LEARNING ASSESSMENT

Learning Assessment

Learning Assessment

Introduction

The teaching process, as in any structured system, has three key elements: Additions, preparation, Making Process and Outputs. Like in any process, it also leads to another pair of continuous assessment process that allows each phase mentioned above to receive information about the operation and if necessary to have the elements of improvement or correction. This is usually called a feedback. It is called continuous assessment which encompasses the entire learning process, and refers both to the teacher, the student or the progress of the process. It is the determination of the presence or absence in a student capacity, which has motor skills and knowledge. It also receives information on student motivation, interests, etc. It is the determination of the previous level of skills that students must possess to initiate a process of learning and classification of students through features that are related to forms of learning. They are determined by evaluating the root causes of learning difficulties. Diagnostic evaluation is performed at the beginning of a learning stage, or when in doubt, during which a student has any difficulty. It can be done at the beginning of the course, as the core principle of any theme, or week, or day. It is convenient to be in continuous diagnosis situation. A formative assessment carries the feedback regarding student and the teacher about the progress during the learning process and has an identification of common problems solved by learning to organize activities and recovery. It is usually performed throughout the learning process. Therefore, all the issues related to learning assessment will be discussed in detail.

Analysis of the experience of the assessment

The identification and systematization of development trends in the assessment of learning is a milestone in the work aimed at improving assessment practice in our universities, in both forms a framework for reflection and decision making inherent in any efforts to improve of teaching. To that end this article seeks to approach this issue, based on analysis of various concepts and proposals that are now manifested in this field and the assessment and views of the author from his professional experience as teachers and researchers (Bartels, 2000, 201). The presentation and analysis of information through some of the central questions that today researchers are formulated: what is meant by learning assessment? Why and what to evaluate, and what to evaluate?

In general, the current trend is to conceive of evaluation from a comprehensive perspective in terms of its purpose, functions, methods and techniques, participants, conditions, results, effects and determinants. Strongly manifests the recognition of their social and personal importance from a standpoint of education, training, and to the very process of teaching and learning for impact how to perform the evaluation and how the student perceived learning. However, this has been evident in the theoretical conceptualization contrasts with certain narrowness and rigidity that qualify their practice in educational institutions and into the classroom and the bondage of social demands evaluation of selection, classification and control ...