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"https://www.academia.edu/login?post_login_redirect_url=https%3A%2F%2Fwww.academia.edu%2F63114543%2FSimply_Assessment%3Fshow_translation%3Dtrue"; window.loswp.previewableAttachments = [{"id":75646224,"identifier":"Attachment_75646224","shouldShowBulkDownload":false}]; window.loswp.shouldDetectTimezone = true; window.loswp.shouldShowBulkDownload = true; window.loswp.showSignupCaptcha = false window.loswp.willEdgeCache = false; window.loswp.work = {"work":{"id":63114543,"created_at":"2021-12-03T06:26:17.754-08:00","from_world_paper_id":185663181,"updated_at":"2024-11-22T18:57:59.950-08:00","_data":{"publisher":"Portico","grobid_abstract":"Assessment gets a bum rap. Part of this is because people tend to equate assessment with testing. 1 In addition, assessment has historically acted as a barrier rather than a bridge to educational opportunity. Now, suppose that you surveyed a random sample of 100 people on the street regarding their thoughts on \"assessment.\" It's quite possible that many of them may view it negatively-as unfair, difficult, confusing, inauthentic, boring, constraining, contrived, old school, and so on. Similarly, if you surveyed a random sample of 100 K-12 teachers, it's likely that they, too, may harbor some ill will toward the topic of assessment. Their misgivings may be colored by the No Child Left Behind (NCLB, 2002) initiative which has, so far, failed to live up to its promises. Instead, NCLB, with its focus on accountability, has promoted a zeitgeist of \"teaching to the test\" where ultimately what gets left behind is deeper, more meaningful learning (i.e., knowledge, skills, concepts, and beliefs that are fully understood and can be related to other concepts). That is, meaningful learning is a desirable goal but much harder to test than rote learning, which is less desirable but fairly easy to test. There is, however, another more attractive face of assessment, where the primary goal is to improve peoples' learning (e.g., Black \u0026 Wiliam, 1998; Shute, 2007; Stiggins, 2008). Stiggins (2008) suggests that we assess for two reasons: to gather evidence to inform instructional decisions, and to encourage learners to try to learn. It is this face of educational assessment that I find to be exciting, powerful, and absolutely critical to support the kinds of learning outcomes and processes necessary to succeed in the 21 st century. I'm referring to \"formative assessment,\" which may be thought of as assessment for learning, in contrast to \"summative assessment\" (or assessment of learning). The primary premise underlying this essay is that assessment results can and should have important implications for instruction, positively influencing both the teaching and learning sides of the equation. In today's classrooms, however, assessments are too often used for purposes of grading, promotion, and placement, but not for learning. The stance I take on assessment is that it should: (a) support, not undermine, the learning process for learners and teachers/mentors; (b) provide more formative, compared to summative, information (i.e., give useful feedback during","publication_date":"2009,,","publication_name":"International Journal of Learning and Media","grobid_abstract_attachment_id":"75646224"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"en","title":"Simply Assessment","broadcastable":true,"draft":null,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [42558480]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loswp.appleClientId = 'edu.academia.applesignon';</script><script defer="" 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This paper explores profoundly the pivotal role that assessment plays in the educational process from different perspectives. Firstly, it defines the concept of assessment and points out the differences between assessment and evaluation. Moreover, explicates the impacts of assessment on the educational process and investigates the different levels of assessment and the role of each level in enriching the educational process. Furthermore, states the characteristics of an effective and efficient assessment tool and the practical ways of designing and implementing exams in a constructive and engaging educational environment. Additionally, this article differentiates between assessments in order to make use of them effectively.</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 Repercussions of Assessment on the Teaching and the learning Process","attachmentId":75799822,"attachmentType":"pdf","work_url":"https://www.academia.edu/63335171/The_Repercussions_of_Assessment_on_the_Teaching_and_the_learning_Process","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/63335171/The_Repercussions_of_Assessment_on_the_Teaching_and_the_learning_Process"><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="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="7" data-entity-id="76240780" 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/76240780/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 . Calub</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2019</p><p class="ds-related-work--abstract ds2-5-body-sm">Students and teachers alike cringe when they hear the word “testing.” Our students see tests as a threat to their competence because most are afraid that they may not perform well. Some of us often do not like to construct test and statistically calculate the results of tests we administer, and if we do, we seem not altogether satisfied with the results of the test. The ability to develop high-quality assessments of students’ learning is a fundamental part of professional accountability for us today. We must know whether our methods of assessing our students’ learning are enhancing their’ ability to learn. We understand the critical role that assessment play in teaching the importance of “establishing credible performance standards, communicating these standards to students, and providing feedback to students (sometimes even to the parents) on their progress and on the learning outcomes of our instruction. With the implementation of the K-12 curriculum, educators have shown greater emphasis on the outcomes-based assessment.</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 OF LEARNING","attachmentId":83955063,"attachmentType":"docx","work_url":"https://www.academia.edu/76240780/ASSESSMENT_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/76240780/ASSESSMENT_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="8" data-entity-id="67943401" 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/67943401/Assessment_to_Inform_Teaching_and_Learning">Assessment to Inform Teaching 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="43044441" href="https://upenn.academia.edu/EzekielDixonRoman">Ezekiel Dixon-Román</a></div><p class="ds-related-work--metadata ds2-5-body-xs">2011</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 to Inform Teaching and Learning","attachmentId":78601418,"attachmentType":"pdf","work_url":"https://www.academia.edu/67943401/Assessment_to_Inform_Teaching_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/67943401/Assessment_to_Inform_Teaching_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="9" data-entity-id="72427470" 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/72427470/The_Role_of_Classroom_Assessment_in_Teaching_and_Learning_CSE_Technical_Report">The Role of Classroom Assessment in Teaching and Learning. 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