The first experiences are never exciting for new teachers, given that they have to come up with new coping mechanisms. The good news, however, is that despite the strange experience, teachers can employ effective students' knowledge assessment strategies to acquaint themselves with the learning environment and in effect, deliver their lessons without any worry. Be it in colleges or university, and the bar has to be set. Importantly, learning must be dialogical for it to have a meaning in the life of the student and the educator. Modesty and a great sense of corporation should be the basis of assessment activities.
To understand what assessment activities are, it is necessary first to have an idea or better yet understand what an assessment is. Assessment definition has it that it is a process of learning that has an aspect of feedback. More so, it can be defined as a process of instilling confidence in learners and their teachers by evaluating and improving subject areas essential for academic success. It is a way of setting standards and ensuring that such criteria are adhered to.
Furthermore, assessment before interview takes into account the efficiency of learners in the learning process and how their contribution can be harnessed to better learning generally. Given that it challenges students to self-evaluate, assessment analysis is like a roadmap that shows the current position and where learners can identify their final destination.
Naturally, educators have realized that the best way to deliver is to integrate effective students' knowledge assessment and adapt it to suit students of various age limits and their ability in terms of how they understand the subject of learning. This does not only improve the learner's ability to comprehend the subject but also puts the educators at a more significant position to evaluate the effectiveness of their teaching methods generally.
When assessment strategies are effectively employed, the risk of anxiety and failing is reduced substantially because the teacher is able to know aforehand of the adjustments that can be made to better the situation.
Basically, assessment vs evaluation is considered as very effective means of looking into the strengths of a method, evaluating it, and applying it in an improved manner for the benefit of a student and a teacher. The outcome of a learning process is also a principal beneficiary of assessment and planning because it enables a student to vividly see what entails a great work and efforts necessary for attaining such set standards.
As a confidence-building technique assessment for learning is a great contributor to self-efficacy. Fear to reach one's target is completely eliminated when they can work hard and when they are determined. Such hard work and determination are achieved through an understanding of the things to do, areas to improve on and ideas to incorporate in one's work. Confidence is an essential quality developed by learners through assessment tests.
Additionally, success in life is dependent on how one is feeling about him/herself. To a greater extent, we build our personality on the basis of things that we learned. We can assess ourselves and make critical calls that affect how we do things in life. We can cultivate a positive attitude through assessment strategies.
Just to understand how essential assessment strategies for learning are; imagine repeat failures in exams and how it can lead to dropping out of school. One's confidence can be dented by the fact that they cannot perform better. An assessment analysis can come in handy to help such a student and restore their confidence in education. More so, assessment as learning technique enables the teacher to be more accountable and proactive. Students who exhibit hopelessness can be re-energized by giving task-specific feedback focusing on work and not ego-specific responses focusing on personal qualities.
Learning can be reinforced through the sharing of ideas and lessons learned with less able learners. This assessment before interview is known as peer sharing can be an excellent asset for educators plus their learners besides boosting students' confidence. Students also get a feeling that they are well equipped to share information, just like their teachers. Furthermore, students get more than class-related benefits because they also improve personal skills such as communication skills and diplomacy, which are applicable in life generally.
Assessment vs evaluation can as well be a more fabulous way of reducing dependency and encouraging independent thinking that contributes to exceptional performance. Students who are assessed continuously and given support in terms of understanding the fundamental concepts have demonstrated less reliance, especially when they nurture confidence. Assessment for learning can also ensure that students develop self-assessment activities, including active listening and learning skills. Teachers should advise their students to take more active roles as they learn. Additionally, it is advisable that teachers should set aside enough time to attend to the individual learning needs of the students. Effective students' knowledge assessment is an enabler of reflective thinking and excellent dispensation of lessons to benefit learners and their teachers.
More so, we can say that students get bored by a routinized system of education that requires them to attend classes and do certain tasks. When assessment as learning is adequately executed, learners feel confident enough to take the risk of being themselves. A little room for creativity and innovation away from a classroom feeling can be useful for effective learning. It is paramount that learners and their educators should attempt new things with the conviction of success and not with worries. Every opportunity that comes across should be considered as a great learning opportunity by the learners and the teachers. Well, all these are only possible if effective students' knowledge assessment activities are strictly practiced.
Indeed there are several strategies that teachers use to assess their learner, some of which are more effective than the rest.
Tests are better ways of establishing whether students have learned or not. We can think of formal tests as those that will be graded and informal as random assignments are done within the classroom but may not be necessarily graded. Educators employ a variety of formal and informal assessment tests to ensure that they establish a greater output. It is important that whether formal or informal, the tests are better ways of checking on the progress and student's coping mechanism. When students are asked to do the formal tests, they prepare and read knowing that failure will impact their grades, on the other hand, when a teacher randomly decides to issue an informal test, he or she ascertains the efficacy of his or her methods. It is tantamount to a self-inflicted challenge for a teacher.
Class quizzes are probably the quickest way for teachers to evaluate what they have done in class and how their strategies have been effective. In-class quizzes are unplanned and randomly issued. Whatever the teacher has in his mind can be put to students. A quiz is a short test that seeks to establish one's knowledge on a subject. They are not complicated but challenging because teachers do not alert their students to prepare early. Quizzes should not contain information that students will think of as alien. Mostly, they cover specific topics that have been discussed. Such topical areas could be two or three but not too much. The fact that quizzes are generally unexpected means it can be a source of stress for learners, and therefore, it is paramount that teachers remain as moderate as possible and exercise fairness in dealing with all students. This is so because some students may fail to know the answers to the questions asked randomly as part of the quiz.
As a form of evaluating performance, exams can be so stressful. Universities and the various courses that they offer take examinations very seriously. Not only do they expect better performance s from the students but also a good understanding of the subjects. Educators also use exams to check on their output. If a student passes their exams, the lecturers are happy and so is the institution. Therefore exams have been used as good ways of assessment and planning to bring out knowledge and skills. The importance of exams is that it compels students to do research on their own and read notes issued by the teachers. How else can students pay attention to some critical information given in class if not through exams? Surprisingly, the student will probably jump up with joy when told that there are no exams. On the contrary, they should be happy because, in exams, they get to boost their attitude and prepare for subsequent challenges in life. Just like assessment tests, exams are timely and effective in measuring how much students know.
Teachers should align the exams to the objectives set so that the assessment can make sense:
The strategy of using questionnaires can be a great way of assessment for learning, and teachers can write down in the surveys some specific questions that address the objective of the program. More importantly, electronic polling can as well work as an excellent means of assessment before interview. It is never a bad idea to give students an opportunity to evaluate those who are responsible for dispensing information. In other words, just as students, teachers have a right to know what the students think about themselves.
What makes polling and questionnaires important is the fact that secrecy or confidentiality can be adhered to. Students can give a fair assessment of the teachers and make recommendations. Essentially, this system is one-sided in the sense that it is students against the teacher, but that does not mean that it cannot be used to realize effective students' knowledge assessment.
It has also been established that routine questionnaires and polling can help in terms of making adjustments in the manner in which a subject is organized. Feedback in any communication set-up can improve how people relate besides bringing new ideas about a problem on the fore. Students need positive feedback that encourages them, and so are the teachers. Importantly, assessment for learning by any definition is a form of feedback. Once students have done their work, they can expect nothing but a comment or as a statement to the effect that either the work met the threshold or not and nothing short of that.
After having done an assessment definition and understood the importance of the whole practice in students and teachers lives, here is a summary of some of the important points to take home. Introducing students to assessment tests guides the process of in unimaginable ways. The primary forms of assessment include giving learners a challenge that makes them feel challenged. Additionally, educators should come up with a checklist for assessing whether some of their targets have been achieved or not: