Assessment Methods Essay Example for Free

sound judgment Methods EssayThe 12 principles of Good Assessment and Feedback were produced by Academic insurance policy Committee and agreed by Senate in 2008. They argon intended to help academic staffs who wishes to promote disciple engagement and self-regulation in learning http//www. strath. ac. uk/learnteach/teaching/staff/assessfeedback/12principles/16. 30on 12/05/2010 The principles of good assessment atomic number 18 sponsor clarify what good performance is. Encourage time and effort on challenging learning tasks. speak lavishly quality feedback information that helps learners self-correct.Provide opportunities to close any gap between current and in demand(p) performance. Ensure that summative assessment has a positive impact on learning. Encourage interaction and talks around learning (peer and teacher-student) Facilitate the development of self-assessment and reflection in training Give choice in the topic, method, criteria, weighting or timing of assessments Involve students in decision-making rough assessment policy and practice house the development of learning communities Encourage positive motivational beliefs and self-esteem.Provide information to teachers that arse be use to shape teaching. An assessment must be consistent, accessible, detailed, earned and transpargonnt. These principles form the acronym CADET. ( Linda Wilson 2009) C-Consistent A-Accessible D-Detailed E-Earned T-Transparent in that respect are certain fundamental assessment rules. Though there are different ways of assessing anyone assessing should bemuse something to measure on. In my classes these are given by the awarding body The Association of Business Executives. The assessments have o be reasonable and relevant ,reliable, authentic, sufficient, objective and power of Discrimination.Assessment relationships to The following assessment methods are used for my Diploma students in Level 5 in Economics class and the assessment methods encompass these pri nciples. (MCQ) fivefold option Questions (MCQ) MMMMMMMMCQ)) ten-fold choice questions Advantages Often referred to as objective tests (in terms of their scar), this method can sample a commodious range of knowledge and memory quickly and has the probable for measuring rod stick discernment, analysis, problem solving skills and evaluative skills. There are a wide variety of formats from true/false to reason/assertion.Multiple Choice Questions are easy to mark and crush results. They are useful in terms of their ease of administration with spacious numbers of students, especially where marking is to be done by assistants rather than the test-setter. Computer marking and web-administered tests for Multiple Choice Questions are well-established. They are also useful for self assessment and screening. Multiple Choice Questions have potentially high reliability, validity and manageability, and feedback to students is closely. Constructivism calls for the elimination of grades and standardized testing.Instead, assessment becomes part of the learning process so that students play a larger role in judging their own progress. Short Answer questions Advantages A standard method using slightly less structured questions than those in Multiple Choice Questions. They are frequently used in the mock examination conducted by me to award a few tag as a starter, which is then followed by a question which requires to a greater extent writing. Although they have the potential for measuring analysis, application of knowledge, problem-solving and evaluative skills, more often than not their construction means they only test the start cognitive levels.Marking to model answers is relatively fast compared with marking problems but not compared with Multiple Choice Questions. They are convenient to use when a number of assessors will mark the papers, and all alternatives can be considered. Marking for feedback (e. g. with formative assessment) can be relatively fast. Singl e Essay Examination These are relatively easy to set and can test a wide range of abilities including capacity to draw on a wide range of knowledge, to tax deductione and to identify recurrent themes. Marking for grading is relatively fast providing the criteria are simple. EssaysThese are applicable to any topic that requires the ability to construct and sustain a compose argument. There are several types of essays that test different styles of writing and types of thinking. They can measure chthonicstanding, synthesis and evaluation, providing you asks the redress questions. They are relatively easy to set and mark for grading ground on impressionistic marking is fast. However, it is essential to determine the marking scheme before you start marking and then share it with the students or better still, get them involved in drawing up the marking criteria/scheme and/or suggesting additional personal criteria.It is also worth having a formal student peer-review system on draft s prior to submission. content Studies These can range from simple vignettes illustrating issues in the practice of a discipline, through and through to involved sets of documentation which whitethorn require analysis and research. Solutions can range from short answer questions to complex plans or proposals. They have potential for measuring application of knowledge, analysis, problem-solving, evaluative skills and principles applicable to real-world situations. They can reach all the way up Blooms taxonomy to synthesis and evaluation levels.Short cases are relatively easy to design and mark. Marking for grading and feedback are about as fast as essay marking. They can provide useful information for formative purposes, including diagnosis of problems, because answering the questions or meeting the requirements is often a multistage process. Cases are generally best used in conjunction with several other methods. They often overlap and move into simulations and they can also form the al-Qaida of project briefs, and lend themselves to collaborative learning. Projects These are good for all-round ability testing.There is the potential for consume a wide range of practical, analytical and interpretative skills, as well as the wider application of knowledge, understanding and skills to real/simulated situations. They can provide a measure of project and time management. Group projects can provide a measure of teamwork skills and leadership. Motivation teamwork can be high. Learning gains can be high particularly if reflective learning is part of the criteria. They test methods and processes as well as end results. Projects countenance students to contextualise ideas or material by applying them to practical instances.Educational assessment is reasoning from observations of what students do or betray in a handful of particular circumstances, to what they know or can do more broadly. pattern has changed a great deal over the past century, in response to evo lving conceptions of knowledge and its acquisition, views of schooling and its purposes, and technologies for gathering and evaluating response data. Conceptions of what constitutes assessment data, how it should be interpreted, and what kind of inferences is to be drawn can differ radically under different psychological perspectives.We see greater continuity, however, when we distinguish the structure of assessment arguments from their substance. Developments here have been more in the nature of extensions, elaborations, and refinements, as they have been prompted by changes in culture and substance. Problems This method has the potential for measuring application, analysis and problem solving strategies. Marking for grading of easy problems is fast but marking of complex problems can be slow. Variation between markers is fairly low when based on model answers or marking schemes but you need to allow for creative, valid solutions by bright students.Student Peer Assessment This is an area which can develop students judgemental and evaluative skill and is helping them along the road to being critically reflective practitioners. But students need to be involved in criteria setting to some extent at least in terms of a discussion of the criteria and their appropriacy in terms of the learning outcomes. Computer based assessment Much talked about but still mostly of the MCQ and short-answer type which can mark and analyse results quickly.More recently this area has expanded to include mathematical problems and simulations. Reliability is high. Indeed, Crisp and Green lister plough (2001) point out that on reviewing social work education literature there seems to be far less emphasis on assessment of classroom-based learning than of learning in field settings. David Boud, Enhancing learning through self assessment,1989 Routledge Falmer Crisp, B. R. Green Lister, P. (2001). Assessment methods in social work education A review of the literature. sociable Work Educa tion, 21(2), 259-270.