What are the most common assessment practices among teachers/academic staff at the schools/universities you know? ... and do you know anything about the students' preferences when it comes to assessment?
Kjartan Skogly Kversøy it is very sad to add that many schools fail students during examinations. In fact check my published work on corrupt academic practices and you will understand.
click on Article Personnel Management and Corrupt Academic Practices in Unive...
to readThe entire system is bastardized.
Testing and oral exam are the most frequent practices. In my experience, students are more ''comfortable'' with written exams...
Class presentations and written examinations. Most students prefer written examinations.
Quick quizzes, end of unit tests and exams are the formal assessment methods. However, teachers often use questioning and retrieval techniques as a means of assessment during the delivery of lessons.
Most time teachers prefer written assignment or oral when classes are small in size. But if the classes are too big to handle tracher may prefer group work and reporting orallay
When looking at assessment methods, it is important to think about the purpose of the assessment and when the assessment is done as this will determine the type of assessment strategy that is used. Assessment can generate different types of data depending on what is required and how it will be used. Exams are summative and quick quizzes are more diagnostic or formative. You could have a look at Dylan William and Black - Inside the Black Box (a bit dated) or Schon I believe has produced some work on assessment.
الاختبارات الكتابية والاختيارية يفضلها الطلاب على الاختبارات المقالية خصوصا في المواد العملية ذات المواد النظرية والتطبيقة
En Uniminuto - Bogotá Universidad en la que trabajo como docente, específicamente en la Facultad de Educación, desarrollamos una evaluación que hemos denominado cualitativa, que utiliza unos niveles de calidad del desempeño, sin embargo, en estudios de carácter investigativo que hemos estado realizando, hemos encontrado que es una evaluación formativa, donde el docente asume el proceso de evaluación de los aprendizajes como un proceso que promueve la reflexión del estudiante frente a su propio actuar, es continua, procesual, dinámica y participativa, por cuanto en ella intervienen el estudiante (autoevaluación), el compañero (coevaluación) y el docente (heteroevaluación) y el resultado final es una triangulación.
In corrupt instances, giving and receiving bribes serves as assessment. In this method, no evaluation is carried out, the corrupt teacher collects money and assign any grade to students as he likes
Oral exam 10%
Written exam 40%
Application exam 30%
Practical duties 20%
Valentine Joseph Owan I am sorry to read what you are writing. This must be unfortunate and destructive for the schools infected by such a bad practice.
Kjartan Skogly Kversøy it is very sad to add that many schools fail students during examinations. In fact check my published work on corrupt academic practices and you will understand.
click on Article Personnel Management and Corrupt Academic Practices in Unive...
to readThe entire system is bastardized.
This method of evaluation may be typical and old but has controls that often prevent subjective self-assessment of the score and thus less transgressions and bias.
The variety of assessment methods provides an opportunity to learn about the student's abilities.
The evaluation problem lies in its resident trustee, the ability to accurately assess it and the methods used.
The written test is 90% multiple choice and corrects electronically while the rest tests measure other capabilities of the student can not be measured by written tests.
Oral and applied tests are in front of a committee of three arbitrators to assess students to be more credible
For summative purpose, objective assessment particularly multiple-choice test is commonly and largely used. For formative purpose, individual recitations are used. These practices do not only show that lecture-discussion is commonly used as teaching method. These uncover the prominent policy of the universities to quantitative assessment using scores which is not both holistic and outcome-based assessment. You may want to read the article attached.
In Indian school and higher education, a variety of assessment techniques are used but most of them are decorative names only...In real sense emphasis is on Product not on Process.....
Assessments designed or selected by teachers are critical components of education assessment. Teachers use assessment to inform instructional decisions, motivate and reward students, assign grades, and report student progress to families. They continuously assess what students know and how they have come to that understanding by, for example, reviewing homework, managing discussions, asking questions, listening to student conversations, answering questions, and observing student strategies as they work in class. Assessment and instruction interact when teachers collect evidence about student performance and use it to shape their teaching (NRC, 2001a; Shepard, 2000; Black and Wiliam, 1998; Niyogi, 1995).
Teachers also give students “summative” assessments regularly as end-of-unit and end-of-year tests. Teachers build their
Page 63Suggested Citation:"6 Assessment and Accountability in the Education System." National Research Council. 2002. Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education. Washington, DC: The National Academies Press. doi: 10.17226/10023.×SaveCancel
understanding of formal assessment from their own classroom experiences, interactions with colleagues, assessment materials accompanying textbooks, courses in preservice and professional development programs, and their familiarity with standardized assessments. They may adopt a variety of forms of assessment, from multiple-choice tests to writing assignments to performance-based assessments guided by scoring rubrics. Teachers may use student portfolios to document student learning over time, which, in the case of technology, may often take the form of student-created projects.
Pargat SINGH Garcha I see what you are saying. Product oriented assessment can be good, but prosess oriented assessment, I believe, let the students develop in important ways. I have worked a lot with prosess oriented assessment and have often been surprised by the effect that discovering for oneself has on the students. I try not to let my students go home any day without getting every student to tell me what at least one thing they have learned that day, what they thought was hard to understand and what they would like to explore further. It gives both my students and me reflection energy to further develop ourselves and the education.
About 40% of the grades in my classes are now peer assessment. (studennt on student_ through presentations and group work. This as caused the quality of work to improve and students are now relfected on their own work and that of others.
Dear Kjartan Skogly Kversøy,
In our massive open online courses (MOOCs), the learners often identify the quizzes as one of the most valued components. The quizzes are usually multiple choice questions at the end of each module, designed to test higher order learning processes.
I have seen many different types of assessment, many of them outlined in previous answers to your question. However, this is one which may be of interest - Patchwork Assessment.
The Higher Education Academy (HEA) produced a paper on it:
https://www.heacademy.ac.uk/system/files/resources/hea_patchwork_assessment_practice_guide.pdf
Argument, Assignment, Test, Exam, questions in class/Interactions and so on
We use formative, continuing, and summative assessment. For each, we use several tools such as MCQs, short answer question, PBL-style of items, OSPE, Extended-matching questions. Also, in medical schools, we use long-cases and short cases examinations, OSCE, case presentations, e-cases and many other tools. This is a big area to discuss here.
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