2017

RELATIONSHIP BETWEEN ASSESSMENT AND INSTRUCTION:

M.Phil: Education
SARDAR BAHADUR KHAN WOMAN
UNIVERSITY
12/18/2017
 Relationship between
Assessment and Instruction

Submitted to: Honorable Teacher mam Safia wazir

Submitted by: Group Five

Name

1) Safia wahid 2)Gul Bushra 3)Shenaz 4)Nadra 5)Sabah

6)Hafiza Musa 7)Sanober wahid

Date:18/12/2017

MPhil: Education

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Contents:
1...Introduction to Instruction:

Definition

Use of instruction

Criteria of meaning full instruction

2...Introduction to Assessment:

Definition

Characteristics

use of Assessment

3…Relationship Between Assessment and Instruction

Assessment and Instruction in teaching learning process

Assessment and Instruction within classroom

4…Link Assessment and Instruction

5…Instruction Cycle

6…Assessment Cycle

7…Benefit of Instruction and Assessment

8…Conclusion

9…References

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Introduction to Instruction:

Definition:

 A direction or order
 Instruction is the act of educating, giving the steps that must be followed, an order that
should be done, and asking some one to do some thing.
 Instruction may be a detailed information about how something should be done or
operated.
 Actually instruction is a directions, orders, or recommender rules for guidance, use ect.

Several factors where Instruction will be done:

Learner who receive instruction, and put in to action.

Teacher act as a instructor give instruction to students.

Learning environment where instruction implemented and learning take place.

Subject matter this is the content of instruction. Idea, concept, principles and theories.

Method of teaching and learning this is the heart of instruction.

Criteria of Meaningful Instruction:

 bring about optimum benefit to the learners.

 Approximate real life situations.
 Encourage the learners to inquire further.
 Heighten learners interest and motivation.
 Involve the use of different sense.
 Provide opportunities for broad and deep study.
 Provide mastery of total learning.

Introduction to Assessment:

Definition:
The process of gathering quantitative and qualitative data of what a student can do and how
much a student possesses.

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Use of Assessment

“It is the component of the teaching learning process”

1. Gathering of data
2. Analyzing of data
3. Interpreting of data

Assessment must be consistent with the objectives of the course and what is taught and learnt.
Variety in types of assessment allows a rang of different learning out comes to be assessed. It
also keeps students interested. Students need to understand clearly, what is expected of them
is assessed task.

Assessment Characteristics:
 Assessment is not a single event but a continue cycle.
 Assessment must be an open process.
 Assessment must promote valid inferences.
 Assessment that matter should always employ multiple measure of performance.
 Assessment should measure what is worth learning, not just what is easy to measure.
 Assessment should support every students opportunity to learn important mathematics.

Relationship Between Assessment and Instruction:

Assessment and instruction go hand in hand so naturally. Each make the other stronger and
more meaning full.

Assessment and Instruction in teaching learning process:

 Teachers who develop useful assessments provide corrective instruction, and give
students second chance to demonstrate success can improve their instruction and help
students learning.

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  The assessment best suited to guide improvement in students learning are the quizzes,
test, writing assignments. Teacher trust the result from these assessments because of
their direct relation to classroom instructional goals.
 Teacher must follow their assessment with instructional alternatives that present those
concepts in new ways and engage students in different and more appropriate learning
experiences.
 Instruction and Assessment are intertwined to provide a system that support and
encourage students progress.
 Students are more likely to learn because instruction is focused and because they are
assessed on what they are thought.
 Teachers are also able to focus in making the best use of their time because Assessment
involves real learning. They can integrate Assessment into daily instruction and
classroom activities.

Assessment and instruction within the class room:

formative assessment

 use to monitor the learning progress during instruction

 provide a immediate feed back; about success and failure of learning.
 Help to improve learning and instruction.
 The instruction will be test in the form of formative assessment.

Diagnostic Assessment

 Related and given at beginning and during instruction.

 Identify the strength and weakness of the students.
 Identify students with prior knowledge.
 Determine the cause of learning problems which not revealed by formative assessment.
 It also formulate a plan for remedial action during instruction.

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Summative Assessment

 When instruction has been used, after instructional process the summative assessment
is used to judge the effectiveness of the instruction.
 Both, useful instruction and assessment is problem solving.
 Summative assessment indicate the effectiveness of instructional strategies as well as
students performance.

Link Assessment and Instruction

The relationship between assessment and instruction is one of a recurring cycle. Include in this
cycle is

to know
providing
what look
feedback
like

gathering
communicating
assessment
expectation
information

providing
model and
instruction

 To know what success looks like.

 Communicating our expectations with students so they know what success look
like.

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  Providing strong models and quality instruction to further clarify and support our
expectations for success.
 Gathering assessment information in a way that reflects the principles of
assessment.
 Providing useful feedback to students about their learning and to support further
 learning.

Instruction cycle

student based planning

teacher reflection effective instruction

adapted instruction
assessment
reassessment

Data analysis

1 ….PLAN specific strategy for students and identifying standards that need to be covered

2……DESIGN LESSONS with a focus on reaching all students IMPLEMENT the lesson plan, utilizing high-
quality instructional practices

3……..Assessment of students understand and performance.to check effective instruction.

4……. Analyze will learning need any more instruction of the students to be taught.

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5….. Review the data for trends need process of instruction and reassessment for improvement

6……Reflect on reassessment data and cycle more broadly. noting key takeaways to improve practice for
next instructional cycle? Recheck where appropriate instructional teaching need for student
development. act

outcome plan

assess implement

act

instuction help to answer of these Questions

1……What do we want students to know and be able to do?

2…….How will students demonstrate that they have acquired the essential knowledge and
skills?

3……How will we agree on the criteria that we will use in judging the quality of student work,
and can weapply the criteria consistently?

4….How will we intervene for students who struggle and enrich the learning for students who
areproficient?

5…..How will we use the evidence of student learning to improve our individual and collective
professionalpractice?

plan..planning of instruction how develop ability instudent.

Pmplement… implementation of skill by instruction .

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Act…let student to act or perfrom
Assessment..to judge the students performance as desireable acheivement

outcome /reflection..is student improved or need revision of cyclye.

The Assessment Cycle:

Assessment can help to answer the following four questions:

What do I want students to learn?

How do I teach effectively?

Are my outcomes being met?

How do I use what I've learned?

It is important to remember that assessment is an iterative process, intended to provide useful

feedback about what and how well students are learning.

When developing the plan, it is important to think through all four steps of the cycle.

Four Steps of the cycle.

1….. Plan (goal)

Set program goals and outcomes: decide and articulate what students should know and/or be able to do
when they complete your program or your class;

2…… Do (develop/implement)

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Develop and implement assessment strategies design tests, assignments, reports, performances, or
other activities that measure the types and quality of learning you expect;

3……. Act (Check performance)

Review the assessment data: evaluate the results of the assessments to see what they show about
student learning; and

4…… Review (result revise) create an action plan: decide how to address issues raised by the
assessment data to improve student learning.

(2) Assessment cycle

Student Learning Consists of Multiple Steps:

1… Defines Articulating outcomes for student learning;

2….Measure Gathering direct and indirect evidence of how well students are meeting the
goals;

3….. Reflect Reflecting on the implications of the evidence for course, program and

4… Improvement institutional improvement in student learning; and taking actions

in courses, programs and in the institution to enhance learning.

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Benefits of instruction:
According to Swanson’s research, the main successful strategies for this combined approach to
instruction include;

• Sequencing (e.g., breaking down the task, providing step-by-step learning)

• Drill-repetition-practice (e.g., daily testing, repeated practice)

• Segmentation (e.g., breaking down skills into parts and then synthesizing the parts into a whole)

• Directed questioning and responses (e.g., teacher asks process or content questions of students).

• Use of technology (e.g., computers, multi media in classroom learning)

• Teacher-modeled problem solving.

• Strategy cues (e.g., reminders to use strategies, think-aloud models)

• Control of task difficulty (e.g., teacher provides steps to competing work)

• Small-group instruction of five or fewer students.

• Use of structured questioning and direct responses.

Benefits of assessments:
 Teacher‘s feedback for learner ‘s learning

To obtain feedback on the effectiveness of and student satisfaction with teaching and
classroom activities.

 To improve teacher’s teaching

Teacher can improver his/ her teaching method, stratigies for quailty teaching.

 To monitor students’ learning

Teacher checks that the students are actually learning or retaining the material presented. Also
to see if they are getting what teacher is giving them.

 To improve students’ learning (in terms of retention or learning skills)

Student can improve their learning by different typesof assessment

 To improve communication and collaboration with students

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To improve co“It makes classrooms much more collaborative—students feel that they’re part of
the act.”Mmunication and collaboration with students

Conclusion:
From above all discussion it is clear that students will learn more, if instruction and assessment
are integrally related. The purpose of instruction is learning while assessment judge
instructional progress in learning. Assessment and instruction both concerned with the
effectiveness of the course or program regarding the student’s performance. Instruction gain
learner attention, provide learning guidance and assessment provide constructive feedback and
assess the performance. Both enhance the educational program.

…...End……

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References:
https://designing21centurylearning.wikispaces.com/Benefits+and+challenges+of+Diffe

https://blog.cengage.com/top_blog/the-benefits-of-instructional-technology

https://www.ets.org/Media/Tests/TOEFL_Institutional_Testing.../ELLM2002.pd

sped.wikidot.com/benefits-of-strategy-instruction-for-students-

ttps://www.nvcc.edu/assessment/_docs/step3/advantagemethods.pdwith-learning

https://www.ets.org/Media/Tests/TOEFL_Institutional_Testing.../ELLM2002.pd

www.yjhs.eduet.ns.ca>ela-handbook

https://theteachablemoments.files.wordpress.com

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