ASSIGNMENT 3: REFLECTIVE ESSAY

COURSE NAME: INTRODUCTION TO ASSESSMENT

COURSE CODE: ESEB 3084

LECTURER: MR MANOHARAN A/L NALLIAH NALLIAH

TUTOR: MR WONG CHIN CHAN

SUBMISSION DATE: 25/03/2022

FULL NAME MATRIC NUMBER

ERVIN BARTOLOME CI 210714225

 ASSIGNMENT 3: REFLECTIVE ESSAY

Various types of assessments are available for so many different subjects these days
Assessment is used to obtain important information about a student's performance or
development, as well as to make decisions concerning a student's learning process,
determine their interests. Assessment can help to reaffirm the success of teaching and
learning. The new thing that I learned is that there are many types of assessment, for
example, is classroom assessment the first thing that comes to mind is an end-of-course
exam that the teacher uses for summative grading. However, such procedures account for
only a small portion of the types of assessments that take place in an effective classroom on
a regular basis. This section focuses on formative assessments, which are assessments
used by teachers to support instruction and learning. When informed by research and theory
on how students gain subject matter competence, this type of evaluation has a lot of
potential for boosting student learning. Teachers require information as instruction takes
place to assess whether their teaching tactics are effective. They also require information
about individual students' and groups' existing understanding to determine the most effective
next stages in instruction. Furthermore, students require feedback to track their own
progress and to understand what they are learning. The preconceptions and
misconceptions that I have brought during my first class are, assessment is a one-way
communication process in which the teacher provides comments on the work of the
students. In the typical assessment and evaluation approaches, students do a task, the
teacher evaluates it, and the student is told how well they did and, informative
circumstances, how to improve their work. When students interact with their teachers to talk
about their work and why they did it, both the student and the teacher stand to benefit much
from the encounter. Let's start leveraging modern technology more efficiently to make two-
way communication easier and more ubiquitous. My view about the assessment in Malaysia
before successful implementation can take place, issues including grading and
implementation methods must be resolved. Significant themes emerged from the cross-case
analysis: insufficient implementation instructions, a lack of teachers' knowledge base, and a
lack of external monitoring of school-based OEA. The themes imply that more attention must
be paid to the execution of educational policies, Malaysian policy implementation, school-
based assessment, teacher competency. Assimilating an effective learning event will compel
us to use what we already know to develop relevant skills and information that we choose to
focus on and practice in class. We include these critical components of an effective learning
event in your absorption, we will return to work ready to use what we’ve learned. If not, we
may be aware of these tools and even want to use them, but we lack the practical
experience to do.