scholarly journals Programmatic assessment: From assessment of learning to assessment for learning

2011 ◽  
Vol 33 (6) ◽  
pp. 478-485 ◽  
Author(s):  
Lambert W. T. Schuwirth ◽  
Cees P. M. Van der Vleuten
Keyword(s):  
Assessment For Learning ◽  
Programmatic Assessment ◽  
Assessment Of Learning

scholarly journals Three Goals of Assessment in Medical Education

2019 ◽  
Vol 42 (3) ◽  
pp. 76-83
Author(s):  
Atipong Pathanasethpong
Keyword(s):  
Medical Education ◽  
Assessment For Learning ◽  
Comprehensive Approach ◽  
Learning Assessment ◽  
Programmatic Assessment ◽  
Education Assessment ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
Single Method ◽  
Method Of Assessment

Assessment is closely connected to learning since assessment allows a learner’s current competencies to be measured. The results of such a measurement can then be used to produce learning. There are three goals for assessment in medical education: assessment of learning, assessment for learning, and assessment as learning. These three goals serve different purposes and therefore differ in how they are carried out. They also require different approaches for the assessors. It is crucial that all three goals be balanced and attained lest the testing culture wax and the learning culture wane, resulting in a situation in which learners place too much emphasis on passing the tests and not enough emphasis on learning and growing. No single method of assessment can sufficiently achieve all three goals. One comprehensive approach to achieve as well as balance all three goals is to utilize programmatic assessment, in which various methods of assessment are employed based on their strengths and how they can cover each other’s limitations.

scholarly journals E-Assessment and NEP 2020: Transforming Assessment for Students’ Development

2021 ◽  
Vol 4 (7) ◽  
Author(s):  
Geeta . ◽  
Shri Kant Dwivedi
Keyword(s):  
Education Institution ◽  
Assessment For Learning ◽  
Learning Systems ◽  
Historical Background ◽  
Learning Assessment ◽  
Technological Advancement ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
E Learning ◽  
Education Process

The technological advancement and e-learning systems has resulted during upraised demand for tactics and means in measuring student's learning. Assessment is undoubtedly an important part of the education process in any education institution. The present study is to points on concepts of e-assessment; e-assessment historical background, tasks which will be accessed through e-assessment; purposes for assessment; recommendations of NEP2020 to shift assessment from summative to formative for students’ development; advantages and issues of e-assessment. it's concluded that e-assessment are more productive if it is reliable, valid and trustworthy so the Assessors need collaborative attempt todevelop genuine, transparent, valid and practicable assessment. E-assessment helps to measure the task of high order assessment. Keywords: E-assessment, NEP 2020, Assessment of Learning, Assessment for Learning, Assessment as Learning.

scholarly journals A Proposed Module for the Course Modalities and Assessment of Learning in Post-Baccalaureate Diploma in Alternative Learning System (PB-DALS)

2021 ◽  
Vol 2 (3) ◽  
pp. 56-62
Author(s):  
Rufo A. A Labarrete
Keyword(s):  
Experiential Learning ◽  
Assessment For Learning ◽  
Activity Analysis ◽  
Learning System ◽  
Experiential Learning Theory ◽  
Policy Makers ◽  
Assessment Of Learning ◽  
Post Baccalaureate ◽  
Diverse Groups ◽  
Kolb's Experiential Learning Theory

This study proposed two modules for the course Modalities and Assessment for Learning in PB-DALS. The 4As strategy on teaching as suggested in Kolb’s Experiential Learning Theory served as its core design. As such, it follows the Activity, Analysis, Abstraction, and Application phases of lesson episodes. Its contents, on the other hand, are reflective on the results of the findings reported as regards modalities and assessments of learning employed by the ALS programs implementers across diverse groups. These modules are deemed useful for teachers of PB-DALS, ALS programs implementers, and policy makers of the ALS. Taking things holistically, it is suggested that said modules be subjected for validation.

scholarly journals Is it assessment of learning or assessment for learning?

2015 ◽  
Vol 4 (1) ◽  
pp. 72-74 ◽  
Author(s):  
Sayeeda Rahman ◽  
Md Anwarul Azim Majumder
Keyword(s):  
Public Health ◽  
Higher Education ◽  
East Asia ◽  
Assessment For Learning ◽  
Central Feature ◽  
South East Asia ◽  
Assessment Practice ◽  
Assessment Of Learning ◽  
Huge Impact

Assessment is a central feature of teaching and the curriculum. It powerfully frames how students learn and what students achieve. It is one of the most significant influences on students’ experience of higher education and all that they gain from it. The reason for an explicit focus on improving assessment practice is the huge impact it has on the quality of learning’.1‘Students should realize that assessment can be an opportunity for learning, rather than just something to be endured and suffered’.2'Institutions should ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and facilitates improvement'.3DOI: http://dx.doi.org/10.3329/seajph.v4i1.21847 South East Asia Journal of Public Health Vol.4(1) 2014: 72-74

scholarly journals Peer feedback: moving from assessment of learning to assessment for learning

2016 ◽  
Author(s):  
Sigrun M Wagner
Keyword(s):  
Peer Assessment ◽  
Peer Feedback ◽  
Assessment For Learning ◽  
Student Feedback ◽  
Formative Feedback ◽  
Final Exam ◽  
Feed Forward ◽  
Assessment Of Learning ◽  
Learning Development

The following case study showcases a model of academic peer learning that has demonstrated clear links to learning development in final year students. The paper discusses the introduction of a new assessment structure for a 15 credit course unit usually taken by 90 students in the form of a short discursive essay (500 words) due early in the first teaching term. This essay is peer assessed in groups of four students. The peer feedback and tutor mark then serve as formative feedback (feed forward) for the main, longer essay (2-2,500 words) due in the second teaching term. Following the outline of the case background, details of the peer assessment are provided, including its development and structure. The new assessment structure has resulted in deeper learning, positive student feedback, fewer student complaints with regard to grades received for the main essay, and better preparation for the final exam. Reflections are offered in the conclusion.  

scholarly journals Tendencies and Characteristics of Feedback Given by Primary English Language Teachers in Croatia

2017 ◽  
Vol 14 (2) ◽  
pp. 85-102
Author(s):  
Ivana Cindrić ◽  
Snježana Pavić
Keyword(s):  
English Language ◽  
Assessment For Learning ◽  
Language Teachers ◽  
English Language Teaching ◽  
Clear Understanding ◽  
Assessment Of Learning ◽  
Assessment As Learning ◽  
English Language Teachers ◽  
And Performance ◽  
Giving Feedback

Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students’ learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in Croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. Teachers’ estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.

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