Assessment is key to the learning process and one of a teacher’s most complex and demanding functions.
“Assessment should be an ongoing process that “arises out of the interaction between teaching and learning.” (NZ MoE).
Assessment serves a range of purposes with a range of assessment types and activities. It is also a reflective process with some key questions for teachers at each stage of the assessment cycle:
How well are my learners learning; did all my learners achieve?
The assessment identifies how well your learners are learning, or have learned. While this sounds simple, an in-depth assessment for learning is a complex process, requiring a range of assessment activities, to identify the extent to which a learner is engaging (or did engage) with both content and delivery. This is generally described as a formative assessment which we look at in detail in next week’s session.
Am I engaging all my learners? Are all my learners on board – or are some falling behind?
As our teaching relates directly to how well the learners are learning, assessment can be used to improve both teaching and learning strategies.
Did we achieve the learning outcomes for this unit of learning?
There will be many reasons why your learners met or did not meet the learning outcomes. The right assessment type at the right time will help you identify these reasons and make the relevant changes for future delivery.
In addition, assessment enables teachers and learners to:
- Demonstrate learning achievements at critical intervals in the learning cycle
- Offer and receive feedback
- Self-regulate and self-assess the learning (learners)
- Evaluate their performance
- Modify delivery to improve the learning (teachers)
- Redevelop their planning and learning outcomes (teachers)
The following shows a range of different types of assessment, the purpose of each type, and a range of assessment activities appropriate to each.
Screening assessment
When to use
On application to programmes where there is a higher element of risk: e.g. trades, medicine, the armed forces.
Purpose
To ensure applicants can accommodate programme demands.
Assessment activities
Questionnaires (written/ oral, online), tests, exams, demonstrations/ presentations, work samples, interviews, task-based assessments, scenarios and role-plays, psychometric testing, physical competency screening.
Diagnostic assessment
When to use
At the beginning and end of a programme, course or module.
Purpose
Identify baseline skills and the level of competency across these learner gain can be measured.
Assessment activities
Exams and tests (written/oral, online), specific task-based assessments, demonstrations and presentations, standard IQ tests, psychometric and physical diagnostics, questionnaires, puzzles.
Formative assessment
When to use
Following screening and initial diagnostic at regular intervals, throughout a programme of learning.
Purpose
Identify learner engagement, that delivery is hitting the mark, highlight potential issues and mitigate the risk of disengagement and/or later, “failed” assessment/s.
Assessment activities
Targeted learning activities and/ or naturally occurring assessment opportunities, online quizzes e.g. Kahoot, written and practical assignments, multi-choice and short answer questionnaires; demonstrations and presentations, work samples, task-based and peer/pair assessment, observation, discussion and oral Q&A activities.
Summative assessment
When to use
At the end of a module or programme.
Purpose
To provide evidence and confirmation of programme outcomes.
Assessment activities
Examinations, written assignments, portfolio, tutor observation and attestation, tasks or competency-based activities, demonstrations and presentations, practical assignments, oral tests, work samples.
Other assessment types
- Naturally occurring evidence opportunities within community, workplace or sporting events
- Standards-based assessment
- Practical/activity-based assessments
- Recognition of Prior Learning (RPL); where one compatible qualification is credited towards another
- Recognition of Prior Experience (RPE) where appropriate work experience is credited towards a qualification
- Recognition of Current Competency (RCC) where competency is demonstrated in the workplace, community or learning environment
- Attestation – where a manager, supervisor or assessor verifies candidate competency
- Cross-crediting. Often confused with RPL, cross crediting allows an equivalent assessment to be credited to another qualification
- Integrated assessment – where assessment opportunities are applied to a range of modules. This is also confused with cross-crediting.
FAQs
Answer: The purpose of assessment is to diagnose, monitor, and direct student learning, make informed decisions about your curriculum and instructional methods, and ultimately evaluate students.
What is the main purpose of the assessment? ›
The assessment identifies how well your learners are learning, or have learned. While this sounds simple, an in-depth assessment for learning is a complex process, requiring a range of assessment activities, to identify the extent to which a learner is engaging (or did engage) with both content and delivery.
What are the key purposes of assessment? ›
Assessments assist learners by: Providing feedback that will help them improve. Helping direct themselves towards their learning goals. Motivating them to keep making progress.
What are the 3 reasons that we use assessments? ›
Classroom assessment is used for various purposes: assessment for learning, assessment as learning, and assessment of learning. Each of these purposes requires a different role for teachers, different planning, and raises different quality issues.
What are the 6 purposes of assessment? ›
What are 6 purposes of assessment? Screening, determine diagnosis/differential diagnosis, determine eligibility for services, establish baseline, develop intervention targets, track and document progress.
What is the main importance of assessment? ›
Assessment helps monitor students' progress and contributes to enforcing the assessment triangle, i.e., observations, interpretations of that observation, and understanding of that observation. Any breakdown can be noted by professors when reviewing their students' work.
What is the main point in assessment? ›
The major purpose of assessment in schools should be to provide interpretative information to teachers and school leaders about their impact on students, so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt.
What are three goals of assessment? ›
We define the goals (reasons) of the assessment on the higher level as follows: rewarding, motivating, guidance of the students, supporting of the maturation, and quality control.
What is the purpose of effective assessment? ›
Effective assessment demonstrates the knowledge, skills and strategies, and attitudes of each student and the progress the student is making, rather than simply identifying deficits in learning.
What are the key ideas of assessment? ›
There are eight main key concepts, functions and fundamental principles of assessment in learning and development which you have to consider as an assessor. These are ethics, fairness, sufficiency, currency, authenticity, reliability, validity, and learning domains.
A needs assessment could be the first step towards getting help and support with daily life. It's provided free by your local council or trust, and looks at what help someone might need with their care and how they could get it. It can mean someone receives services or direct payments to help them.
What are the four general purposes of assessment? ›
We use assessments for four primary purposes: diagnostic, formative, interim and summative. If you've been in the classroom for a while, you're probably familiar with all four and how you can use them to inform your instruction and help your students.
What are the 3 benefits of assessment? ›
The many benefits of using effective assessment for learning include: Improved relationships between teachers and students. Improved attainment and achievement. Improved confidence, resilience, and self-esteem amongst learners.
What is the true purpose of assessment? ›
The purpose of assessments in education is two-fold. It helps the students to demonstrate their learning, provide feedback on the errors they've been making, and help provide opportunities to better their performance with each assessment.
What is the goal of assessment? ›
One major purpose of assessment is to inform. The results from an assessment process should provide information that can be used to determine whether or not intended learning outcomes that faculty have set are being achieved. The information can then be used to determine how programs can be improved.
What is the most common purpose of assessments? ›
The purpose of common assessments is to provide data so teachers can compare and analyze the results to improve student learning and teacher instruction.
What is the main purpose of an assessment report? ›
Employers and professionals use assessments in a variety of ways, such as for evaluating potential hires or promotees, measuring progress or just gathering intelligence about talent pools or pupils.
What is the main purpose of classroom assessment? ›
"The central purpose of Classroom Assessment is to empower both teachers and their students to improve the quality of learning in the classroom" through an approach that is "learner-centered, teacher-directed, mutually beneficial, formative, context-specific, and firmly rooted in good practice" (Angelo & Cross, 1993, p ...
What is the purpose of assessment Quizlet? ›
The primary purpose of assessment is to evaluate student achievement, make decisions pertaining to instruction, and review instructional programs.
