MANAGING ASSESSMENT OF LEARNERS

Managing Assessment of Learners

Name of Writer

Name of Institution

Table of Contents

Introduction3

Managing Assessment6

Formative assessment8

Summative Assessment9

Self Assessment10

Peer Assessment12

Group Assessment16

Assessment in Practice17

Preparing Students for Assessment19

Feedback19

Conclusion20

References22

Managing Assessment of Learners

Introduction

Every part of the human body has a unique function. When one part of the body encounters problems it affects the rest of the body as well. Similarly, a school can be seen as a body made of different components that play an important role in the education of students. Thus, every part must fulfill its role in order to create a fair and equitable education for all learners who are impacted by that educational body. Scheurich and Skrla (2003) affirmed that each individual involved in the educational process is a leader; thus everyone has a job to do to promote equitable and excellent schools. Unfortunately, not every leader has a clear understanding or the necessary preparation to effectively meet the educational needs of diverse populations (Gómez & Ruiz-Escalante, 2005).

The academic performance of schools in general is affected by crucial factors that impact the education of students. Some of these factors include: the background of the student, the curriculum taught, the performance of teachers, the assessments used, the decisions by administrators, and the orders given by the superintendent, to mention a few. Each factor plays a critical role in the academic preparation of each student and will indeed reflect its effectiveness through the results of state exams.

The large scale scores, which are scores that national assessments give to large numbers of students, publicly show different groups of students' data to inform the nation of their educational progress (Koening & Bachman, 2004, p. 30). The results of students' scores in such assessments reveal areas of weakness and strength where some of the factors mentioned previously might result at fault for students' great or poor performance. Students who do not meet the state standards at their grade level are considered to have a poor academic performance while those who meet state standards at their grade level have acceptable academic performance. Once state exam results are exposed to the public, people begin to show great concern for groups of students working poorly on these assessments.

Evaluation is of central significance to both students and professors in the procedure of knowledge. As Brown et al (1997) validate, students concentrate on the assessment projects at the very start of a course because of their significance, no matter what the tutor's initiatives to interact with students in the is designed the program. Indeed, it is difficult to avoid talking about assessment even on the first day of a course. In many factors of assessment the instructor is the single assessor and thus maintains the balance of power when making the ultimate decision over a level, quality or category. The procedure of self-assessment changes the concentrate to the student as assessor, which not only provides a different viewpoint on assessment but also a variety of difficulties for both student and instructor.

With more and more students coming into college from a wide variety of ...