Assessment

This blog was originally posted at the internal blog of UPOU, and I am making it "public" (just like my previous blog).  This was my view of assessment in school - and I had this view before I took EDS113 (Principles and Methods of Assessment).  And of course, I got a great score for this post. :)
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I believe that assessment should be part of the learning process and not just an activity at the end of a series of learning experiences. According to our Module 11 guide, assessment should be done continuously (or that is, it is ongoing) because its primary purpose is to improve learning. It is also concerned with how learning is going, and its main use is to identify areas for improvement. If it is only done at the end of a series of learning experiences, its primary purpose is defeated. When the learning experiences are already done, how can learning be improved?

When assessment is made a part of the learning process, knowledge sharing and interaction are done among the learners themselves or between the teacher and the learners. It is usually through the teacher-learner interaction that learners know and understand what is expected of them and how they are being assessed. It is true that teachers give the objectives for a certain class activity before it starts, but simply “telling” the learners what the objectives are is far different from actually “interacting” with the students. The teacher can also give accurate and timely feedback to the learners, and at the same time, the teacher can assess the learners' progress in ways that are appropriate with their needs. Most educators agree that feedback in the form of comments is more helpful to the learners than grades (which is an end result of evaluation). This learning environment (or arrangement) is more motivating for the learners.

Assessment as part of the learning process is also helpful for teachers. The teacher can make fast and timely instructional decisions based on the results of the assessment. The teacher can know right away which concepts need to be reviewed, which students are struggling, and which learning activities need to be modified.

REFERENCES:

Australian Universities Teaching Committee. (2002). Tips for New Staff: Basic advice for people new to university teaching. Retrieved from http://www.cshe.unimelb.edu.au/assessinglearning/07/

Education Scotland. (2010). Assessment as part of learning and teaching. Retrieved from http://www.educationscotland.gov.uk/learningteachingandassessment/assessment/progressandachievement/howweassess/learningteachingandassessment/introduction.asp

National Council of Teachers of Mathematics. (2000). The Assessment Principle. Retrieved from https://www.usi.edu/science/math/sallyk/Standards/document/chapter2/assess.htm