Part2

a) Assessment is a vital part of teaching and learning and acts as a feedback loop

between teaching and learning. It does this by doing the following:

1) Providing evidence of student learning to stakeholders, namely: students/ parents/

teachers.

2) Aids in evaluating students’ learning needs.

3) Aids in determining appropriate teaching and learning strategies for instruction.

4) Checks for students’ understanding.

5) Acts as a method of data collection for policy review and development.

6) Aids in setting standards of performance.

For assessment to provide adequate and accurate feedback it must follow the Principles of

Assessment, the two being discussed here are Assessment Validity and Assessment Reliability

and Consistency. Assessment Validity can be ensured by utilizing a Table of Specifications

(T.O.S.) which affords the teacher the ability to ensure alignment between the items of

assessment and the lesson objectives. This ensures that the assessment covers all objective types,

from Low Order objectives to Higher Order objectives in relation to Bloom’s taxonomy. The

T.O.S. also allows the teacher to accurately weigh the marks and determine the required time

assigned to these questions. This ensures that teachers can get an accurate view of the level of

concept attainment amongst the students. Students will not suffer from the frustration and

anxiety of doing an assessment in which very little of what they studied was tested, thus reducing

their stress and in turn enabling improved performance.

When considering the second principle, Assessment Reliability and Consistency, the

T.O.S. also plays a role here in the creation of marks schemes and rubrics. T.O.S. can also be
used in determining the ratio of Lower order questions to Higher order questions to ensure that

the composition and marking of the assessment is reliable and consistent. This ensures that every

assessment is marked in the same manner to ensure fairness. In many cases teachers can

influence the marking of assessment due to bias towards favored students. Utilizing rubrics and

mark schemes reduce that inclination as marks are given for specific ranges of responses.

Students often compare assessments to see if they have been treated fairly in the marking and

this is a good way of ensuring that each student receives their deserved grade and there are no

discrepancies in the marking.