This article has been cited by other articles in PMC. Tutor assessment is sometimes also considered as an exercise of power by the assessor over assesses. Student self-assessment is the process by which the students gather information about and reflect on their own learning and is considered to be a very important component of learning. The primary objective of this study was to analyze the impact of self-assessment by undergraduate medical students on their subsequent academic performance.
Kane and Alison L. Reeve Research is beginning to show that performance assessments can be an effective instructional tool, but only if teachers receive sufficient training and support.
Evaluating student achievement through performance assessments is not a new strategy. What is new in the current reform effort is the systematic shift toward schoolwide performance assessments and away from multiple-choice tests for measuring instruction and accountability.
Performance assessments, they reason, have a positive influence in the classroom. Evidence is beginning to accrue that performance assessments indeed provide the means for improving teaching and learning. For example, research indicates that teachers in Vermont and Kentucky are asking their students to write more and to do more work together in groups.
Such research is providing the empirical information needed to examine the tenets underlying assessment reform efforts. Following is a summary of what we learned from Studies of Education Reform: Assessment of Student Performance, a three-year national study about the impact of performance assessments on teaching and learning Khattri et al.
For this study, we visited 16 schools across the United States. These schools were developing and implementing performance assessments as a result of national- state- district- or school-level assessment initiatives. At each school, we interviewed school personnel, students, parents, and school board members.
We also collected and reviewed student work and conducted observations of classrooms and professional development sessions. In general, our findings show that the effect of assessments on the curriculum teachers use in their classrooms has been marginal, although the impact on instruction and on teacher roles in some cases has been substantial.
Few Changes in Curriculum We found that even when teachers adopt the format of performance assessments for example, portfolios, projects, exhibitionsthe content and sequencing of the subject matter remain largely unchanged. This is because existing state and district frameworks dominate the curricular choices teachers make.
Only two of the elementary schools we visited had made a conscious change in the curriculum. At a school in New York City, teachers use the Primary Learning Record as an instrument to support the child-centered philosophy of teaching espoused at the school.
At a school in California, teachers have undertaken simultaneous curriculum and assessment reform. In a few cases, teachers said the use of performance-based portfolios and projects extended tasks that typically require students to research a topic and to demonstrate their understanding through essays, exhibitions, experiments, oral presentations, and so on has had the effect of curtailing content coverage.
For example, at a school in New Mexico, teachers discovered that the integrated instruction and assessment program they had developed led them, unintentionally, to devote less time to teaching mathematics.
They realized that they did not yet know enough about integrating mathematics into project-based instruction. Consequently, they have, at least for the time being, returned to teaching mathematics as a discrete subject. An Array of Instructional Strategies In general, performance assessments have had a significant impact on instruction.
Teachers are using a wide array of instructional strategies modeled on the performance assessments that their states, districts, and schools have developed. The success of their efforts, however, depends in large part upon the opportunities they have to experiment with the assessments.University Teaching is an introductory course in teaching and learning in tertiary education, designed by staff at the Centre for the Enhancement of Teaching and Learning at the University of Hong Kong.
With input from instructors, guests and interviewees, including teaching award winners, students. - What assessment and feedback practices can help our students learn more effectively?
After completing the learning tasks in this course, you will be able to: Discuss the teaching and learning context in higher education and reflect on the potential challenges and opportunities you might encounter.
This paper considers the impact of Assessment for Learning on children’s progress in a particular strand of the Primary Maths Curriculum. It does so firstly through a review of the relevant literature, and then employs some empirical examples to illustrate how the cycle had helped to secure learning points in a particular context.
Findings about the effects and impact of assessment for learning on student outcomes and teachers’ classroom practice are presented and some guidelines for policy- making and practice on assessment derived from research are developed.
The impact of assessment for learning on standards, achievement, teaching and the curriculum in English and mathematics was outstanding in five of the 43 schools visited; four of . In the context of a worldwide paradigm shift towards student-centred outcomes-based approaches, and at a time when many UK departments are developing learning, teaching and assessment strategies, this article reviews what the research literature says about the impact of assessment on students’ learning.