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    Asme Lu1

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    This document provides an overview of key concepts related to quality assessment. It defines assessment and differentiates it from evaluation. Assessment is described as an ongoing process of gathering information on student performance to understand what they know and can do, with the goal of improving learning. The document also discusses how assessment should be situated within a learning culture and realized in the classroom, with a focus on process over product. Finally, it outlines the purposes of assessment for different stakeholders and considerations around ensuring reliability, validity, fairness and using assessment to promote learning.

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    Asme Lu1

    Uploaded by

    Luthando
    10 views17 pages
    This document provides an overview of key concepts related to quality assessment. It defines assessment and differentiates it from evaluation. Assessment is described as an ongoing process of gathering information on student performance to understand what they know and can do, with the goal of improving learning. The document also discusses how assessment should be situated within a learning culture and realized in the classroom, with a focus on process over product. Finally, it outlines the purposes of assessment for different stakeholders and considerations around ensuring reliability, validity, fairness and using assessment to promote learning.

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    ASME LU1

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    This document provides an overview of key concepts related to quality assessment. It defines assessment and differentiates it from evaluation. Assessment is described as an ongoing process of gathering information on student performance to understand what they know and can do, with the goal of improving learning. The document also discusses how assessment should be situated within a learning culture and realized in the classroom, with a focus on process over product. Finally, it outlines the purposes of assessment for different stakeholders and considerations around ensuring reliability, validity, fairness and using assessment to promote learning.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    10 views17 pages

    Asme Lu1

    Uploaded by

    Luthando
    This document provides an overview of key concepts related to quality assessment. It defines assessment and differentiates it from evaluation. Assessment is described as an ongoing process of gathering information on student performance to understand what they know and can do, with the goal of improving learning. The document also discusses how assessment should be situated within a learning culture and realized in the classroom, with a focus on process over product. Finally, it outlines the purposes of assessment for different stakeholders and considerations around ensuring reliability, validity, fairness and using assessment to promote learning.

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    of 17

    LU 1:

    An introduction to quality
    assessment

    The animated series IGN. A car full of people


    Overview of Assessment
    • Dreyer, J.M. ed. 2014.
    • Killen, R. 2010. chpt 15

    4 Ice Tasks
    POE due
    What do we need to know and
    why?
    • CAPS document
    • Summary of terminology in ASME7312
    Contextualising classroom assessment within
    current educational trends
    Du Toit,
    Louw and Jacobs (2016) pp116-119
    Assessment within the context of a learning culture:

    Curriculum Learning theories Classroom assessment

    All students can learn Intellect social and cultural Higher order thinking

    Higher order thinking Construct within social Addresses learning process &
    context outcomes

    Equal opportunities Prior knowledge and Ongoing process


    culture
    Relationship in and out Intelligent thought involves formative
    of school learning self-monitoring

    Fostering habits Deep understanding Expectations visible


    Democratic practises Cognitive performance Active in evaluating work
    depends
    Realisation of assessment within a learning
    culture ( du Toit et al., 2016:118)
    Product orientation to process orientation
    Recognising the value of integrating teaching, learning and assessment
    (formative)
    A wider variety of innovative assessment instruments is used to ensure
    learner engagement and to prepare learners for societal needs
    The accentuation of quality assessment for addressing the increasing
    importance of educational achievement to prepare learners for their societal
    responsibilities
    Assessment focuses on multiplicity (knowledge & skills)
    Authenticity is emphasised
    Learner involvement in all aspects of assessment is increasing
    Making assessment criteria public
    Why do we assess learners? (Killen, 2015:371)
    Administrative requirements:
    -generating evidence of learner performance so it can be reported
    and recorded
    - allocating marks that can be translated into achievement levels
    - determining which learners are ready to progress to the next
    grade
    Other purposes:
    -how well learners have achieved particular learning outcomes
    - enabling teachers to evaluate learners' progress and identify gaps
    in learners' knowledge and skills
    -teachers can provide feedback to learners
    -basis for reporting learner achievement to parents
    -helping teachers to identify ways to improve teaching
    .
    Assessment can also:
    - extend learners' understanding
    -encourage learners to put effort into their learning
    -help teachers diagnose specific learner difficulties
    -help teachers determine what needs to be revised or retaught
    - help teachers to identify barriers to learning.

    It is important to use the appropriate forms of assessment


    Theme 2: Defining Assessment (Dreyer,2014:5)
    Assessment vs evaluation:
    Assessment- gathering information about student performance
    as they work and also when they are finished.
    - usually done with the student
    - a judgement of performance measured
    against criteria... has it been achieved?
    - extent of learning taken place
    -process
    Evaluation- once students have finished the task (the
    effectiveness of teaching)
    - a value judgement
    - how good, how well?
    - evaluation of the student's work
    - things or objects are evaluated
    - product
    What is assessment? (Dreyer, 2014:6)

    ' Assessment is the process of gathering and discussing


    information from multiple and diverse sources in order to
    develop a deep understanding of what students know,
    understand and can do with their knowledge as a result of their
    educational experiences; the process culminates when
    assessment results are used to improve subsequent learning'
    (University of Delaware website cited in Dreyer, 2014:6).
     Assessment is an ongoing process
     Establish clear, measurable expected outcomes of learning
     Ensure that students have sufficient opportunities to achieve
    those outcomes
     Gather, analyse, interpret evidence
     Reformulate educational outcomes based on the results of their
    assessments
    We assess for:
    To find out whether instruction was effective
    To find out whether learners need more instruction
    To find out whether learners are ready for the next
    step
    To find out whether a different approach is required
    To find out how instruction can be improved the next
    time this lesson is taught.
    Teachers need to:

    Provide diagnostic and formative feedback to learners


    Gather information for reporting purposes
    Identify the appropriate level for a new learner
    Determine whether or not a learner meets programme
    requirements
    Motivate learners to study and make steady progress
    They also need to promote:

    • Reliability Validity Fairness, equality, and equity


    (PM2:Killen, 2010: Chapter 15 pg.373)
    Learners need to:

    Know what is expected of them


    Know what they can do to improve their performance
    Understand what will comprise their course grade
    Perceive assessment as fair and meaningful

    The purpose of assessment in education is to provide


    all stakeholders with sufficiently dependable
    information and feedback to inform judgements,
    choices, and decisions about learning, and to inform
    planning for improvement.
    Department of Basic Education in CAPS
    document
    Assessment is a continuous, planned process of identifying,
    gathering and interpreting information about the
    performance of learners and may take various forms.
    Steps: generating and collecting evidence of
    achievement
    - evaluating this evidence
    - recording the findings
    - using this information
    The information is used to assist the learner's development
    in order to improve the process of learning and teaching.
    Defining assessment (du Toit et al., 2016:pp119-
    120)

    In South Africa assessment is officially explained as “ a process of


    collecting, analysing, synthesizing and interpreting information to
    assist teachers, parent and other stakeholders in making decisions
    about the progress of learners” (DBE, 2011:4).
    Measurement is part of assessment
    Process orientation....implied that learners learn with the support
    and guidance from teachers. Evaluation forms part of assessment
    Balance to include both a product and process orientation
    Consequences of assessment should always be directed towards
    learning.
    Revision questions from VC learn

    What changes to assessment practises was introduced by CAPS?


    Why is it important to master the current assessment system?
    Explain the link between curriculum, learning theories and
    assessment.
    What is the difference between assessment and evaluation?
    What is assessment?
    Why do we assess learners?
    What are the roles and responsibilities of teachers and learners
    with regard to assessment?
    In Summary
    • You need to be able to explain what assessment is.
    (definition) Dreyer chpt 1, du Toit et al., chpt 6
    • You must be able to explain a learning-centred approach
    to assessment (du Toit et al., 6.2, 6.2.1, 6.2.2)

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