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Significance Of Student’s Assessment In Teaching-Learning Process

Significance Of Student’s Assessment In Teaching-Learning Process

Did you know that what is Significance Of Student’s Assessment In Teaching-Learning Process. If you don’t know then have a bird’s eye view of this article.

What Is Assessment:

Literally, assessment means the act of judging, assessing a person or situation or event .it is the classification of someone or something with respect to its worth. The process of collecting, synthesizing and interpreting information to final decision is called assessment. It gives the teacher a better awareness about the knowledge of students and their understanding and what are learning experiences are also about their skills and personal characters and capabilities.

Significance Of Assessment:

Assessment plays a pivotal role in the teaching-learning process. The types of assessment tasks that we give to our students will determine the students approach towards the learning process and their study behaviours they will use. What and how students learn depends to large extent on how they think they are to be assessed. It enable us to assess what we want our students to achieve. Assessment should integrate grading, learning, and motivation for students. Well-designed assessment methods provide valuable information about student learning.

They tell us what students learned, how well they learned it, and where they need improvement. Good assessments allow us to answer different questions regarding the teaching-learning process. It identifies invisible barriers and helping us to enhance our teaching approaches. Different types of assessment are used in the teaching-learning process. Some of which are explained as under.

Types Of Assessment:

Placement Assessment:

Placement assessment is used to place students into a course level or academic program. This is used to determine the prerequisite skills, degree of mastery of the course. To determine the student performance at the beginning of instruction is called placement assessment.
This is also called the Need Analysis assessment. Placement assessment is concerned with students entry performance typically concerned with questions like Does the student possess the knowledge and skills needed to begin the planned instruction. Examples are as under:

  • Readiness Test: To about student knowledge about a specific topic before proceeding further.
  • Aptitude test: The ability to acquire specific knowledge or skill.

Formative Assessment:

To monitor the learning process during instruction. Its purpose is to provide continuous feedback to both students and teachers concerning learning success or failure. Student`s feedback provides reinforcement for successful learning. Formative assessment includes a variety of formal and informal assessment procedures, which are used by teachers in the classroom so that they can modify the teaching approach to improve the student’s attention during a learning activity.

Diagnostic Assessment:

Its objective is to identify individual strengths and areas of improvement. Diagnostic assessment is a form of pre-assessment that allows a teacher to determine students’ individual strengths, weaknesses, knowledge, and skills prior to instruction Unlike Evaluative assessment, the diagnostic assessment does not aim to grade the candidates but rather it helps in diagnosing the difficulty after which the teacher can take steps to deal with it.

Summative Assessment:

Summative comes from the word summary. The summative assessment comes typically at the end of the course or unit of instruction. It is designed to determine the extent to which instruction goals have been achieved and is used primarily for assigning course grades or mastery for intended learning goals.

Norm-Referenced Assessment:

Norm-referenced assessment commonly is used to assess or evaluate with the aim of determining the position of the tested individual against a predefined group on the traits being measured. The term normative assessment means the process of comparing one with other predefined Norms may be national norms or local norms.

Criterion-Referenced Assessment:

This kind of assessment determines the performance of student against a hard and fast set of pre-determined and prescribed criteria or the training of scholars. Unlike norm-referenced test here without reference is formed against a specific criterion

Interim/Benchmark Assessment:

This evaluates student performance at periodic intervals, frequently at the top of a grading period. Can predict student performance on end-of-the-year summative assessments. Interim assessments are given across a whole school or district so as to match the results of groups of learners.

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