Sieborger Assessment

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In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners. What is pivotal in assessment is that it enhances teaching and learning, it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators.
There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment. (Sieborger, 1998) Thus educators tend to make use of multiple assessments to establish a fair and just measurement of the learner’s capability. This essay will extensively describe and analyse two methods of assessment: Summative assessment and Formative assessment and further reflect on their ability to integrate.
According to Sieborger (1998), there are two ways of using the outcomes of what learners have been assessed ...

... middle of paper ...

...The brick wall paradigm is re-furbished, as ‘extrinsic rewards’ are given for ‘success on easy tasks’. Dialogue through scaffolding, however, takes place in students’ zones of proximal development

References
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
Hugo, W. (2013). Cracking the Code to Educational Analysis. Chapter 7. p105-116. Pearson: Cape Town
Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006.
Sherman, Jessica. (1996). An Experiment in Peer Assessment. ELTIC Reporter, 20 (1).
Shepard, L. A. (2000) the role of assessment in a learning culture. Educational Researcher. 29 (7) 4-10.
Siebörger, R. and Macintosh, H. (1998). Transforming Assessment: A Guide for South African Teachers. Chapters 1&2, Juta: Cape Town

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