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Module Eleven: Evaluation and Assessment in High School for K-12
Assessment, Evaluation, and Learning
Assessment and evaluation are an integral part of the learning process. These processes are informative and assist students in knowing how they are doing with their learning and performance in a classroom.. Just as with learning activities, the primary purpose of assessment is to improve student learning. A thorough definition of assessment is provided by by Huba and Freed [c1] [c2]: Assessment is the process of gathering and discussion 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. Fundamental to assessment is the concept that information gathered through the varied assessment processes should be used to provide descriptive feedback that leads the student’s academic improvement efforts. Evaluation, on the other hand, is generally in the form of grades and is assigned at the completion of a task, test, assignment and so on. Assessment implies a single measure of growth, where evaluation is an estimate of overall performance.
Assessment - Measuring Student Growth
Teachers assess in order to provide a reliable and valid measure of student achievement and attainment of the curriculum objectives. It is critical that teachers use a variety of assessment strategies to provide students multiple and varied opportunities to provide evidence of their learning. One of the most powerful form of assessments for students are those assessments that present the student with tasks that include performances and challenges such as developing a portfolio, brochure, speech, conducting research; writing, revising and discussing papers; providing an oral analysis; or collaborating with others on a presentation. These assessment strategies engage the student in the assessment as a part of the learning process and fall into the educational category of authentic assessment (Wiggins, 1990).
Evaluation - Making an Academic Judgment and Reporting Growth
Reporting student growth and attainment of the curriculum objectives is a challenging exercise. The final score or "grade" assigned to students should be comprised of multiple ongoing assessments to provide students with an accurate reflection of their learning. Improving how grades are derived using meaningful measurements that involve students in their learning is critical in providing an evaluation system aligned to student performance (Marzano, 2000).
Key Rules of Assessment and Evaluation
  • Provide continuous, ongoing assessment that is a part of instruction.
  • Plan and communicate assessment to learners and parents.
  • Align assessment strategies with the curriculum objectives and teaching strategies.
  • Design assessment strategies to accommodate student differences and variations in culture and language.
  • Develop assessments that are clear, fair, and enable every student to demonstrate the full extent of their learning.
  • Provide a wide variety of assessment instruments (observations, portfolios, tests, performances, discussions, interactive options).
  • Develop assessments that are clear and fair, and enable every student to demonstrate the full extent of the learning.
  • Provide students opportunities to peer-assess, self-assess, and set personal achievement goals.
Reference List
 
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