’ traits before creating or implementing learning instructions. The goal is to comprehend individuals’ strengths, weaknesses, and knowledge before they undertake tasks. Consequently, the teacher can craft an instruction based on data collected. |
| Summative assessment | Summative assessment primarily examines the degree to which expected outcomes have been attained at the end of a given instruction. Explicitly, the strategy evaluates the reliability of a learning process, students’ reactions to instructions, and the long-term value of the interaction. Prolonged benefits of the learning process can be identified by following up students. |
| Formative assessment | This assessment strategy is applied in the initial stages of developing an instruction. It’s applied to monitor the learning process and provide reliable feedback to the teacher. Also, it aids in identifying inconsistencies in instructions. Teachers use the feedback form the strategy to narrow their focus and make the instruction comprehensive. |
| Criterion-referenced assessment | The strategy evaluates students’ performance using a pre-determined criterion. It measures the expected outcome from students at specific stages of the education system. Explicitly, the tool examines specific knowledge areas or skills based on course curriculums. |
| Internal assessment | These types of assessments are designed an evaluated within the school, and in collaboration between teachers and students. They’re can be implemented as standard classroom instructions or at the end of a teaching unit. The goal is to assess the knowledge and skills students have picked from curriculum learning. |
| External assessment | Standardized assessments are formulated and evaluated outside the school to ensure uniformity in structure and administration, and to encourage comparability among students. Teachers use the assessments to gauge students’ performance and to benchmark with other institutions. |
| Assessment as learning | This tool enhances and boosts individuals’ metacognitive skills. It builds students’ ability to become long-term learners. Students are involved in self and peer assessments, where they learn to process information and to implement previous knowledge. They use feedback from the process to make changes to various comprehensions. |
| Confirmative assessment | Confirmative assessments help teachers to evaluate the reliability of their instructions over long periods of time. Ideally, these tools can be referred to as broader forms of summative assessments. |
| Norm-referenced assessment | This approach contrasts the performance of students with an average norm. For instance, the instructor can compare the average score of students in a mathematics test with the national average. The goal is to evaluate students’ performance in comparison to other individuals in similar educational levels. |
| Ipsative assessment | Impassive assessment compares the performance of an individual with their results from previous tasks. The goal is to encourage improvement from students using previous performances. The strategy doesn’t compare individuals with their peers, and thus, boosts self-confidence. |
A Report on Effectiveness of Assessment Methods
Student assessment is an integral component of monitoring the progress and performance of individuals, planning for improvements in teaching and learning, and communicating with stakeholders (Kulasegaram & Rangachari, 2017). The process is inclusive of collecting learning evidence systematically to help in making judgments on students’ learning. Student assessments encompass various purposes, designs, and outcomes and thus teachers can implement different strategies based on specific individual needs. In reality, the purposes of assessment tools aren’t always definite and teachers can also use feedback from the processes for varying intentions. Notably, instructors have to identify a practical balance between different forms of assessment to enhance efficiency in learning. This report will evaluate the effectiveness of ten assessment approaches that can be implemented in teaching and learning to monitor students’ performance and progress.
Traditionally, studies made a significant distinction between summative and formative purposes of students’ assessments. Also, researchers try to contrast formative and diagnostic forms of assessment, with some affirming that the latter is an aspect of the former. Teachers apply summative assessments of learning to summarize the entire teaching process to aid in certifying progress and achievements. The tools help instructors, parents, and students to understand the success of individuals in completing learning activities. Technically, summative assessment provides vital reporting information on students’ learning and achievement, but has minimal impact on comprehension.
On the other hand, formative assessment outlines key aspects of learning, as it progresses, to lay a proper foundation for long-term learning. The ideology behind this form of assessment is that all components of teaching and learning should be integrated as a whole (Kulasegaram & Rangachari, 2017). In this context, the success of assessment for learning can’t be linked to specific technologies or tools. Instead, teachers should focus on the quality and quantity of learning, and relationships with different students. Through the approach, teachers can monitor children continuously and structure instructions based on individuals’ requirements.
Diagnostic assessment is considered as a component of formative assessment that occurs at the beginning of the learning process to identify a focal point. Teachers can also capitalize on the approach to identify individuals that are prone to failure and to plan for proper interventions (Ahmed & Mahmood, 2013). They can identify students’ strengths, weaknesses, and technical abilities, which aids in structuring of instructions and subsequent assessments. Also, instructors can incorporate assessment as learning into the teaching process to grow students’ metacognitive skills. Through this approach, teachers build long-term learners. They apply tools like peer and self-assessment to develop students’ cognitive ability, specifically in processing information. Consequently, students develop efficacy when they utilize feedback from the process to change their compression of various concepts.
Likewise, studies have traditionally drawn the distinction between internal and external students’ assessments (Ahmed & Mahmood, 2013). Notably, both the strategies can be applied through either formative or summative approaches. School-based assessments are formulated and evaluated internally, through collaborations between instructors and students. Also, they can be implemented in the course of classroom proceedings, after the completion of a unit, or at the end of a year cycle. On the other hand, standardized assessments are planned externally to ensure questions and administration procedures remain uniform. External assessments can be administered to some schools or specific classrooms and are used to measure performance against broader averages. In some instances, the contrast between school-based and standardized assessments is unclear. For example, a hybrid assessment can be designed externally but administered and evaluated internally. Therefore, for effectiveness, teachers should incorporate proper design frameworks to assessment procedures to achieve either summative or formative purposes.
Norm-referenced assessments compare an individual’s capability with an average norm. For instance, the teacher can compare the average grades of a class in a mathematics test with a national average. SAT and GRE tests are typical examples of norm-referenced assessments that help in making decisions on students’ placement. Criterion-referenced assessments are designed for a similar role, but they are applied to evaluate specific capabilities and skills possessed by students through the curriculum. For instance, a teacher can implement a percentage-based criterion where students depict their understanding of mathematics concept by solving 80% of questions correctly. Notably, criterion-referenced scores assess the capability of students in specific areas against set standards, but not in comparison to their peers. The approach notifies instructors on how best individuals meet learning objectives (Lok, McNaught, & Young, 2016).
Ipsative assessments gauge the performance of individuals against their results in previous tests. Ideally, the goal is to develop the capability of students by benchmarking past performances (Hughes, 2014). One pro of using ipsative assessments is that they evaluate he progress of students and show whether they are utilizing feedback effectively. Weak performers use ipsative assessments to acknowledge their potential, while strong ones use previous results as a motivation to do better. Through this approach, the teacher ensures that all sets of students benefit from the assessment positively.
Finally, confirmative assessments are implemented to gauge the relevance of instructions in the long-term. The approach encourages continuous improvement of learning and provides feedback on the success of the teaching process. Also, confirmative assessments aids in evaluating the continuous competence of learners and the reliability of instructional tools. Teachers can also incorporate feedback form the approaches into designing instructional systems and tools. Notably, unlike formative and summative assessments, confirmative evaluations are continuous and are beneficial for the entire education system, including all stakeholders.
Conclusion
Indeed, assessment play a vital role in developing students’ learning outcomes. Studies demonstrate that different evaluation processes can enhance or diminish individuals’ performance, depending on implementation or design. In this context, poorly-utilized assessments may alienate students from the system and lead to inequity. Therefore, teachers should conduct comprehensive research before implementing any of the strategies mentioned in the report to help in identifying the most practical combination. Carefully designed and implemented interventions place students at the center of teaching and learning processes, which boosts achievements and reduces disparities.
References
Ahmed, D. M., & Mahmood, T. (2013). Assessing the Quality of Examination System; Assessment Techniques Employed at Higher Education Level in Pakistan. Academic Journal of Interdisciplinary Studies,2(1), 447-457.
Hughes, G. (2014). Ipsative Assessment: Motivation Through Marking Progress. London, UK: 1-226.
Kulasegaram, K., & Rangachari, P. K. (2017). Beyond “formative”: assessments to enrich student learning. Advances in Physiology Education, 42(1), 5-14.
Lok, B., McNaught, C., & Young, K. (2016). Criterion-referenced and norm-referenced assessments: compatibility and complementarity. Assessment & Evaluation in Higher Education, 41(3), 450-465.