assessment - The systematic process of determining educational objectives, gathering, using, and

analyzing information about student learning outcomes to make decisions about programs, individual
student progress, or accountability.Assessment has a variety of meanings in higher education. It includes
“any activity designed to collect information on the success of a program, course, or University
curriculum” in order to “improve institutional practices is best viewed as a process of self-examination,
one that is on-going, developmental, and formative.

Assessment is the process of gathering and discussing information from multiple and diverse sources in
order to develop a deep understanding of what students know, understand, and can do with their
knowledge as a result of their educational experiences; the process culminates when assessment results
are used to improve subsequent learning. (Learner-Centered Assessment on College Campuses: shifting
the focus from teaching to learning by Huba and Freed 2000).

Assessment is the systematic collection, review, and use of information about educational programs
undertaken for the purpose of improving student learning and development. (Assessment Essentials:
planning, implementing, and improving assessment in higher education by Palomba and Banta
1999.Assessment at Westminster begins with the goals for student learning articulated in the College
Mission and Outcomes Statements. These institutional goals are implemented at the program and
course levels. Assessment at these levels provides information that enables the College to determine the
extent to which its goals for student learning are being met. Assessment data also guides revision at the
program and course levels designed to enhance student learning.

Benefits of assessment teacher and student

Assessments help teachers plan and provide effective, targeted instruction in the academic content
standards. By assessing student learning against the standards, teachers can tailor instruction directly to
individual student needs.Student assessment enables instructors to measure the effectiveness of their
teaching by linking student performance to specific learning objectives. As a result, teachers are able to
institutionalize effective teaching choices and revise ineffective ones in their pedagogy.The
measurement of student learning through assessment is important because it provides useful feedback
to both instructors and students about the extent to which students are successfully meeting course
learning objectives. In their book Understanding by Design, Grant Wiggins and Jay McTighe offer a
framework for classroom instruction—what they call “Backward Design”—that emphasizes the critical
role of assessment. For Wiggens and McTighe, assessment enables instructors to determine the metrics
of measurement for student understanding of and proficiency in course learning objectives. They argue
that assessment provides the evidence needed to document and validate that meaningful learning has
occurred in the classroom. Assessment is so vital in their pedagogical design that their approach
“encourages teachers and curriculum planners to first ‘think like an assessor’ before designing specific
units and lessons, and thus to consider up front how they will determine if students have attained the
desired understandings.Do you agree with his statements? Why or why not? Discuss your opinions with
your peers. When assessment works best, it does the following: Provides diagnostic feedback.
*Helps educators set standards.

*Evaluates progress.

*Relates to a student's progress.

*Motivates performance. For student self-evaluation

*Improved relationships between teachers and students.

*Improved attainment and achievement.

*Improved confidence, resilience, and self-esteem amongst learners.

*Improved classroom culture and teaching and learning environments.

*Improved relationships between teachers and students.

*Improved attainment and achievement.

*Improved confidence, resilience, and self-esteem amongst learners.

*Improved classroom culture and teaching and learning environments.

The advantage of assessment for teachers and students

A good classroom assessment plan gathers evidence of student learning that informs teachers'
instructional decisions. It provides teachers with information about what students know and can do. To
plan effective instruction, teachers also need to know what the student misunderstands and where the
misconceptions lie.inform and guide teaching and learning

A good classroom assessment plan gathers evidence of student learning that informs teachers'
instructional decisions. It provides teachers with information about what students know and can do. To
plan effective instruction, teachers also need to know what the student misunderstands and where the
misconceptions lie. In addition to helping teachers formulate the next teaching steps, a good classroom
assessment plan provides a road map for students. Students should, at all times, have access to the
assessment so they can use it to inform and guide their learning help students set learning
goals.Students need frequent opportunities to reflect on where their learning is at and what needs to be
done to achieve their learning goals. When students are actively involved in assessing their own next
learning steps and creating goals to accomplish them, they make major advances in directing their
learning and what they understand about themselves as learners.assign report card grades

Grades provide parents, employers, other schools, governments, post-secondary institutions and others
with summary information about student learning.

motivate students
Research (Davies 2004; Stiggins et al. 2004) has shown that students will be motivated and confident
learners when they experience progress and achievement, rather than the failure and defeat associated
with being compared to more successful peers.

the 5 types of assessment

1. Summative assessment (knowing what you know)

At the other end of the learning experience, a summative assessment identifies where the student got
to after they were taught something. This can also help us understand where the gaps in a program
might be, or where a student may need extra help in the future. An example of a summative schools
assessment in Australian schools is NAPLAN Online, or the VALID science exam in NSW. Smaller, class-
level summative assessments include an end-of-term test.

2. Formative assessment (knowing what you don’t know)

Unlike summative assessment, the focus of formative assessment is finding out about how a student is
learning before or during a program of study. This approach helps educators shape their teaching to
evolve a student’s knowledge and skills. Formative assessment is a broad strategy using multiple ways of
gathering data about students but can include impromptu quizzes, student self-assessment or other
types of assessment like diagnostic tests such as ACARA’s Spindle project.

3. Diagnostic assessment (knowing if there’s a gap)

A diagnostic assessment is designed to find issues or weaknesses, to plug gaps or rethink educational
approaches. It can be targeted at an individual student or you can put a diagnostic lens over an entire
program of study, depending on what you need to find out. An example of a recent diagnostic
assessment in NSW schools was the NSW Department of Education’s Best Start Year 7, which sought to
pinpoint any learning gaps as a result of disruption to schooling due to COVID-19 lockdowns.

4. Benchmarking assessment (knowing how you compare)

Benchmarking assessments can measure a student’s performance against a ‘set point’, say, a national
standard, or over a particular time period. Benchmarking assessment takes a broad view that allows you
to see trends or movements. You may be able to judge if a student has fallen behind – and that can in
turn, inform a more diagnostic assessment. Reach Assessments and the OECD’s PISA for Schools test
assessment are both examples of voluntary benchmarking assessment.
5. Continual assessment (knowing how you’re tracking)

This is perhaps one of the most under-valued types of assessment. It can be formal or informal, based
on the day-to-day experience of a teacher observing their student, for instance. Continual assessments
let you observe and record learning as it happens. This can be really useful when it comes to diagnosing
weak points – or opportunities for extension – in the educational journey.

Taxonomy theory of learning assessment

Bloom's Taxonomy is a method created by Benjamin Bloom to categorize the

levels of reasoning skills that students use for active learning. There are six
levels of Bloom's Taxonomy: knowledge, comprehension, application, analysis,
synthesis, and evaluation. Many teachers write their assessments in the lowest
two levels of the taxonomy. However, this will often not show whether the
students have truly integrated the new knowledge. One interesting method that
can be used to make sure that all six levels are used is to create an assessment
based entirely on the levels of Bloom's Taxonomy.
The differences of assessment output assessment and product of assessment
the product of assessment tools
An assessment method is defined as the philosophical or pedagogical approach to assessing. For
example, written assessment or practical assessment, formative or summative assessment.
Assessment tools are used for different assessment methods and are more specific.Product
Assessment

Product assessment is a type of summative assessment which can also be referred to as alternative or
authentic assessment. Product assessments replicate real-world tasks and require students to
produce something. The criteria developed for the assessments often focus on elements of quality
and observable evidence of learning. Rubrics can be designed to effectively rate the product and
measure skills learned. Portfolios are a popular way to present products for assessment. They contain
a representative sample of student products collected over time. Portfolios highlight the application
of knowledge and skills.Product assessments include posters, computer graphics, essays, poems,
outlines, pamphlets, autobiographies, letters, science projects, collages, paintings, pictures or visual
representations, dioramas, scrapbooks, and other tangible items.Assessment tools aid in assessing
and evaluating student learning and can provide different options to assess students beyond the
traditional exam. Several tools are available including grading rubrics , Canvas Assignments ,
plagiarism detection, self-assessment, and peer assessment, surveys, and classroom polling.

Assessment tools can be used to help support active learning, facilitate team-building activities, and
foster peer-to-peer learning. They also provide alternative assessment methods and can be used to
check in on student learning in real time. Assessment tools are techniques used to measure a
student’s academic abilities, fluency and skills in a specific subject or to measure one’s progress
toward academic proficiency in a specific subject area.

Assessment tools refer to learning methods educators use to make informed decisions regarding
strategies to enhance student learning. This helps determine if learning interventions are needed to
ensure student success.

The essence of tools

In reality, there is only one fundamental purpose of assessment in education: to establish and
understand where learners are in an aspect of their learning at the time of assessment. This usually
means establishing what they know, understand and can do.A lifetime working in the field has
convinced me that assessment in education has become over-conceptualised and over-complicated.
Assessment concepts and terminology introduced over the past half century sometimes now function
as impediments to clear thinking and good practice; and, worse, the field itself is a mess.
A large part of the problem originates in the belief that there are multiple ‘purposes’ of assessment in
education. These different purposes are sometimes described in terms of dichotomies, such as
formative or summative, norm-referenced or standards-referenced, school-based or external, and
assessment of learning or assessment for learning. Such dichotomies fragment the field and spawn
unending concepts and terminology, and unhelpful complication.

Understanding assessment in this way helps us to see that assessments can be undertaken at varying
degrees of diagnostic detail, using a variety of observation methods, and that the results of an
assessment process can be used and interpreted in different ways.

The expound of curriculum mapping

Curriculum mapping is a method to align instruction with desired goals and program outcomes. It can
also be used to explore what is taught and how. The map or matrix.

*Documents what is taught and when

*Reveals gaps in the curriculum

*Helps design an assessment plan

The Curriculum Mapping Process the Initial cycleSchools that simply adopt canned curriculum
programs or allow textbooks to dictate the curriculum make a fundamental mistake. Without
collaborative processes that foster ownership in decisions, schools will not generate the shared
commitments and results orientation of a learning community. Thus, the process of curriculum
development is at least as important as the final product.

Under the best of conditions, educational research is difficult. The randomized group designs
advocated by NCLB as the gold standard have their roots in the methods we use when testing the
yield of various agricultural crops or the performance of animals. For instance, if I want to test the
effectiveness of weed control measures, I randomly assign different plots of crops to the experimental
or control conditions….The crops are monitored and observations are made throughout the growing
season and a person might be able to see the result visually if the results are remarkable enough. But
the telling evidence is in the yield, when the crops are harvested. If there is a significant difference in
yield in all the experimental plots as opposed to the control plots, then we might attribute it towards
the independent variable, which in this case is weed control.

A portfolio assessment is a collection of student works that are associated with standards you are
required to learn. This collection of work is often gathered over a long period of time to reflect what
you have been taught as well as what you have learned.A portfolio can include classwork, artistic
pieces, photographs, and a variety of other media all demonstrating the concepts that you have
mastered. Each item that is selected to go in the portfolio is chosen within the parameters of the
purpose of the portfolio itself.
Many teachers require their students to write a reflection that correlates with each piece in the
portfolio. This practice is advantageous for the student as they self-assess their work and may set
goals to improve.

Finally, the reflection helps reinforce the concept for the student and it provides some clarity for
anyone reviewing the portfolio. Ultimately, the most authentic portfolios are built when the teacher
and student work collaboratively to decide which pieces should be included to demonstrate mastery
of a specific learning objective.The Purpose of Developing a Portfolio

A portfolio assessment is often deemed an authentic form of assessment because it includes authentic
samples of a student's work. Many advocates of the portfolio assessment argue that this makes it a
superior assessment tool because it is demonstrates learning and growth over an extended period of
time.

Instructor Interview
If you've secured an interview, this means your chosen school wants to get to know more about you -
and your potential as a teacher. A teaching interview is your opportunity to demonstrate that you've
got the knowledge, skills and experience to become a teacher.

What questions will your interviewers ask? This varies between schools, but there are some common
themes in teaching interviews - whether you're interviewing for a place on a PGCE course, with School
Direct, another teacher training route or your first teaching post.Read on for some common interview
questions and guidelines for finding your own answers.

Structuring your responses to interview questions using the STAR method will ensure you're getting
your point across:

Situation - give context for your anecdote

Task - explain what you were asked to do

Activity - describe what you did

Result - explain how the situation played out.

Keep your answers concise. Describe your maximum achievement in the minimum time, and be sure
to finish on a positive note so your interviewers are left with a strong overall impression of you.

You need to demonstrate that teaching is your first choice, not a plan B. Talk about your motivation
and emphasise your passion for teaching. Provide good examples from your time in school and the
specific teaching elements that you find satisfying. Avoid broad responses such as 'I have always
wanted to be a teacher.
When hiring an Instructor, look for someone who has significant experience in their field/industry.
You’ll also want to ensure you select a candidate that is an excellent communicator that enjoys
mentoring others. Ask questions that help you get a sense of the candidate’s motivation for applying
for this role, as well as their communication skills and personal attributes.

The National Assessment of Educational Progress (NAEP) survey questionnaires are voluntarily
completed by students, teachers, and school administrators who participate in a NAEP assessment.
Survey questionnaires collect additional information about students' demographics and K-12
education experiences. Responses to the questionnaires provide important information for educators,
policymakers, and researchers to better understand the context in which students learn, and, in turn,
can help improve education in our nation's classrooms.

Many factors may influence student achievement, including educational policies and practices,
available instructional resources, and experiences outside of school. Although comparisons are made
in students’ performance on NAEP based on demographic characteristics and educational experiences,
the comparisons cannot be used to establish a cause-and-effect relationship between the
characteristic or experience and achievement. However, educators can view results from the student,
teachers, and school questionnaires, as well as average scores on the assessment.

An ongoing debate in school education is about the importance of high-stakes summative assessment
in national examinations. The Baccalauréat in France, Esame di maturità in Italy, Abitur in Germany
and Érettségi in Hungary, for example, take place at the end of students’ school careers and are all
regarded as the passport to future studies and professional life. Summative assessment can also take
place within schools, via, for example, class tests and end-of-year school examinations.

Nonetheless, formative assessment – sometimes called Assessment for Learning – can take place on a
daily basis as an integral part of students’ school experience. This is where activities by the teacher –
and sometimes by the students themselves – provide instant information on how students are
progressing. The subsequent class activities are then modified to meet the evolving needs of the
students and improve learning outcomes (see Black and Wiliam, 2001). These activities might include
learning diaries (self-reflection), quizzes, portfolios, and informal oral discussion. Through peer
assessment, pupils can provide feedback to one another and evaluate one another’s learning, while in
self-assessment students evaluate their performance against predetermined criteria.

The training methodology deals with the methods aimed to design and implement training. It must be
separated from the “method” because it can be defined as a body of practices, procedures and rules
used by those who work following a “discipline
Digital Government Revolution Introductory notes

Today there is an increasing demand of information in digital form.Today’s digital revolution had its
initial spark in the form of a government-sponsored initiative that created the Internet. A steady flow
of private- and public-sector innovations and broad market adoption of standards-based technologies
in both the government and the private sector have strengthened its foundations.The training is
carried out with the support of innovative technologies in pedagogical and didactic models.

Learning environments, languages, tools, and content are innovative thanks to the use of the latest
technology. Innovative agile, open and interoperable platforms are available in the cloud
environment, so therefore to be included in educational training collaborative tools such as: social
spaces, eBooks and digital libraries and virtual places that exceed the physical barriers of the
classroom by encouraging the sharing of experiences and methodologies .

New forms of knowledge are used by exploiting the potential that new technologies provide.

The training methodology deals with the methods aimed to design and implement training. It must be
separated from the “method” because it can be defined as a body of practices, procedures and rules
used by those who work following a “discipline”. The method can be There are several employee
training methods in the workplace today. Which employee training methods end up working for you
will depend on your own personal style, the structure of your workplace, how many employees you
need to onboard, what you’re teaching, what your employees need to learn, their individual learning
styles, whether you’re teaching brand-new employees or helping older ones brush up on material or
add to their preexisting knowledge base, and more. Although it can sound confusing to take all these
factors into account, all you really need to do is consider the current types of training methods in
human resource management available to you and choose the one that seems to fit your needs the
best. Although there are many types of training available, let’s go over a few of the most
common.define as a means or a way of proceeding, regularly and systematically to achieve
something; “Feeling the road traced.
Instructor-led classroom training: Classroom-style training is still the most traditional training method
and most used. In fact, nearly half of a company's training hours are used for classroom training. This
method features a subject matter expert or training manager and a lecture-style presentation.

Classrooms are used when large groups must be taught the same thing at the same time or the task
difficulty requires formal training. Before selecting this type of instruction, ensure that it cannot be
taught effectively in another manner as classroom learning environments are normally costlier than
other forms of learning. If possible, the instructors that will be teaching the program should help with
the development process. This tends to lower the development cost and the initial implementation
cost. All lessons should be fully outlined.

It takes serious effort to create a training program that actually sticks after your employees have gone
through it and started their jobs. The thing is, if you’re using boring old lectures to convey important
information, you may be putting your organization at risk. Whether your company operates heavy
machinery, works with others’ money, sells products for babies or children, or otherwise has an easily
identifiable risk associated with the work – which most companies do – you want to make sure your
rules and procedures stay with your workers over the long term
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