Assessment has been a constant life theme. It has been part of my student learning experience, performance evaluation in the work setting and now an important part of my teaching. I hope to give you a good insight into my understanding, perspectives, biases and attitudes toward the subject of assessment and to further add to this with my experience as a teacher this year.
A student’s approach to learning and the quality of learning achieved will be influenced by the way in which this learning assessed (Gibbs 1999, Entwistle and Ramsden, 1983). As a student, assessments always provided me with a benchmark: the level I’m at, what going well/not so well and the area for improvement. They provided me with the tools to make decisions about a change in approach to obtain better grades or to make life decisions in order to obtain goals such as college or job placement.
I successfully came through second level assessment and received my first choice for third level. I narrowly missed out on my desired grade in my primary university degree and this had a knock on effect as it reduced my employment prospects. The result was undertaking a postgraduate course to up skill my existing qualification. Again it was difficult to get onto this course due to previous grades, but once on the course my determination saw me achieve higher overall grades than in my primary degree, which in turn opened up more employment opportunities.
My experience here did strike a chord with me with regard to educational and workplace selection assessment. I did accept that there were quotas and limited number of places due to the economics of supply and demand in the education and employment markets, but as Nitko and Brookhart (2006) ...
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...ng”, London: room Helm.
Gibbs, G. (1999). “Using assessment strategically to change the way students learn”, in Brown, S. and Glasner, A. (eds.) “Assessment Matters in Higher Education: Choosing and Using Diverse Approaches”, Maidenhead: SRHE/Open University Press.
Irons, A. (2007). “Enhancing Learning Through Formative Assessment and Feedback: Key guides for effective teaching in higher education”. Routledge: Oxon
Knight, P. (ed) (1995). “Assessment for Learning in Higher Education”. London: Kogan Page.
Nitko, A. J., and Brookhart S.M. (2006). “Educational assessment of students”, (5th ed.). NJ:Pearson Merill/Prentice Hall
Popham, W. J. (2005). “Classroom Assessment: What Teachers Need to Know”, (4th. Ed.) Boston: Allyn and Bacon
Stiggins, S. (2002). “Assessment crisis: the absence of assessment for learning”. Phi Delta
Kappan, 83:10, pp 758-765
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