Introduction

The most important purpose of assessment and evaluation is to improve student learning.
Assessment and evaluations are important tools for designing curriculum and instructional
approaches as per need of students. It also plays important role in understanding overall
effectiveness of programs and revising classroom practices. Well-designed assessments help
students to use the knowledge and skills they have learnt and indicate their level of performance.
As part of assessment, teachers provide students with descriptive feedback that guides their effort
towards improvement (Shohamy, 2001).

All the assessments are well aligned with learning outcomes. The data collected through an
assessment helps teachers determine students’ strengths and weaknesses as well as their overall
understanding of subject. All departments adopted variety of methods to assess students’ prior
knowledge and skills. Most popular method to assess the students are Formative and summative
assessment (Kizlik, 2010).

The Role of Assessment in Learning

Assessment plays a major role in how students learn, their motivation to learn, and how teachers
teach. Assessment is used for various purposes. Assessment helps teachers gain insight into
what students understand in order to plan and guide instruction, and provide helpful feedback to
students. Develop an awareness of how students learn and use that awareness to adjust and
advance their learning, taking an increased responsibility for their learning. Assessment informs
students, teachers and parents, as well as the broader educational community, of achievement at
a certain point in time in order to celebrate success, plan interventions and support continued
progress.

Assessment must be planned with its purpose in mind. Assessment for, as and of learning all
have a role to play in supporting and improving student learning, and must be appropriately
balanced. The most important part of assessment is the interpretation and use of the information
that is gleaned for its intended purpose. Assessment is embedded in the learning process. It is
tightly interconnected with curriculum and instruction. As teachers and students work towards
the achievement of curriculum outcomes, assessment plays a constant role in informing
instruction, guiding the student’s next steps, and checking progress and achievement. Teachers
use many different processes and strategies for classroom assessment, and adapt them to suit the
assessment purpose and needs of individual students (Kizlik, 2010).

Formative assessment: The goal of formative assessment is to monitor student learning to

provide ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning.

Summative assessment: The goal of summative assessment is to evaluate student learning at the
end of an instructional unit by comparing it against some standard or benchmark. Summative
assessments are often have a high point value. Examples of summative assessments include:

Internal Assessment Policy: One of the major components of our education system is
examination. The education process in any discipline of learning ends with examinations. The
entire effort put in by the teachers on teaching and the student on learning is centered on getting
good results in the examinations (McAlpine, 2002.

Role of Evaluation in Education

Evaluation is an important part of an aligned curriculum and an overall teaching and learning
strategy because it is part of the feedback and development cycle that should be a part of any
responsive and up-to-date teaching and learning strategy or plan (Weir, 2005).

Evaluations give students opportunities to speak to the lecturer about their experiences and
impressions of the course content and the pedagogical approaches that have been used, and it
therefore gives lecturers valuable insights into how the knowledge being taught and the teaching
styles and assessments have been managed by the students.

Evaluation, in simpler terms, gives feedback to the teachers and administrators regarding their
work. It helps them accomplish the peak point of their teaching capabilities. For administrators,
it is how well the administration of the facility is running is what evaluated.

A well-structured lesson plan is absolutely necessary for teaching in lass. Evaluation helps to
identify whether that is correct choice or needs to be changes. This makes way for more
systematic change in the lesson plan and facilitates the overall development of the students along
with growth of teacher.
If there is a glitch in the lesson plan, evaluation points it out to you. An absence of proper lesson
plan calls for disaster in the teaching process. Evaluation shows you that too. Thus the overall
education system is benefitted (McAlpine, 2002.

In general it is the students who are evaluated strictly enough. This is done to improve their
growth and development. But it is thought that students also have the rights to give feedbacks
about what they feel have been better and what could have been better.

If any student fails to follow the class and do not find the lesson interesting he/she might lag
behind. It must be kept in mind that not everybody’s capacity is same. This will hamper the
learning process. Issues like this can be avoided with evaluation (Weir, 2005).

With evaluation a school can reach the optimal point of teaching and learning simultaneously.
Evaluation will enhance the growth and development of the administrator, the teachers and the
students. Thus, a holistic development will take place.

Evaluation helps in a number of things. Evaluation of the whole teaching process and the
administration actually facilitates the complete schooling system. Besides, it is beneficial for
both the learners and the teachers (Shohamy, 2001).

Teachers can identify the areas they need more strength in. They can also recognize their strong
areas. Thus correcting the weak points and sharpening the strong ones, teachers can comprehend
their performance. Evaluation helps to realize whether the teaching method in use is appropriate
or not. Teacher can execute how brilliantly they can approach the learners or where they need
more cooperation from others to keep up with the current trends. Evaluation can be a potent tool
in pointing out the extent of student development. This is because the evaluation is aimed
entirely towards the holistic development of the learners.

Unleashing the potential of continuous improvement in teaching/learning requires an

appreciation of the difference in spirit between assessment and evaluation. Assessment is
frequently confused and confounded with evaluation. The purpose of an evaluation is to
judge the quality of a performance or work product against a standard. The fundamental
nature of assessment is that a mentor values helping a mentee and is willing to expend
the effort to provide quality feedback that will enhance the mentee's future performance
(Weir, 2005).
References

Kizlik, B. (2010). How to Write an Assessment Based on a Behaviorally Stated

McAlpine, M. (2002). Principles of Assessment. Glasgow: University of Luton.

Objective. http://www.adprima.com/assessment.htm

Shohamy, E. (2001). The Power of Tests: A Critical Perspective on the Uses of

Language Tests. Harlow: Pearson Education.

Weir, J. C. (2005). Language testing and validation: Evidence-based approach. New York, NY:
Palgrave Macmillan

3- Discuss the stages or moral development according to Lawrence Kohlberg.