Assessment In Assessment

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Why do we assess? Assessment is at the heart of the student experience. (Brown and Knight, 1994) Assessment supports the growth and development of learners. According to King, Goodson, and Rohani, (1998), learners become dynamic participants in learning and assessment, understand the criteria that are used for assessment activities, are concerned in self-evaluation, set individual targets for themselves, reflect on their learning and in so doing experience improved their self-esteem. Valid assessment of higher order thinking skills requires those learners to have sufficient prior knowledge to enable them to use their higher order thinking skills in answering questions or performing tasks. Assessment identify what students regard as important,…show more content…
Assessments are now widely administered as means to improve teaching and learning. Specifically, it may also be seen as an everyday, on-going part of teaching and learning in the classroom. Assessing the academic achievement of every student is an essential part in order to develop or enhancing their higher order thinking skills. By conducting assessment, teachers’ therefore could identify necessary adjustment that need to be made in order to ensure students are able to master what has been taught. Sanders and Horn (1995), both of them stated that, different assessment methods should be used within the different kinds of assessment. No single method can appraise the totality of the learner's school and learning experience or do justice to the diversity of learners who must be…show more content…
However, Nurfaradilla et al (2010), mentioned, the teacher have to accept or have positive perceptions on alternative assessment, then they will surely support the assessment and make sure the alternative assessment succeeded in reality. Alternative assessment uses activities that reveal what students can do with language, emphasizing their strengths instead of their weaknesses. Alternative assessment instruments are not only designed and structured differently from traditional tests, but are also graded or scored differently. Because alternative assessment is performance based, it helps instructors emphasize that the point of language learning is communication for meaningful purposes. Thus, according to Maclellan (2004), alternative assessment implies that there need to be new formats for gathering information about students’ achievements, that there have to be new processes through which such information is synthesized (in order to determine/diagnose achievement) and that the formats and processes should seek to serve the welfare of each student. 2.9

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