Why do we assess? by Jonathan Street

To measure student progress; to provide feedback for teaching & learning; to motivate students; to fulfil requirements

dealga — 2018-06-26 07:29:39 UTC

2018-06-27 13:21:43 UTC

To find out how much my students think they know and understand; how much they really do know and understand and what I need to do to get them to the next stage in their learning. To give meaningful and useful feedback and to receive the same

2018-07-11 12:29:55 UTC

Early (formative) assessment enables us to gauge how effective our teaching is.

Assessment is a way of checking students' understanding and ability to communicate ideas about their subject.

To give students incremental goals to reach, to motivate them to carry on.

It is generally used for institutionally summative purposes in order to assess competency over time of the student and individuals and groups involved in the process of education including the teachers and the school itself. Given the time constraints and pressures within educational designs, tension between formative and summative assessment is usually resolved through a focus on the latter. This often involves legal matters, for example achieving IELTS results for visa purposes, or being inspected through OFSTED with summative results integral, and therefore cannot be ignored. However, formative assessment is critical of course for students to develop, as evidenced by various educators.

2018-07-18 14:20:31 UTC

douglas_borland — 2018-07-19 12:01:45 UTC

To gauge understanding in the formative session - this acts as a feedback tool for areas which may need re-examining as a class.

To gauge completion and competency for progression and as a feedback tool for overall course improvements year on year - summative.

Why do we assess?

ptrott1 — 2018-07-20 12:04:25 UTC

Formative assessment - to evaluate students' learning and understanding of the topic being taught in order to establish current and future student ability.
Summative - to evaluate students' learning and understanding of a range of topics within a particular subject matter; and to identify student ability measured by a set of criteria appropriate for a particular academic level; and to establish assessment suitability in order to judge students' attainment within a set of agreed academic standards.

To gauge student understanding of the learning either at the t end of their module or at certain points during the course. Assessment should reflect module learning objectives and should be designed so that in the case of summative assessment students are able to demonstrate their ability.

2018-08-26 08:08:23 UTC

2019-02-27 13:43:03 UTC

We assess so that students can gauge their current knowledge and see where there are gaps and also assess to provide evidence of students' knowledge.

To test student knowledge and learning as well as to test teaching standards are the same across the cohort of staff (college, uni, national etc). To identify knowledge gaps in order ot fill these in during classes.

2020-08-10 10:25:03 UTC

To measure understanding of a topic and if the learning outcomes have been met. Formative assessment is ongoing and takes many forms, it helps students understand the criteria that they are being assessed against and gives them the opportunity to improve before the end of the module. Summative assessment takes place at the end of learning.

2021-03-08 11:31:06 UTC

2021-07-29 10:56:08 UTC

For formative assessment, it helps to gauge the level of understanding of the material that has been taught, and identify areas that need further attention. For summative assessment, the aim is to check the how well the student has understood the material and met the learning outcomes associated with the course.

ISC_Strathclyde — 2021-08-27 10:12:22 UTC

To measure students' understanding of course content and to monitor application of skills. Also to identify weaknesses and areas to review via formative assessment.

Assessment as Learning

2023-03-31 04:34:35 UTC

Great for review of knowledge learning that helps solidify deeper subject understanding. It may well start from assessment of where students are at in terms of weekly/monthly teaching; this then kick-starts bounce assessment expanding on knowledge understanding whilst widening the cognitive subject circular expanse area.

It is great for revision since it starts with what students know, at that phase and challenges a 'scales up' mindset allowing them to know more or indeed everything about the subject/topic.

2024-03-06 20:47:49 UTC

For teachers to see what their students need to work on; and for students to see how well they have studied.