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id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="45455235" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/45455235/Assessment_and_Learning">Assessment and Learning</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="98458844" href="https://marymount.academia.edu/CatherineWehlburg">Catherine Wehlburg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2013</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment and Learning","attachmentId":65962667,"attachmentType":"pdf","work_url":"https://www.academia.edu/45455235/Assessment_and_Learning","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/45455235/Assessment_and_Learning"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="1" data-entity-id="44994459" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/44994459/The_Role_of_Assessment_Fisseha_Mikre_101_THE_ROLES_OF_ASSESSMENT_IN_CURRICULUM_PRACTICE_AND_ENHANCEMENT_OF_LEARNING">The Role of Assessment Fisseha Mikre 101 THE ROLES OF ASSESSMENT IN CURRICULUM PRACTICE AND ENHANCEMENT OF LEARNING</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="184172060" href="https://independent.academia.edu/HeraSoliman">Hera Soliman</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessment is indispensable component of curriculum practice. In systems of education, one of the prime considerations of administrators, teachers, and students alike are the outcomes of learning, what ability students can demonstrate because of increase in their knowledge and changes in understanding because of experiences in school or college. Concern for how learning takes place in higher learning institutes and how instruction and assessment affect the quality of learning is desirable, for students need to acquire knowledge and competencies that can be transferable in the work place. Therefore, educators need to think carefully about the quality of curriculum practice and learning assessment in higher education. Much of current teaching and assessment in higher learning institutes seems to induce passive, reproductive form of learning that is contrary to the aims of instructors themselves. Most of the time instructors emphasize on factual knowledge, bind students too firmly within currently acceptable theoretical framework, and do the same while assessing learning. To the contrary, transferable skills valued by employers such as problem solving, communication skills, and working effectively with others are highly essential. Educators are suggesting that instructors will be more effective if assessment is integral to teaching and how learning activities are structured. Performance assessment, portfolios, authentic assessment and student self and peer assessment together with feedback and comments have been advocated as procedures that align assessment with current constructivist theories of learning and teaching. For instance, teachers are responsible for providing feedback that students need in order to re-learn and refine learning goals. Hence, this article reviews, roles of assessment in operating and experiencing the curriculum, importance of continuous assessment for enhancement of student learning, and the roles of feedback and comments for curriculum practice and learning enhancement.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Role of Assessment Fisseha Mikre 101 THE ROLES OF ASSESSMENT IN CURRICULUM PRACTICE AND ENHANCEMENT OF LEARNING","attachmentId":65536936,"attachmentType":"pdf","work_url":"https://www.academia.edu/44994459/The_Role_of_Assessment_Fisseha_Mikre_101_THE_ROLES_OF_ASSESSMENT_IN_CURRICULUM_PRACTICE_AND_ENHANCEMENT_OF_LEARNING","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/44994459/The_Role_of_Assessment_Fisseha_Mikre_101_THE_ROLES_OF_ASSESSMENT_IN_CURRICULUM_PRACTICE_AND_ENHANCEMENT_OF_LEARNING"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="2" data-entity-id="36852020" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36852020/The_Language_of_Assessment">The Language of Assessment</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="83050502" href="https://wmsu.academia.edu/ErikaAranas">Erika Aranas</a></div><p class="ds-related-work--abstract ds2-5-body-sm">" There are three sides to every story—your side, my side, and the truth. " —JOHN ADAMS The goal of assessment is to collect objective evidence that represents the truth about student performance. In order to assure objectivity the assessment plan must be well grounded in the principles of assessment. The first step in developing an objective assessment plan is to become familiar with the terminology of assessment to facilitate your understanding of the bigger picture. The purpose of this chapter is to review the basic terminology and principles of assessment and provide you with a basic understanding of the framework on which to base an objective and comprehensive systematic assessment plan. These concepts are discussed in detail in subsequent chapters. Many of you are familiar with these terms. Some readers may even prefer to move past this chapter and delve right into the strategies for developing assessment tools. However, as further discussion demonstrates, you cannot start collecting data until your assessment plan is established. Unless you consistently work in the area of assessment, you will find this refresher beneficial. Reviewing this chapter will increase your fluency in the Language of Assessment and your understanding of the proposed guidelines. Assessment Chapter 1, " The Role of Assessment in Instruction, " introduces you to the concept of assessment as the broad and comprehensive process of collecting quantitative and qualitative data to make informed educational decisions about students. It is a process that encompasses the full range of procedures used to obtain information about student</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"The Language of Assessment","attachmentId":56804865,"attachmentType":"pdf","work_url":"https://www.academia.edu/36852020/The_Language_of_Assessment","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36852020/The_Language_of_Assessment"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="3" data-entity-id="23813478" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/23813478/Assessment_Practices_in_Education">Assessment Practices in Education</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="20431052" href="https://independent.academia.edu/GhazalaSiddiqi">Ghazala Siddiqi</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Assessment Practices in Education "We plan. We develop. We deliver. We assess and evaluate the results of the assessment. We revise, deliver the revised material, and assess and evaluate again. Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued."-E.S. Grassian Assessment is a fundamental element in the process of teaching and learning and is instrumental in enhancing its overall quality. Well designed assessment sets clear expectations, establishes a reasonable workload-one that does not drive students into rote reproductive approaches to study, and offers myriad opportunities for students to self-monitor, rehearse, practise and receive feedback. It is an integral component of a coherent and a sound educational experience. The paper attempts to highlight some of the foundational concepts and principles of assessment, assessment strategies and assessment literacy-in other words, what it is, why it is important to a teacher and how it is practised with reference to a good Language test. We have this notion that assessment often hinders the flow of teaching; but it is not so. There are so many assessment techniques that we consciously and unconsciously incorporate in our teaching strategies, however, at times we are unaware of the specific terminologies that go with them. The term raises some questions in my mind: How good or effective an assessor am I? Am I neglecting assessments while I teach? Am I able to draw a line between a smooth flow of instructions and at the same time keep an eye on the effect of instructions on the learners? Are these one to three hour tests actually valid form of assessment? If a learner fails a test does that mean that his assessment is negative? A commendable aspect of assessment is that it focuses on what students know, what they are able to do, and what values they have when they graduate to higher pastures in their academic journey. Let us not judge our students simply on what they know. That is the philosophy of the quiz programme. Rather let them be judged on what they can generate from what they know — how well they can leap the barrier from learning to thinking.-Jerome Bruner (Harvard Educational Review, 1959) Assessment does not stand in isolation from other acts that are a part of the process of learning, unlearning and relearning. Introducing multifaceted learning strategies in class would open up numerous vistas for learners with multiple intelligences and would certainly validate the process of assessments that are employed by the teachers. There is an urgent need to have a more constructive approach towards assessment planning and strategies.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment Practices in Education","attachmentId":44204310,"attachmentType":"pdf","work_url":"https://www.academia.edu/23813478/Assessment_Practices_in_Education","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23813478/Assessment_Practices_in_Education"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="57869153" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/57869153/Improving_classroom_assessment_to_improve_learning_Guidelines_from_research_and_practice">Improving classroom assessment to improve learning: Guidelines from research and practice</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="66463072" href="https://independent.academia.edu/ThomasAngelo2">Thomas Angelo</a></div><p class="ds-related-work--metadata ds2-5-body-xs">Assessment Update, 1995</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Improving classroom assessment to improve learning: Guidelines from research and practice","attachmentId":72557129,"attachmentType":"pdf","work_url":"https://www.academia.edu/57869153/Improving_classroom_assessment_to_improve_learning_Guidelines_from_research_and_practice","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/57869153/Improving_classroom_assessment_to_improve_learning_Guidelines_from_research_and_practice"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="28704423" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/28704423/Assessment_Constructing_and_Evaluating">Assessment: Constructing and Evaluating</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="26147784" href="https://uitm.academia.edu/SharifahKhairolMusairahSyedAbdulMutalib">Sharifah Khairol Musairah Syed Abdul Mutalib</a></div><p class="ds-related-work--abstract ds2-5-body-sm">Based from the behavioural educational theories, higher learning institutions has been using assessment to measure the quality or success of a taught course and to evaluate whether the students have achieved (Ellery, 2008) the minimum standard that is acceptable to be awarded with the degree. An assessment can be conducted by means of paper and pencil, presentations, lab work, case studies, essays, multiple choice questions, true/false statements, short essays, etc. During the semester, students may be tested to improve their learning experience; this is called a formative test (continuous assessment), whereas a summative test (final assessment) is done at the end or completion of the course or program. A test can be used to measure students' ability or to determine the basic mastery or skills or competencies acquired during a course. There are several types of tests; such as, placement test, diagnostic test, progress test, achievement test, and aptitude test. A placement test is done to place students in teaching groups or classes so that they are within the same level of ability or competency. A diagnostic test is done to identify students' strengths and weaknesses in a particular course. A progress test is done during the semester to measure the progress of students in acquiring the subject taught. An achievement test is done to determine students' mastery of a particular subject at the end of the semester. Whereas an aptitude test is done to determine the students' ability to learn new skills or the potential to succeed in a particular academic program. A good assessment should be valid, reliable, and practical. In terms of validity, an assessment should test what it is intended to measure. For example, content validity is when the test items adequately cover the syllabus. A valid assessment measures achievement of the course learning outcomes. In terms of reliability, does the assessment allow the examiners to evaluate it consistently and differentiate between varying levels of performance? Whereas in terms of practicality, we need to ensure that the length given to students for their assessments are appropriate. There are two types of tests, objective and subjective. For objective, we can choose multiple choice questions, true/false, or fill in the blanks; whereas for subjective we can choose either short or long essay. Although there are objective and subjective tests, I would like to focus on subjective test (essays) because we use this type most often; especially in final exam. When constructing an assessment, we need to bear in mind the objectives of learning of a particular course. Specifically, we need to refer to the course information of the course learning outcomes before constructing the exam questions. In addition, we need to understand Bloom's Taxonomy or classifications of objectives. The three classifications are cognitive, affective, and psychomotor. The six levels of cognitive domain are knowledge, comprehension, application, analysis, synthesis, and evaluation. The levels for affective domain are receiving, responding, valuing, organizing, and characterizing. Psychomotor levels are imitation, manipulation, precision, articulation, and naturalization. I have discussed in detail about the levels of each domain in the previous issue; thus, in this issue I would like to discuss on cognitive domain because this is the most frequently used in final exam and we are quite familiar with it.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Assessment: Constructing and Evaluating","attachmentId":49103947,"attachmentType":"docx","work_url":"https://www.academia.edu/28704423/Assessment_Constructing_and_Evaluating","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/28704423/Assessment_Constructing_and_Evaluating"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="76238819" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/76238819/ASSESSMENT_OF_LEARNING">ASSESSMENT OF LEARNING</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="30404063" href="https://israelashvilibukobzakim2012.academia.edu/CCalub">Cecilia L . 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