Daftar Isi
A. The importance of assessment
Assessments in education measure student achievement. These may take the form traditional assessments such as exams, or quizzes, but may also be part of learning activities such as group projects or presentations.
While assessments may take many forms, they also are used for a variety of purposes. They may
- Guide instruction
- Determine if reteaching, remediating or enriching is needed
- Identify strengths and weaknesses
- Determine gaps in content knowledge or understanding
- Confirm students’ understanding of content
- Promote self-regulating strategies
- Determine if learning outcomes have been achieved
- Collect data to record and analyze
- Evaluate course and teaching effectiveness
While all aspects of course design are important, your choice of assessment Influences what your students will primarily focus on.
For example, if you assign students to watch videos but do not assess understanding or knowledge of the videos, students may be more likely to skip the task. If your exams only focus on memorizing content and not thinking critically, you will find that students are only memorizing material instead of spending time contemplating the meaning of the subject matter, regardless of whether you attempt to motivate them to think about the subject.
Overall, your choice of assessment will tell students what you value in your course. Assessment focuses students on what they need to achieve to succeed in the class, and if you want students to achieve the learning outcomes you have created, then your assessments need to align with them.
The assessment cycle
Assessment does not occur only at the end of units or courses. To adjust teaching and learning, assessment should occur regularly throughout the course. The following diagram is an example of how assessment might occur at several levels.
This cycle might occur:
- During a single lesson when students tell an instructor that they are having difficulty with a topic.
- At the unit level where a quiz or exam might inform whether additional material needs to be included in the next unit.
- At the course level where a final exam might indicate which units will need more instructional time the next time the course is taught.
In many of the above instances learning outcomes may not change, but assessment results will instead directly influence further instruction. For example, during a lecture a quick formative assessment such as a poll may make it clear that instruction was unclear, and further examples are needed.
B. Assessment considerations
There are several types of assessment to consider in your course which fit within the assessment cycle. The two main assessments used during a course are formative and summative assessment. It is easier to understand each by comparing them.
| Formative | Summative | |
| Types | Assessment for Learning | Assessment of Learning |
| Purpose | Improve learning | Measure attainment |
| When | While learning is in progress | End of learning |
| Focused on | Learning process and learning progress | Products of learning |
| Who | Collaborative | Instructor-directed |
| Use | Provide feedback and adjust lesson | Final evaluation |
An often-used quote that helps illustrate the difference between these purposes is:
“When the cook tastes the soup, that’s formative. When the guests taste the soup, that’s summative.” Robert E. Stake
Examples
| Formative | Both | Summative |
| Homework Summaries Minute papers Diagrams Concept maps Graphic organizers Observation Worksheets Discussions Video responses Exit slips Reflections Peer assessments | Rubrics Checklists Journal entries Performance tasks Group assignments Comprehension questions Oral responses | Test Quiz Presentation Research paper Practicum or field work Portfolio Project |
It is important to note, however, that assessments may often serve both purposes. For example, a low-stakes quiz may be used to inform students of their current progress, and an instructor may alter instruction to spend more time on a topic if student scores warrant it. Additionally, activities like research papers or presentations graded on a rubric contain both the learning activity as well as the assessment. If students complete sections or drafts of the paper and receive grades or feedback along the way, this activity also serves as a formative assessment for learning while serving as a summative assessment upon completion.
Source : University at Buffalo : Curriculum, Assessment and Teaching Transformation
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Designing Assessments
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