INTRODUCTION

CHAPTER 1

Assessment is perceived to serve to monitor learning progress during instruction and evaluate

achievement of instruction. Assessment is carried out to see what children and young people

to know understanding and is able to do. Assessment, defined as “a systematic process for

gathering data about student achievement,” is an essential component of teaching (Dhindsa,

Omar, & Waldrip 2007).

Assessment enhances learning, provides feedback about student progress, builds

self-confidence and self-esteem, and develops skills in evaluation. In addition,

they argue that effective learning occurs when correspondence exists between

teaching, evaluation, and results. Therefore, due to its close relation with

instruction and learning outcomes, assessment has a key role in learning. These

characteristics of assessment build the foundation for the current study involving

student perceptions of classroom assessment. (Goodrum, Hackling, & Rennie

2001).

The term assessment refers to the wide variety of methods or tools that educators use to

evaluate, measure, and document the academic readiness, learning progress, skill acquisition,

or educational needs of students. The action of assessing someone something. Assessment is

carried out to see what children and young people to know understanding and is able to do.

Education is a key human capital formation. Quality of human resources depends upon the

quality of education of a country. Sustainable economic development needs skilled manpower

which is raised through productivity and efficiency of individuals that is only possible through

education (Nasir, & nazil 2001).

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In education is the product of the 20th century. Proposes the use of formative and summative

assessment in order to make the distinction between the roles of evaluation. Hence, assessment

is perceived to serve two different purposes. Firstly informative, to improve instruction, and,

secondly summative to measure students’ achievement The use of assessment to classify,

predict, and sort has also changed to advance the process of teaching and learning in addition

to accountability purposes.(Gordon, 2008).

Two strategies can instead be applied examine the research on assessment forms approaches

that teachers use; inquire into students’ perceptions about assessment. Looking at students’ and

teachers’ perceptions about the role of assessment in the classroom and students’ approach to

learning will enrich this study. First, because students’ perceptions of assessment will affect

their learning approach as argued in the literature which 4 will affect in turn the extent to which

students are successful in their classrooms. Second, integrating teachers’ perceptions will build

a foundation and rationale for the assessment practice they use in their classrooms, through

which one can learn to what extent and in what ways students’ perceptions of classroom

assessment impacts their learning. (Cavanagh, Waldrip, Romanoski, & Dorman,2005).

Assessment is more than the collection of data .A basis for data gathering must clarify goals

and objectives for student learning and be aware of where these goals and objective are

addressed in the curriculum. After data are gathering, result to improve educational program.

The purpose of outcomes assessment is to understand how educational programs are working

and to determine whether they are contributing to student growth and development. Assessment

indicates what the experiences of students add up to and what experiences imply about

educational programs. Assessment contributes to improved teaching and learning and that it

also satisfies reporting requirements. Assessment greatest benefit is fostering academic

introspection making the institution more self-conscious about what its programs are

accomplishing (Trudy, &Catherine2015).

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Two major functions can be pointed out for classroom assessment: One is to show whether or

not the learning has been successful, and the other one is to clarify the expectations of the

teachers from the students. Assessment can have both formative and summative purposes .the

aim of formative assessment is essentially to help students by providing feedback on their

performance which will help them develop and learn. The aim of summative assessment is to

achieve a summary mark which captures a student’s performance relative to that of other

students (Taghi, (2009).

1.2 Statement of the Problem

The purpose of this study is to show that providing opportunities for to be useful, quality

feedback, the proper use of feedback by students and revision of practice to accommodate

assessment is necessary. This foundation guides the selection of assessment instruments and

facilities the use of assessment results it also provides explicit information to student and the

public about the aim secondary education. Assessment is more than the collection of data .As

a basis for data gathering must clarify goals and objectives for student learning and be aware

of where. These goals and objective are addressed in the curriculum. After data are gathering,

result to improve educational program.so the study aimed at finding out teacher efficacy of

class room discipline

1.3 Significance of the study

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Assessment is a critical step in the learning process. It determines whether or not the

course's learning objectives have been met. Assessment for testing students the end of

instruction is used to determine whether not they comprehend material, check in students

learning , see how students are doing as the work progresses, identify students effective, and

keeps the students on task with learning. Assessment was the process of measuring students

achievements assessment is helpful to judge the teaching methodology, assessment and its

effects on student learning at secondary level. Assessment is the study about sub process of

measurement and assessment providing sufficient and constructive data upon which the

ultimate judgements are made. This might be helpful in finding the holes of assessment

process.so, the study aimed to investigates the role of assessment in students learning at

secondary level

1.4 Objective of the Study

The objective of the study was

1. To identify the role of assessment techniques in students learning at secondary level.

1.5 Research Question of the Study

Following were the research questions of the study

1. What type of assessment techniques is helpful for student?

2. Who student feel assessment as a techniques for learning improvement?

3. How students understand their mistakes after assessment from teacher in classroom?

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1.6 Delimitation of the study

This study was delimited to the all-female teachers and all female students of public and

private sector of Gujranwala city.

1.7 Operational definition

a. Assessment

Assessment is the systematic process of documenting and using empirical data on the

knowledge, skills, attitude, and belief to refine programs and improve student learning.

b. Techniques

A techniques is a particular method of doing an activity, usually a method that involves

practical skills.

c. Effect

A change which is a result or consequence of an action or other cause.

d. Learning

A change in human disposition or capability that persist over a period of time and is not

simply ascribable to process of growth.

e. Student

A student is a person who is studying at a school, college and university.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

2.1 Introduction

Cohen & Hill, (2000) defined the word assessment has taken on a variety of meanings

within the educational milieu. The term can refer to the process teachers use to grade

student subject assignments to standardized testing imposed in schools to any activity

designed to collect information to be used as feedback to modify teaching and learning

activities or to improve instruction and students’ performance.

Linn and Miller (2005) defined assessment as a systematic process of collecting information

about student progress towards the learning goals. Similarly, characterize assessment as a key

component of teaching and learning, a systematic process of data gathering about students’

progress. They maintain that student’s performance can be measured in various ways, including

traditional paper and pencil tests, extended responses essays performance of authentic task,

teacher observation, and student self-report. In addition, the authors distinguish between two

other terms aligned with assessment. one test “an instrument for measuring a sample of

behavior” and measurement, second the process of obtaining a numerical description of the

degree to which an individual possesses a particular characteristic.

Stiggins, Arter, Chappuis & Chappuis, (2004) informed that assessment takes place during

learning and is used to inform students of their progress toward openly-stated learning goals

and how they may achieve them, as well as to inform teacher practices. The teacher transforms

curriculum objectives into those learning goals and creates assessments that measure progress.

Teachers can then use assessment information to provide descriptive rather than evaluative

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feedback and to alter their instruction to more precisely meet the learning needs of their

students.

Richard & Sober (2009) determined that assessment is very important. Its purpose is to

encourage and help students to learn better. There are many ways of feedback like written

assignments, oral homework, quiz, performance and so on. Feedback can be assignment

reviews, modification, symbols, annotations, interview with the individual or give comments

to all the students. During the classroom activities, teachers carefully observed and record every

student’s performance. After activities teachers immediately gave feedback to students, such

as pointing out students’ strengths and deficiencies in the performance and gave them

instructions of how to do it well next time. Teacher also had individual dialogue with students

in order to better understand the students

2.2 Purpose of Assessment

2.2.1 Communication

Stiggins, & Chappuis (2006) that defined that assessment can be seen as an effective medium

for communication between the teacher and the learner. It is a way for the student to

communicate their learning to their teacher and for the teacher to communicate back to the

student a commentary on their learning. As teachers, in general, very clear goals for ourselves

and our teaching. When structure a unit of instruction, whether it is an activity, a lesson, or an

entire curriculum unit, we are trying to achieve something trying to induce learning of very

specific content. Transparency of our goals would allow students to more clearly see where

they are going, and as such, increase the likelihood that they are going to get there. As Stiggins

points out, "students can hit any target that they can see.

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Coonor, (2009) described that taken together, learning goal based assessment becomes a very

effective communicative tool to help students navigate their learning. This form of assessment

is not to be confused with outcome based education or standards based testing, both of which

also measure students against a priori curricular goals in both of these instances there is no

communicative value in such actions. However, as effective as this stance is at dispensing with

issues, it is equally effective in raising them. Assessment instruments are no longer seen as

holistic units for which a single mark is recorded. Instead, these are now seen as collections of

discrete opportunities for students to demonstrate communicate attainment of a variety of

learning goals

2.2.2 Credibility

Bond & DePaul, (2008) described that an assessment purpose is credible when there is

professional rigor for objectivity, validity and reliability of the procedures and instruments

used. Evaluators are competent professionals and valid in the eyes of the users stakeholders.

There is accuracy and validity programme content and contextual factors, instruments,

information coverage sampling, external validity or linkage with other development findings.

There is reliability or consistency in the information provided. The bases for making

judgements are transparent and based on negotiated agreements. The assessment of credibility

is an essential and difficult aspect of fact finding in judicial decision making. Deep within our

legal culture, with is emphasis on ability, is the presumption that the seeing and hearing of

witnesses is not merely useful but crucial to accurate and fair judicial decision.

2.2.3 Reliability, Validity and Utility of SELF Assessment

Davidson, Howell & Hoekema, (2000) explained that that Reliability helps to ensure that

certificates, no matter where they are issued, will have equal value for employers and

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educational institutions. Variations in rating may occur when there are no agreed upon criteria

benchmarks, when there are differences in assessors attitudes bias.

Kane, (2006) explained that An evaluation process is useful when the purpose complete in

providing information on the context for the evaluation to allow reader to decide on the value.it

will derive from the evaluation and assessment ,stakeholder involvement ,evaluator credibility,

and alliance of evaluators with national institution ,bases for interpretation, budget ,timing,

national involvement and alignment. The assessment measures what it is intended to measure

like operational standards’ and learning outcomes in national systems and education and train

in policies.in addition validity depends on the meaningfulness, usefulness and fairness of the

assessment.

2.2.4 Decision making

Assessors make assessment decision by considering evidence and deciding whether learners

have achieved the competency described in a unit in a cluster of units of competency. Human

assessors will need to know when to use what type of assessment and for what purpose, and

the strengths and weaknesses of each different type of assessment .They also need an

understanding of how to develop a more holistic view of learners competences, and how to

weight different assessment .Systems will also need to make decision on tradeoffs across

standardized assessments that ensure greater reliability, and alternative assessments that

measure complex skills.

2.2.5 Reporting

It is difficult to ignore that one of the primary purposes of assessment is to gather information

for the intention of reporting a student's or a group of students' progress out to stakeholders

other than the teacher and students. Indeed, such a purpose is a natural extension of assessment

as communication. Such aggregation of a student's performances across a large number of

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learning goals serves only to make opaque how that student is performing as a learner. Tracking

and organizing student achievement against learning outcomes is not only an effective

mechanism for teacher and learner to see progress and areas requiring further work, it is also

an effective way to report out student performance and growth to parents, colleagues, and

administrators.

2.3 Type of Assessment

Hanna & Dittmer, (2004) explained that there is many ways to approach the assessment of

student learning. The characteristics of good evidence of student learning include consideration

of direct and indirect methods for gathering evidence of student learning, the appropriate use

of quantitative and qualitative evidence, and other methodological consideration. Assessment

is the process of gathering data. More specifically, assessment is the ways instruction gathers

data about their teaching and their students learning. There are four types of assessment,

Formative, summative, placement and diagnosis.

Peterson, Siadat & (2009) described that formative Assessment is part of the instructional

process. When incorporated into classroom practice, it provides the information needed to

adjust teaching and learning while they are happening. In this sense, formative assessment

informs both teachers and students about student understanding at a point when timely

adjustments can be made. These adjustments help to ensure students achieve targeted

standards-based learning goals within a set time frame. Formative assessment provides

feedback and information during the instructional process, while learning is taking place, and

while learning is occurring. Formative assessment measures students’ progress but it can also

assess your own progress as an instructor. Formative assessment is comprised of two areas for

assessment, the learning unit and student behavior.

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Luo & Shaoqian, (2003) discussed that summative assessment is to evaluate student learning

and teachers teaching after a teaching period. It has clear evaluation criteria. Summative

assessment is an assessment of the course, the education program’s validity and education

research in order to classification, identification, and evaluation of progress after a teaching

program or the end of the term. Summative assessment is that teacher wants to find out what

the students can remember about the course material so that a mark cab be determined. It lets

the teacher sum up” what the students have learned, or to make judgment.

Crusan, (2002) described that a placement exam as a test that pairs a student with an appropriate

course. At two- and four-year institutions in the United States, placement tests are used to

measure readiness for college-level course work and help faculty decide whether incoming

students should enroll in remedial or introductory courses .They are not proficiency tests, but

rather tools which allow academic advisers to place students in the level of coursework best

suited to their preparation and skills. Institutions regularly employ scores obtained from a

variety of test locally designed essay tests, locally designed measures of the sub-skills of

writing) in order to make admission and placement decisions for students, including students

for whom English is a second language.

2.4 Formative Assessment

Wenjie & Qu (2013) fined that formative assessment is the investigation, evaluation and

analysis of record of daily students’ learning activities. It is the use of systemic evaluation in

curriculum development, teaching and learning so that these three processes are improved in

any one process Formative evaluation is different from the summative evaluation. Its main

purpose is to help teachers to guide students' learning Its criteria usually is not so clear, and

does not have to pass the test to complete assessments. Formative assessment can often be

performed, whether formal or informal. It provides for the teacher with more detailed, a

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continuous feedback, and a comprehensive understanding of what help students need so that

teachers can decide to use what kind of teaching methods according to the different students’

need.

Noonan and Duncan, (2005) suggested that formative assessment was an essential component

of classroom assessment based on the assumption that improved student learning is ultimately

the responsibility of classroom teachers. Formative assessment encourages student

involvement to facilitate the processes they use to improve their performance; however,

teacher’s role is critical to ensure students experience high quality formative assessment.

Formative assessment, emphasizing that effective teacher feedback to students included four

components: questioning, feedback through grading, the formative use of summative tests, and

peer and self-assessment. Of these four components peer and self-assessment are of particular

interest to researchers and practitioners because more than the other three factors, peer and self-

assessment are student-oriented with the teacher's role being less central to the feedback and

learning process.

2.4.1Advantages of Formative Assessment

Schneider& Gownan, (2013) explained that the main intention of formative assessment is that

it helps in development of knowledge and skills for the learners. With this category of

assessment, the instructors, leads or teachers are able to identify the needs of the individuals

and direct them towards their objectives or educational goals. The knowledge and skills to

implement formative assessment might not be entirely content specific. Research on

mathematics teacher knowledge and skills, in some specific parts of formative assessment like

teachers ability to assess tasks, to interpret student’s answers, to provide feedback or to plan

the next step in instruction has been conducted during teacher education but not authentic

teachers practice. The individual’s hindrances and difficulties are found out by this method and

appropriate remedies are applied to overcome them. With a, the upcoming assessment, son or

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task is also planned. With formative assessment, an assessment is offered by the instructor or

teacher to make sure that the individuals have mastered the concept that has been taught to

them.

Abraham (2007) explained that Formative assessment is beneficial as it plans for future where

any methods related to teaching or other career tasks can be altered. Weakness is diagnosed at

an early stage and remediation is made. By this way the individuals are kept of track and move

towards progress with continuous feedback. Future planning in case of any change in the

methods of teaching or given task is planned well ahead, with formative assessment.

Herrera, Murry, & Cabral, (2007) explained that the other main beneficial aspect of a formative

assessment is that it is an ongoing process. By this way, the feedback is increased and issues

are detected at an early stage. When academics are considered, conceptual errors are identified

before they start with working with their term papers. Once they initiate with term paper they

are guided and validated by their instructors with each step. Formative assessment has

facilitated a change in the practices of some instructors who are encouraged to develop their

own assessment formats or to adapt the forms of assessment that help them gather helpful

information about their student’s progress. The reason that alternative assessment are

considered more authentic compared to the traditional forms is that they hold approaches to

measure students learning that embeds both quantitative and qualitative features.

2.4.2Disadvantages of Formative Assessment

Ecclestone ,(2010) determined that formative evaluation is considered to be time-consuming

process if they are followed on a monthly, weekly or daily basis. These evaluations are time

and resource intensive, this is because they are in need of frequent gathering of data, analysis,

reporting as well as refinement of new implementation and how effective it should be.

Formative assessments are usually determined by teachers or automated learning environment

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allowing them to be directly controlled by a teacher or a learning management systems.

However, when learning tasks involve critical thinking and complex problem solving,

determining relevant feedback for learners becomes more challenging and time consuming.

Sometimes, overemphasis on summative assessments such as grades, standardized test scores,

comparative rankings and annual performance ratings have resulted in too little emphasis on

and support for formative assessment providing individualized and constructive feedback

during learning .

Johnson, (2013) described that in order to process with the formative evaluation well qualified

and trained individuals are required so that formative evaluation is carried over successfully

and ended.in the current context of teaching and learning, formative assessment or assessment

for learning is now considered an integral component to good teaching, student motivation,

engagement and higher levels of achievement, and that view has been supported by many

others.

2.5 Summative Assessment

Basol, & Johanson, (2009) determined that that summative assessment is a form of appraisal that

occurs at the end of an instructional unit or at a specific point in time, such as the end of the school

year. It evaluates mastery of learning and offers information on what students know and do not

know. Frequently, summative assessment consists of evaluation tools designed to measure

student performance against predetermined criteria based on specific learning standards.

Examples of commonly employed tools include Advanced Placement exams, National

Assessment of Education Progress, end-of-lesson tests, midterm exams, final project, and

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term papers. These assessments are routinely used for making high-stakes decisions; for this

purpose, often student knowledge or skill acquisition is compared with standards or benchmarks

(Common Core Standards or High School Graduation Tests).

2.5.1Advantages of summative assessment

Edmunds, (2006) discussed that the usual procedure is that summative assessment are done

at the end of any instructional period. Thus, summative assessment is considered to be

evaluative in nature rather than being mentioned as diagnostic. Summative assessment looks

at whether a student has achieved the desired learning goals or met standars.in the classroom,

summative assessments usually occur at the end of instruction and document what students

have taught. The real meaning is that this assessment is made used to find out the learning

growth and attainment. They are also utilized to estimate the effectiveness of educational

programs. Another key advantage is that they are utilized to measure the improvement towards

objectives and goals. More over course-placement decisions are also made with summative

assessment.

Yeh, (2007).described that the presence of summative assessment is a motivator as it assists

the individuals and offers them an opportunity to develop a learning environment. This is an

assessment meant for learning and is based on the outcome. Despite the important role of

summative assessment in education, research finds little evidence to support it as a critical

factor in improved student achievement.

2.5.2 Disadvantages of summative assessment

Worrell, Evans & Kovar, (2002) mentioned that nothing is done to identify hindrances or

challenges well in advance in a summative assessment. Instructional issues are not identified

until they blow up and become critical. Physical educators also express concerns regarding lack

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of planning time and record keeping as common problems in large classes. The size of classes

combined with teaching multiple sections and units makes assessing students seem

unmanageable.

Anne, Deborah, Kevin, Linda, (2006) mentioned that that repeated practice test for low-

achieving students lowers their self-confidence self-esteem. The summative assessment results

have a negative effect on low achievers when they are more pronounced for students than for

schools or authorities. Secondary age low-achievers may perform in worse manners they are

failing in the course of time. It is also considered as a limiting process for the more able

individuals. Anxiety is another reason which is caused in big bang test especially amongst girls

and leads to expanding the gap between higher and low achieving individuals. The extrinsic

motivation which means that responding to some kind of reward is promoted in summative

assessment rather than intrinsic motivation which means that working for something they are

interested and desire to work for. Time constraints and the negative effects of testing at the end

of a unit were two reasons that the physical educators reported for not using written exams.

.These barriers are based on the notion that assessment is separate from teaching, thus reaffirm

riming the need for a re conceptualization of assessment as an integral part of the overall

learning experience.

2.6 Assessment Techniques

Bubb, (2013) explained that making the case for formative assessment. Classroom assessment

techniques fall into three broad categories. The techniques in the first group are are used to

assess course related knowledge and skills, when a minute’s paper, faculty typically ask student

to indicate the most important thing they learned during that class period and their most

important unanswered question. The second group of classroom assessment techniques is use

to assess student, reactions to specific aspects of instruction, including class activates,

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assignments, and materials, as well as teaching. Faculty on some campuses is using classroom

assessment techniques to gather midcourse teaching evaluations several strategies to include

employers in assessment activities also are describe.

2.6.1 Capstone experiences and course

Schroetter, & Wendler, (2008) evaluated that capstone experiences for graduating seniors are

designed to demonstrate comprehensive learning in the major through some type of product to

performance. Many capstone experiences draw on earlier activates, giving student a chance to

make connections and integrates when they have learned. Capstone experiences may also

include written projects, research papers, demonstrations, exhibits other artifacts. In addition

to emphasizing work related to the major, capstone experiences can require students to

demonstrate how well related to the major, capstone experiences can require student to

demonstrate how well they have mastered important learning objectives from the institutions

general education program, including critical thinking and problem solving, as well as attitudes

And values such as an appreciation of lifelong learning. Completion of a capstone experience

may be specific graduation requirement that exists outside the colures necessary for graduation.

In many cases, these experiences are located within capstone courses usually relatively small

classes designed to help student integrate their knowledge

2.6.2 Portfolios

Mills, Bennett, Crawford, & Gould, (2009). mentioned that the existence of a portfolio does

not guaranteed that its potential for assessment is being used. Portfolios are a number of

logistical choices about what to collect and how to assess the materials. Students may also

include elective elements, such as information from curricular activities, and change elements,

such as future plans. The portfolio process includes the use of locally t developed rubrics that

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help communicate expectations to students the portfolios are used for advising student for

decision making at the program level.

.2.6.3Questioning Strategies

Comas, (2014) determined that a question is any sentence which has an interrogative from

function. In classroom setting, teacher questions are defined as instructional cues stimuli that

convey to student the content elements to be learned and direction for what they are to do and

how they are to do it. Researcher and other writers concerned with questioning techniques seem

to want to remind us that questioning has a long venerable history as an educational strategy.

And indeed, the Socratic method of using questions and answers to challenge assumptions,

expose contradictions, and lead to new knowledge and wisdom is an undeniably powerful

teaching approach.

2.6.4 Problem base learning

Ribeiro, (2011) mentioned that Problem base learning is small groups is an instructional

method designed to respond to a number of concerns about lecture based and fact and

information based curricula. The latter have been show to induce passive learning, rote

memorization and for getting, as well as in sufficient skills to maintain competency over time

in the context of a continually growing knowledge base in medical sciences. Problem based

learning is an enquiry guided learning method characterized by active learning is small groups

where solving interesting relief problems are central to the learning process.

Rust & Price (2003) described that Problem based learning has also been instigated within the

context of education although the theoretical basis of problem is closely connected with

learning at work. During the various stages of the education program, students, tutors, teachers

and mentors have assessed the student’s development, competencies and knowledge in the
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central areas of expertise required by early childhood education. Particularly important, from

the perspective of learning have been the various self-assessment processes involving students.

2.7 Level of Assessment

Ross, & Andrea, (2005) defined that our basic assumption is that evidence of student learning

should be used for multiple levels of assessment, and we limit our comments here to such

evidence. Campuses do, of course, also gather and use information less directly linked to

student learning related to teaching loads or facilities and factor it into complex analyses of the

learning environment, especially at the program and institutional levels. The level is the

assessment of individual student learning across courses.

2.7.1Assessing individual student learning within courses

Formative and summative questions would probe what individual students are learning and

how well they are meeting the goals of a course whether related to disciplinary content or to

using transferable intellectual and practical skills. All student work embedded in the course

quizzes and exams, papers, projects, presentations, and portfolios can provide evidence. This

is the level of assessment at which instructor-assigned grades typically provide feedback to

students about their progress and success.

Typical assessment questions at this level: Is the student learning as expected? Has the

student’s work improved over the semester? How well has the student achieved the learning

outcomes set for the course? What are the student’s strengths and weaknesses? Individual

instructors are responsible for setting expectations and making them transparent to students.

As educators, their professional responsibility extends to the quality of their own teaching and

to monitoring how well the pedagogical methods they employ assist students in learning. While

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the holistic assignment of grades an A, B, or F is a way to evaluate student work, such grades

represent averaged estimates of overall quality and communicate little to students about their

strengths, weaknesses, or ways to improve.

2.7.2Assessing courses

Assessing courses Formative or summative questions address the achievements of an entire

class or the effectiveness of individual or multiple-section courses. Typical assessment

questions at this level: How well is the class collectively achieving the course’s content

outcomes and objectives (at any one point, at the end)? Are the assignments helping students

achieve the expected level of knowledge or skills? How well are students prepared for the

following courses in the sequence? Is the course level appropriately targeted for the ability of

the students when they begin? Course portfolios constructed by the instructor that include

syllabi, expectations, and examples of student work for multi-section courses, common

assignments that provide evidence across sections. At the course level, traditional holistic

student grades are unlikely to provide sufficiently detailed insights to answer the questions

unless tightly tied to explicit analytical standards and scoring rubrics

2.7.3Assessing individual student learning across courses

Formative and summative questions would probe what and how well individual students are

learning during the progression of a particular program the major, general education or over

their years at college. Typical assessment questions at this level: Has the student’s work

improved and/or met standards during the program or since admission to college? How well

has the student achieved the disciplinary outcomes of the major program? How well has the

student achieved the general learning outcomes of the institution across four years? They

embedded work in individual courses, quizzes and exams, papers, projects, presentations.

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Individual students are responsible for the quality of their work and for gathering evidence of

their learning.

2.7.4Assessing programs

Some formative but mostly summative questions guide assessment of programs (e.g., general

education or a major general education. Typical assessment questions at this level. Do the

program’s courses, individually and collectively, contribute to its outcomes as planned? How

well does the program fulfill its purposes in the entire curriculum? How well do the program’s

sub-categories distributive requirements in general education

Contribute to the overall purposes? Direct evidence of student learning from many sources can

contribute to program-level assessment: assignments from individual courses, student

portfolios built over the program’s duration, entering student tests or assignments, capstone

projects, results of common assignments, commercial tests.

Selected assignments from other programs can be re-scored given a second reading by

program faculty to assess the general education program’s success in developing such

institution-wide goals as communication, quantitative literacy, critical thinking, or ethical

responsibility. Responsibility largely rests on the program faculty, collectively and

individually. Collectively, the faculty assumes responsibility for the entire program achieving

it’s and relevant institution-wide goals and outcomes. Individual instructors are responsible for

advancing the program and institutional goals embedded in their courses. Faculty members

cooperate in establishing program standards and scoring rubrics for the quality of work

expected.

2.8Effects of Assessment on Student Learning

Harlen, & Crick, (2003) discussed that the impacts on student learning come from using to

broaden educational opportunity and help students develop the skills they and their countries
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need to thrive in the 21st century. Assessment practices conducive to the adoption of desirable

achievement goals becomes crucial assessment influences all aspects of students education.

Changes in assessment will result in changes in learning, so care must be taken if reconsidering

assessment practices. Increasing assessment will not automatically lead to greater student

involvement and learning, nor will decrease levels, within the current educational structure it

unlikely that student preoccupation with the assessment will wane.

The benefits of assessment is provision of effective feedback to pupils, active involvement of

pupils in their own learning ,adjusting teaching to take account of the results of assessment, a

recognition of the profound influence assessment has on the motivation and self-esteem of

students, both of which are crucial influences on learning, The need for students to be able to

assess themselves and understanding how to improve, provide to help increase the student

engagement, and attendance key requirements for learning .Assessment related activities used

in the classroom convey important information about what is valued there, and hence have an

influence on students achievement goals. Student’s achievement goals have been regarded as

important achievement related outcomes to be promoted in the classroom learning process.

2.9 Principal of Good Assessment and Feedback

Nicol, (2007) described that the twelve principles of Good Assessment and Feedback were

produced by Academic Policy Committee. They are intended to help academic staff who

wishes to promote student engagement and self-regulation in learning. They provide a guiding

framework and they can be adapted to different disciplinary contexts. Behind each principle is

a full description, examples of good practice drawn from Strathclyde and elsewhere and a key

question:

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1 Help clarify what good performance is goals, criteria, and standards. To what extent do

students in your course have opportunities to engage actively with goals, criteria and standards,

before, during and after an assessment task?

2. Encourage ‘time and effort’ on challenging learning tasks. To what extent do your

assessment tasks encourage regular study in and out of class and deep rather than surface

learning?

3. Deliver high quality feedback information that helps learners self-correct. What kind of

teacher feedback do you provide – in what ways does it help students self-assess and self-

correct?

4. Encourage positive motivational beliefs and self-esteem. To what extent do your

assessments and feedback processes activate your students’ motivation to learn and be

successful?

5. Encourage interaction and dialogue around learning (peer and teacher student. What

opportunities are there for feedback dialogue (peer and/or tutor-student) around assessment

tasks in your course? 6.

Facilitate the development of self-assessment and reflection in learning. To what extent are

there formal opportunities for reflection, self-assessment or peer assessment in your course?

7. Give learners choice in assessment – content and processes To what extent do students have

choice in the topics, methods, criteria, weighting and/or timing of learning and assessment tasks

in your course?

8. Involve students in decision-making about assessment policy and practice. To what extent

are your students in your course kept informed or engaged in consultations regarding

assessment decisions?

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9. Support the development of learning communities to what extent do your assessments and

feedback processes help support the development of learning communities?

10. Help teachers adapt teaching to student needs to what extent does your assessment and

feedback processes help inform and shape your teaching?

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