“assessment”

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Before looking in more detail at different methods of assessment, such as criterion- and norm-based, formative and summative, it is useful to consider briefly the function of assessment itself within the education system. The Scottish Executive (2005), for example, makes a distinction between assessment ‘of’ learning, and assessment ‘as’ learning, noting that a formative model promotes the concept that students will learn and achieve most successfully when “they understand what they are trying to learn, get good feedback about how well they are doing, and get good advice about what they can do next to improve” (Scottish Executive 2005).
This is particularly appropriate when we consider the focus on constructivism in education. If one moves away from the transmissionist model, in which information is merely transmitted from teacher to student, and aims instead for a structure in which the student builds on foundational skills to develop their own methods of problem-solving, it becomes evident that the acquisition of skills takes place on an individual basis with the teacher acting primarily as a facilitator rather than a data-source. Brooks and Brooks (1993),...

References:
  • Angoff, W.H. (1974) Criterion referencing, norm referencing and the SAT, College Board Review 92, pp. 2-5.
  • Association of Assessment Inspectors and Advisers (2001) Primary Assessment Practice: Evaluation and Development Materials. Retrieved 14 Aug 2008 from http://www.aaia.org.uk/pdf/PRIMARYEVALUATION.PDF
  • Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Green, S (2002) Criterion referenced assessment as a guide to learning: the importance of progression and reliability. Paper presented at the Association for the Study of Evaluation in Education in Southern Africa International Conference Johannesburg, 10 July – 12 July 2002. Retrieved 14 Aug 2008 from http://www.cambridgeassessment.org.uk/ca/digitalAssets/113775_Criterion_Referenced_Assessment_as_a_Guide_to_Learning._The_.pdf
  • Pollitt, A. (1994) ‘Measuring and evaluating reliability in national curriculum assessments’ in Hutchinson, D. and Schagen, I. eds, (1994) How reliable is national curriculum assessment? London: NFER.
  • Scottish Executive Education Department (2005) Assessment and Reporting 3 -14. Retrieved 14 Aug 2008 from http://www.ltscotland.org.uk/assess/images/Circular%20No%202_tcm4-382806.pdf
  • Trochim, W. Introduction to evaluation. Retrieved 14 Aug 2008 from http://www.socialresearchmethods.net/kb/intreval.htm

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