Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе
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| Assessment means judging students’ performance by collecting information
about it. The assessment of learning and teaching can be viewed as two complementary and overlapping activities that aim to benefit both the quality of student learning and the professional development of the instructor/teacher. Assessing learning alone is not sufficient because the ultimate success of students is also dependent upon their motivation and commitment to learning. Similarly, assessing only teaching behaviors and course activities is not sufficient because qualities of the instructor may be appreciated by students but not optimally helpful to their learning and growth. Done in tandem, assessing teaching and learning can help instructors improve and refine their teaching practices and help improve students’ learning and performance. Assessment can be formal and informal, formative and summative. Informal assessment – when we observe learners to see how well they are doing something then give them comments on their performance. Formal – when we assess learners through tests or exams and give their work a mark or a grade After we have finished teaching a part of a course we may want to find out how well our students have learnt it. This is called formative assessment. We use the information from formative assessment to decide if we need to continue teaching this area or not, and to give learners feedback on their strengths and difficulties in learning in this area. At the end of a term or course we assess learners to see how well they have learnt the contents of the whole course. This kind of assessment is called summative testing. 82 Formative assessment. Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring. Formative assessment measures student progress but it can also assess the instructor’s progress. For example, when implementing a new activity in class, through observation and/or surveying the students, the instructor can determine whether or not the activity should be used again (or modified). A primary focus of formative assessment is to identify areas that may need improvement. These assessments typically are not graded and act as a gauge to students’ learning progress and to determine teaching effectiveness (implementing appropriate methods and activities). The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: help students identify their strengths and weaknesses and target areas that need work help faculty recognize where students are struggling and address problems immediately Types of Formative Assessment: 1. Observations during in-class activities; 2. Homework exercises as review for exams and class discussions 3. Reflections journals that are reviewed periodically during the semester 4. Question and answer sessions, both formal-planned and informal- spontaneous 5. Conferences between the instructor and student at various points in the semester 6. In-class activities where students informally present their results 7. Student feedback collected by periodically answering specific question about the instruction and their self-evaluation of performance and progress Formative assessments are generally low stakes, which means that they have low or no point value. Examples of formative assessments include asking students to: жүктеу/скачать 1,01 Mb. Достарыңызбен бөлісу:
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