A proper comprehension of what is taught to a student is very significant in ensuring that learning takes place. Assessment is important in checking whether learning takes place or not. Assessment is an activity that involves accumulating information, analyzing the information and giving an interpretation of the very data. The information about the learner is then used to check the student’s progress and the individual achievement. This process helps in improving teaching as well as learning (McMillan, 2011).
There are elements that make an assessment good. A good assessment is one that is able to influence a student’s motivation as well as learning. An assessment designed for the sake of learning should be able to have a degree of influence on the learning process. An assessment should also be able to embrace the students and engage them in the learning process (McMillan, 2007). This design should be precise with options for having a feedback and subsequently give room for revision from time to time. For instance, students' achievement is greatly enhanced when there is individual assessment, learning and application.
Secondly, is that a good assessment should be one that involves professional judgment. When a teacher understands the process of assessment, there are better chances of adopting a better assessment method (McMillan, 2007). This assessment method helps the teacher to understand the consequences of his or her own judgment. Scherer agrees with this argument and states that when a teacher incorporates his judgment with those of others in the profession, then the quality of assessment is enhanced (Scherer, 2009). Analysis and evaluation of the assessment help in improving the student’s ability.
An assessment that is based on divergent methods, but related ideas in terms of measurement of evidence and evaluation is considered a good assessment. It is very important to distinguish measurements and the evaluation. When one is able to understand and interpret the ideas behind procedures in descriptive ideas then a better assessment method is enhanced. Hamm adds onto this and says teachers as well as administrators should possess analytical skills for the purpose of proper in interpretation of the evidence (Hamm, 2013). This helps in making value judgments about the meaning of given information.
An assessment that is integrated with instructions can be said to be a good instruction. When there are instructions a teacher is able to know the kind of things will be valuable for a learning process (McMillan, 2007). The teacher is also able to identify the level of teaching appropriate for a particular learning activity. For example, he/she knows when to continue or when to pause in a lesson. A teacher can also know when to ask questions and what to ask in different instances. A teacher also discerns when to give more examples. A teacher understands a student’s weakness or strengths better when test scores that are standardized are used decisively. This helps to inform further instructions. Shepherd agrees and says instructions are essential in ensuring assessment meets the standards required (Shepard, 2000).
A good assessment should be fair and ethical. This is a new concept to have been introduced in the assessment. When one talks of fairness it means that there should be no biasness and equal treatment of the students practiced. Every student should also have an equal opportunity to learn. No students should be discriminated in any way in the implementation of a given program. For example, a student should not be unfairly penalized. Also important in this assessment process is that there should not be any form of stereotyping which could otherwise jeopardize the learning process.
References:
Hamm, M. (2013). Activating assessment for all students: Differentiated instruction and
informative methods in math and science.
McMillan, J.H. (2011). Classroom assessment: principles and practice for effective Standards-
based instruction. Boston MA: Pearson.
McMillan, J. H. (2007). Formative classroom assessment: Theory into practice. New York:
Scherer, M. (2009). The tests that won’t go away. Educational leadership. Retrieved From:
http://www.ascd.org/publications/educational-leadership/nov09/vol67/num03/The-Tests-That-Won%27t-Go-Away.aspx.
Shepard, L. A. (2000). The role of assessment in a learning culture. Paper Presented at the
Annual Meeting of the American Educational Research Association. Available http://www.aera.net/meeting/am2000/wrap/praddr01.htm
