What is the role and purposes of assessment?
The role of assessment is exhibited in the concept map (Appendix 1). Harding and Beech (1991, as cited in Brady and Kennedy, 2010, p. 174) promote that assessment should serve the interests of the student, teacher, parents and society. McInerney and McInerney (2006, as cited in Brady and Kennedy, 2010, p. 174) provide a list of the purposes of assessment that reflect this interrelationship of individual and societal purposes. Eisner (1993, pp. 224-225) recommends five functions of assessment based on accountability and society’s interests (see Appendix 2). These functions are endorsed by Groundwater-Smith and White (1995, as cited in Brady and Kennedy, 2010, p. 174).
The assessment system provides a basis for planning the instruction of students as individual and cohorts learning needs are identified (Griffin & Nix, 1991). Assessment of students not only documents what they know and can do but also influences their learning (McMillan, 2004). Assessment is an integral part of the teaching-learning cycle that can provide authenticity, motivation and feedback to the learner (Brown & Abeywickrama, 2010). It is an essential component of a successful curriculum and learning process. The assessment tasks should be authentic, contextualised, and meaningful and connected to real world applications in order to make learning fun and exciting (Stiggins, 2002). The high-quality assessment process can provide tremendous opportunities for students to discover their own learning styles, learn how to learn, develop skills, dispositions, academic content knowledge and build twenty-first century skills and enrich their overall educational experience (Gagnon, 2010).
The principles of assessment:
The shared principles of contemporary curriculum theories, cognitive and constructivist learning theory and recent trends in classroom assessment are illustrated in Appendix 3.
Research reveals that a balance of assessment practices is needed. Assessment for learning, assessment as learning and assessment of learning all have specific uses (Stiggins, 2002). The three tiers of assessment are shown in Appendix 4.
The best practices to deliver the assessments efficiently are shown in Appendix 5.
References:
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Frenches Forest, NSW, Australia: Pearson.
Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practice. White Plains, NY: Pearson Education.
Eisner, E.W. (1993). Reshaping assessment in education: some criteria in search of practice. Journal of Curriculum Studies, 25(3), 219-233. Retrieved from http://www.tandf.co.uk/journals.
Gagnon, L. (2010, June). Ready for the future: The role of performance assessments in shaping graduates’ academic, professional, and personal lives. Retrieved rom Central Queensland University online library.
Griffin, P., & Nix, P. (1991). Educational assessment reporting: New approach. Marrickville, NSW, Australia: Harcourt Brace Jovanovich Group (Australia) Pty Limited.
McMillan, J. H. (2004). Classroom assessment: Principles and practice for effective instruction. Pears Education Inc.
Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765. Retrieved from
http://electronicportfolios.org/afl/Stiggins-AssessmentCrisis.pdf
The role of assessment is exhibited in the concept map (Appendix 1). Harding and Beech (1991, as cited in Brady and Kennedy, 2010, p. 174) promote that assessment should serve the interests of the student, teacher, parents and society. McInerney and McInerney (2006, as cited in Brady and Kennedy, 2010, p. 174) provide a list of the purposes of assessment that reflect this interrelationship of individual and societal purposes. Eisner (1993, pp. 224-225) recommends five functions of assessment based on accountability and society’s interests (see Appendix 2). These functions are endorsed by Groundwater-Smith and White (1995, as cited in Brady and Kennedy, 2010, p. 174).
The assessment system provides a basis for planning the instruction of students as individual and cohorts learning needs are identified (Griffin & Nix, 1991). Assessment of students not only documents what they know and can do but also influences their learning (McMillan, 2004). Assessment is an integral part of the teaching-learning cycle that can provide authenticity, motivation and feedback to the learner (Brown & Abeywickrama, 2010). It is an essential component of a successful curriculum and learning process. The assessment tasks should be authentic, contextualised, and meaningful and connected to real world applications in order to make learning fun and exciting (Stiggins, 2002). The high-quality assessment process can provide tremendous opportunities for students to discover their own learning styles, learn how to learn, develop skills, dispositions, academic content knowledge and build twenty-first century skills and enrich their overall educational experience (Gagnon, 2010).
The principles of assessment:
The shared principles of contemporary curriculum theories, cognitive and constructivist learning theory and recent trends in classroom assessment are illustrated in Appendix 3.
Research reveals that a balance of assessment practices is needed. Assessment for learning, assessment as learning and assessment of learning all have specific uses (Stiggins, 2002). The three tiers of assessment are shown in Appendix 4.
The best practices to deliver the assessments efficiently are shown in Appendix 5.
References:
Brady, L., & Kennedy, K. (2010). Curriculum construction (4th ed.). Frenches Forest, NSW, Australia: Pearson.
Brown, H.D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practice. White Plains, NY: Pearson Education.
Eisner, E.W. (1993). Reshaping assessment in education: some criteria in search of practice. Journal of Curriculum Studies, 25(3), 219-233. Retrieved from http://www.tandf.co.uk/journals.
Gagnon, L. (2010, June). Ready for the future: The role of performance assessments in shaping graduates’ academic, professional, and personal lives. Retrieved rom Central Queensland University online library.
Griffin, P., & Nix, P. (1991). Educational assessment reporting: New approach. Marrickville, NSW, Australia: Harcourt Brace Jovanovich Group (Australia) Pty Limited.
McMillan, J. H. (2004). Classroom assessment: Principles and practice for effective instruction. Pears Education Inc.
Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83(10), 758-765. Retrieved from
http://electronicportfolios.org/afl/Stiggins-AssessmentCrisis.pdf