The Importance Of Classroom Assessment

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According to William (2010:107-122) assessment is the core process of education and therefore it is an important concept in education (Sieborger & Macintosh 2002:5 in Msilia 2009:542). William (2010:107-122) beliefs that only through assessment we can find out whether teaching reached its intended effect. William (2010:107-122) goes further and argues that “all those with a stake in the outcomes of education – learners, teachers, parents, other taxpayers, employers, and the wider community – want to know what students have learned, and it seems plausible that this can easily be evaluated through the use of straightforward and familiar instruments, such as tests”. Examples of standardised tests is the Standard Assessment Task (SAT’s) in England,…show more content…
3.9). Thus assessment should be objective instead of being subjective. According to the DoE (2003:73) the purpose of assessment must be clear and unambiguous. The understanding of assessment guarantees that an appropriate correspond exists between the purpose and methods of assessment. The major purpose of conducting classroom assessment is to obtain information about student’s progress in learning and the achievement attained (McMillan 2007:7). According to the Department of Eduation assessment is a continuous planned process and should includes both formal and informal assessment activities. Regular feedback should be form part of the assessment process to enhance learning (DBE…show more content…
Diagnostic assessment will be used when the purpose is to determine the possible barriers experienced by learners while authentic assessment will be used when the purpose is to determine learners’ ability to transfer and apply knowledge, skills and values in situations resembling real-life contexts. Teaching success and learner development will be determined by means of formative assessment, whereas the learning success at the end of a learning experience will be determined by means of summative assessment (Lombard in Meyer, Lombard, Warnich & Wolhuter 2010:31-62). Maree (in Maree and Fraser 2004:14) underline the different forms of assessment reviewed below. These include baseline, diagnostic, formative, summative, inclusive, performance-based, authentic and continuous

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