Role of Assessment in Education

                                              

 

Definition

 “Assessment in education is a process of gathering, interpreting recording and using information about learner responses to an educational task”

 

TYPES OF ASSESSMENT

 

1- Placement Assessment

This type of assessment is concerned with the entry performance and typically focuses on the question “Does the learner possess the knowledge and skills needed to begin the planned instruction?”

2- Formative Assessment (Assessment for learning)

This type of assessment is used to monitor the learning progress of the students during the instruction. In this process, teacher assessed weather the students achieved the intended learning outcomes set for a particular lesson.

3- Diagnostic Assessment

This type of assessment is used to identify the learning difficulties of the students regarding the topics to be discussed or the other external factor like environment, classroom sitting etc.

 

4- Summative Assessment (Assessment of learning)

This type of assessment usually given at the end of any instructional course.  The purpose of summative assessment is determine the following;

·       What the students have or have not learned

·       Instructional objectives achieved

·       Provide the information for judging

·       Effectiveness of instruction

 

 FUNCTIONS OF ASSESSMENT

 

Ø Monitoring the progress

Ø Decision making

Ø Placement of student in remedial courses

Ø Instructional planning

Ø Feedback               

Ø Motivation

Ø Evaluation of instructional program.

 

 

RESPONSIBILITIES OF A TEACHER

AFTER TEST

 

ü Test must be checked with the purpose it is taken.

ü Show professionalism in the process of checking. Means there would be no favoritism or any kind of biasness.

ü Only those students should be referred who pass criteria of test.

ü Judge the knowledge level of students regarding the subject or whatever is tested that how much knowledge student have about the content.

ü Access the student and try to locate the difficulty.

ü Make changes in teaching style (if required).

ü Tell the students about their flaws or faults in which student/s fail to proceed.