WHAT IS ASSESSMENT?

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                                          ASSESSMENT

meaning:

The word "assessment" has a fascinating history. It originates from the Old French word "assesser," which means "to sit beside" or "to evaluate." This Old French word is derived from the Latin words "ad" (meaning "to" or "toward") and "sedere" (meaning "to sit").


In the 14th century, the word "assessment" entered in the English language, initially referring to the act of sitting beside someone to evaluate or judge them. Over time, the meaning expanded to include the process of evaluating or estimating the value, quality, or extent of something.


Today, the word "assessment" is widely used in various contexts, including education, healthcare, business, and government, to refer to the process of evaluating or measuring the quality, extent, or value of something.

                          DEFINITION OF ASSESSMENT                                                                                                   

According to Wakeford, (2003): “Assessment is the feedback to the teacher for the purpose of improving instruction and other aspects of the teaching process”.

According to Derek Rowntree[1981]:" Assessment is the process where by one person[usually a teacher] attempts to find out about the knowledge, skills and attitudes possessed by another[the learner]" 

                                Assessment is the process of gathering, analyzing, and interpreting information to understand the knowledge, skills, attitudes, and beliefs of an individual or group. It involves evaluating the quality, effectiveness, or progress of something, such as student learning, employee performance, or program outcomes.

                    LET US GO THROUGH SOME ASSESSMENT TYPES

1. Formative Assessment: Ongoing Assessment during the learning process to identify areas for improvement.

2. Summative Assessment: Assessment at the end of a learning process to measure achievement or progress.

3. Diagnostic Assessment: Assessment to identify strengths, weaknesses, and learning gaps.

4. Authentic Assessment: Evaluation that mirrors real-world scenarios and tasks.

5. Self-Assessment: Assessment by the individual themselves, often to reflect on their own learning or performance.

 6. Portfolio Assessment: Assessment of a collection of students' work to demonstrate learning and progress.

7. Peer Assessment: Assessment of students' work by their peers.

9. Standardized Assessment: Assessment using standardized tests and procedures.

10. Competency-Based Assessment: Assessment focused on measuring specific skills and competencies.

11. Project-Based Assessment: Assessment of students' learning through projects and presentations.

12. Technology-Enhanced Assessment: Assessment using digital tools and platforms.

13. Classroom Assessment: Assessment of student learning in the classroom setting.

14. Synoptic assessment: Assessment of students' understanding of the links between different elements of a subject. It may help students to make connections between modules.

15 .High-stakes assessments: These are typically standardized tests used for the purposes of accountability- i.e. any attempt by government agencies to ensure that students are enrolled in effective schools and being taught by effective teachers.

16. Collaborative Assessments

     A. Peer Review Assessments: Students review and provide feedback on each other's work.

     B. Group Project Assessments: Students work in groups to complete projects and demonstrate learning.

                        PURPOSES OF ASSESSMENT 

The purposes of assessment can be categorized into several key areas:

1. Improving Learning: To identify areas for improvement and adjust instruction to better meet student needs.

2. Evaluating Progress: To measure student progress or employee performance over time.

3. Certifying Competence: To verify that individuals have acquired specific skills or knowledge.

4. Informing Instruction: To guide teaching and learning decisions, such as identifying areas where students need extra support.

5. Accountability: To demonstrate accountability to stakeholders, such as parents, administrators.

6. Diagnosis: To identify learning gaps or areas where students need extra support.

7. Placement: To determine the appropriate level of instruction in a program for placement.

8. Program Evaluation: To evaluate the effectiveness of educational programs.

9. Research: To gather data for research studies or to evaluate the effectiveness of new instructional methods.

                            OTHER PURPOSES

• To provide feedback

• To facilitate administrative and supervisory functions

• To help selection procedure

• To identify children’s abilities and skills

• To meet the individual needs of children

• Formative purpose

• Summative purpose

• Diagnostic purpose







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