10 Assessment Scriptures








10 Assessment Scriptures

            Nothing we do to, or for our students is more important than our assessment of their work and the feedback we give them on it. The results of our assessment influence students for the rest of their lives (Race, 2005). According to Washtenaw Community College (2015) assessment is the systematic collection, review, and use of information to increase students' learning and development. Through a variety of measures, students are assessed to determine whether or not they are achieving the learning outcomes that faculty have determined for their courses and programs. 

            Assessment helps most specially the teachers to be able to know if they are teaching what they are supposed to teach, to know what are the strengths and weaknesses of the learner and also to help the teachers to know how they will supposed to teach for them to be an effective teacher in the field cited by (Edutophia, 2008). Assessment is a very crucial role to the part of the teachers it’s because all the decisions that the teacher will make; on how the teacher will teach and care the learner will vary with the kind of assessment the teachers will utilize (Morrison, 2010). To have an effective teaching and learning process here are the 10 Assessment Scriptures that can help the teachers to utilize appropriate and reliable assessment;

Secrets unfold 

            In assessment, transparency is necessary for assessing students because Information that will be gathered in assessment will be more meaningful and understandable when it is contextualized and a touch to its goals for student learning ( Jankowski, 2013)and not hidden to them.

            Student must know what is included or excluded in the test, the criteria prior to the assessment and the strategies and formats in assessment.
Create Time Intervals

               Adequate time opportunities for all students are needed in a fair assessment.

            Assessment has a vital role to play in measuring and evaluating student learning and achievement, the continued reliance on onetime testing diverts attention away from content and the substance of what is being taught. And as a result students became not prepared in engaging the assessment that is offered for them.

            In common with other assessment purposes, an assessment must have the quality of having the resources required to provide it – teachers’ time, expertise and cost, and pupils’ learning time – should be commensurate with the value of the information for its users.(Harlen, 2003).

Remember early prerequisite pointers 

            A good communication of pointers leads to a fair assessment success.

            Pointers help educators to determine the student skill gaps. It works on mapping the coverage of the assessment to uncover the prerequisite skills students don’t have.  by this information, an individual generates  learning plan, saving teachers time and giving every student resources for learning more.

Irrelevant assessment we don’t need

            Academic assessment should assess both knowledge and skills.  When formulating an assessment tasks, it is important that it the activity will suit the skills you want the student to develop.  In addition, they should set an objectives that will say ‘real purpose’ behind the task and that there is a sense of a ‘real audience’ in relevance.(Queen’s University Belfast, 2015).

Provide clear assessment instruction 

         In assessment there should be an alignment between assessment instructions and learning experiences of the students in their given learning tasks. student  must understand the assessment process  facilitated by clear explanations of the assessment tasks and how the assessment tasks relates to the learning outcomes, the criteria and the set standards  which students will be assessed.(allen, p. et. Al. (2007) cited by Cordiner (2011).

Thou shall not be Bias

            When you conduct an assessment to your pupils you should avoid Bias, Educational tests are considered biased if a test design, or the way results are interpreted and used, systematically disadvantages certain groups of students over others, such as students of color, students from lower-income backgrounds, students who are not proficient in the English language, or students who are not fluent in certain cultural customs and traditions (Abbott, 2014). According to O’Niel, sometimes we are not aware that we are bias because there are times that these bias are hidden but sometimes obvious and sometimes we do not know what are these bias. There are two forms of Bias;

            Offensiveness – happens if the test takers get distressed, upset or distracted about how an individual or a particular group is portrayed in the test and;

            Unfair Penalization – harm students’ performance due to the test content not because items are offensive but, rather, the content caters to some particular groups from the same economy.

            In order for your assessment to be credible and reliable you should make an assessment that is not bias.

Understanding and vocabulary of the pupils we shall consider

            We should make a test that is appropriate to the level of understanding and vocabulary of the pupils, make sure that the questions and instructions are understandable and answerable to the capacity that learner can give (Stahl & Bravo, 2010). 

            There are many instances that the learners has a wide range of learning in the said subject matter but the learner cannot understand the questions written in the test, how can the learner measure his/her capacity if the assessment is not reliable and credible and how can the teacher measure the true outcome and performance of the learner in that situation. So imagine how the learning of the pupil was wasted by an unappropriate assessment. So in every assessment that we will conduct we should use only appropriate words that they can understand for it – the learning of the learner, not to be wasted (Assessment tools & Strategies, 2012)

Restore who are in need

            Teaching diverse student population is a very big challenge for the teachers because we cannot deny the fact that there is 1 or more pupil in every classroom that has special needs or shall we say needs special attention. Teachers should consider the capability of the learner in order to measure appropriate learning outcome of the said learner (Luke & Schwartz, 2010). So these are some recommendations on how the teacher will accommodate the learners who has special needs:

·                   Presentation – repeat directions, read-aloud, use large prints.
·                 Response – mark answers in the test booklet, permits responses by a digital recorder or computer, use reference materials like dictionary.
·                  Timing – give an extended time, frequent breaks, and unlimited time.
·            Scheduling – give a specific time and day, subtest in different order, administer test in several time sections.
·                    Others – special test preparation techniques and out of level test.

            By these teachers can now assess the learners with special needs appropriately and measuring there learning outcomes and academic performance with credibility and reliability.

Effective and reliable assessment tools must be used

            The primary purpose of assessment is to improve student learning (Growing Success, 2010). If this is so, then we may do extending our capacities in calculating the scores which the pupils have achieved or the grade alone, but by waiting them learn to love learning for better, effective and reliable assessment.

            The use of effective and reliable assessment brings about motivation in the teaching-learning process. Thus, the learners feel more interested in assessing themselves.
“ to nurture healthy motivation, it is important to have an effective assessment” (Banta, Jones & Black, 2009) 

Stop Stereotyping

                Stereotyping is not limited to those who are biased. We all are stereotypes all the time. They are a kind of mental shortcuts (Murphy, 2012). Stereotyping has been crucial to our community, adding some odds of my more like a crab mentality or dragging someone down. We may be stereotyping at times, but we can prevent it through looking at the positive side and being an optimistic one. Though, this kind of mentality still causes some troubles. According to Can We Prevent Stereotypes (2014), we should learn to recognize and avoid generalizations. People usually jumps to conclusion without seeing the problems themselves, thus making generalizations which are wrong and perceive as mistakes.








References:
          Race, P. (2005). Engage in Assessment. University of reading. October 26, 2015 Retrieved from https://www.reading.ac.uk/engageinassessment/why-is-assessment-important/eia-why-is-assessment-important.aspx.
          Washtenaw Community College. (2015). Curriculum & Assessment: Assessment and it’s importance. October 26, 2015 retrieved from http://www4.wccnet.edu/departments/curriculum/assessment.php?levelone=importance.
          Edutophia. (2008). Designing Learning that Matters: Why is Assessment Important?. October 27, 2015 retrieved from http://www.edutopia.org/assessment-guide-importance.
          Morrison, G. S. (2010). Fundamentals of Early Childhood Education: Why is Assessment Important?. October 27, 2015 retrieved from http://www.education.com/reference/article/why-assessment-important/.
          O’Neil, C. (nd). The Reflective Educator: Bias in Assessment. October 27, 2015 retrieved from http://davidwees.com/content/bias-assessment/.
           Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform. Retrieved from http://edglossary.org/hidden-curriculum.
           Dougherty Stahl, K.A., & Bravo, M.A. (2010, April). Contemporary Classroom Vocabulary Assessment for Content Areas. The Reading Teacher, 63 (7), 566–578. doi: 10.1598/RT.63.7.4. October 27, 2015 retrieved from http://www.readingrockets.org/article/classroom-vocabulary-assessment-content-areas.
           Luke, S. D. & Schwartz A. (2010). Evidence for Education: Assessment and Accomodations, Volume 2, Issue 1, 2007. October 27, 2015 retrieved from http://www.parentcenterhub.org/repository/assessment-accommodations/.
          Jankowski, n. (2013) General Education Outcomes and NILOA’s Transparency Framework.(2013)Retrivedfrom,http://www.learningoutcomesassessment.org/Presentations/AACUGenEdTrans.pdf
          Harlen, W. (2003) The Role of The Teachers in Assessment of Learning. September, 2003. Retrived from, http://www.nuffieldfoundation.org/.
          NWEA,ASSESSMENT Skills Pointer Promoting Academic Success,(nd) retrived from, https://www.nwea.org.
          Queen’s University Belfast, 2015. Principles of Assessment (2015). Retrived from, https://www.qub.ac.uk.
          Cordiner, M.(2011) Good Assessment Process.(20011) retrived from, http://www.teaching-learning.utas.edu.au/

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