By Graham Butt
This empirical but useful publication highlights the basic connections among evaluate, instructing and studying, and gives feedback for maximising evaluate in colleges. lecturers usually spend a large amount of their time tracking and assessing their scholars' functionality. yet what are we assessing for, and will overview practices be replaced to lead them to extra important to lecturers and freshmen? overview actions in faculties are often criticised through executive inspectors - frequently being said because the least profitable point of colleges' paintings. Drawing on empirical learn, "Making evaluation subject" specializes in the aim of evaluate, and indicates concepts for handling evaluate in a more suitable approach. the writer considers the function of overview in selling studying, instead of easily measuring it, offers pointers on atmosphere and reaching overview pursuits, and brings jointly issues of 'high stakes' review on the nationwide point with day by day evaluation perform within the school room. This well timed and informative publication should be crucial interpreting for someone concerned with, or drawn to, the function of evaluation inside colleges, together with academics, trainee academics and bosses.
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Example text
The effects of assessment-led teaching are that the educational experience of students can be narrowed to pre- ‘HIGH STAKES’ AND ‘LOW STAKES’ ASSESSMENT 39 examination ‘cramming’, question spotting and rote learning – each of which can reduce the enjoyment of the teaching and learning experience. Unfortunately the results of summative assessment can be unreliable in accurately assessing what students know, understand and can do. Setting valid and reliable tasks to obtain an accurate assessment of each student’s capabilities and attainment is always difficult, particularly so if we wish to assess, for example, two years’ work in a one-and-a-half hour written test.
Knowledge: factual information, for example, names, places, symbols, formulae, events). Be able to . . ). Understand how/why . . ). Be aware of . . ). (DfES/ QCA 2002, p. 72) The ways in which these are assessed will be up to the teacher. But lessons must not just assess what is easiest to assess. This implies that lessons should not always cover the same ‘assessment ground’, for if we regularly use just one or two assessment methods and techniques we tend to receive similar assessment information (Butt 2006b).
What form of report? Student learning What do they need to do next? What is the students’ view of their learning? What do I need to report to the students? Students Current performance What do the students know? What can they do? Assessment How does it affect their self-esteem and motivation? Targets What next? Self- and peer assessment How well am I doing? How can I improve? What can I learn from others? Assessment of learning (summative) What is their current performance? Sharing learning objectives Do they know what to do?