Our next assignment was about Assessment and Feedback, our focused area assessing competence and assessing the learning process, first group (Dominators) worked on goals and intended outcomes of assessment, they used a Digital Poster for their presentation. Posters provide a logical and smart way of communicating to a particular audience and poster session increased interaction among students, having core idea of the presentation on Poster and it is also good for the learner, during whole presentation learners don’t need to look at different slides, concentration on single page allow them to focus on presentation. Third group (Paw Patrol) worked on different assessment methods, how do they work and differ from each other? Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. Several methods used to assess student-learning outcomes. Usually grade or mark, written and verbal methods used in assessment. During the presentations, I also learned about Direct and Indirect assessment methods, direct methods of assessment ask students to demonstrate their learning while indirect methods ask students to reflect on their learning. Tests, essays, presentations, etc. are generally direct methods of assessment, and indirect methods include surveys and interviews.
Our topic was Difference in Assessing competence and assessing the learning process, we worked in finding healthy and relevant material, Formative and Summative Assessment methods referred to understand assessing the learning process and competence assessment respectively.
Assessment is the process of objectively understanding the state or condition of a thing, by observation and measurement. Assessment of teaching means taking a measure of its effectiveness. Assessment is the way instructors gather data about their teaching and their students’ learning (Hanna & Dettmer, 2004).
My reflection on different types of assessment. Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place. Knowing students’ strengths and weaknesses can help you better plan what to teach and how to teach it. For example, at start of our Professional Teacher Education, our first round of PSP filling. Commonly used types of diagnostic assessments are pre-tests, self-assessments (identifying skills and competencies), Discussions, short interviews.
Assessing the Learning Process:
Other type is Formative Assessment; it provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative Assessment measures student progress but it can also assess your own progress as an instructor. For example, when implementing a new activity in class, you can, through observation and/or surveying the students, determine whether the activity should be used again (or modified). Primary focus of formative assessment is to identify areas that may need improvement. Commonly used types of Formative Assessment are observations during in-class activities, homework exercises as review for exams and class discussions), reflections, question and answer sessions, conferences/discussions, in-class activities, student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress.
Typically, a competency assessment focuses on how well the student is performing the required skills in relation to specified performance standards. Competency assessments are often developed as skills checklists, which students and teachers can keep over time to note student’s performance. Competency based assessment is a process where an assessor collect evidence of competence, using the benchmarks provided by the unit standards that comprise the national qualifications. Summative assessment takes place after the learning has completed and provides information and feedback that sums up the teaching and learning process. Different types of Summative Assessment, examinations, projects, portfolios, performances, students evaluations of the course (teaching effectiveness) and instructor’s self-evaluation.
- Biggs, J. B. (2003). Teaching for quality learning at university: Assessing for learning quality: II. Practice. Buckingham: Society for Research into Higher Education.
- Hanna, G. S., & Dettmer, P. (2004). Assessment for effective teaching: Using context-adaptive planning. Allyn & Bacon.
- Hyppönen,Ö. & Lindén,S. (2009). Handbook for teachers, course structures, teaching methods and assessment