Function of 6 standardized assessment tools utilized with LBD students – Research Paper Example

Download full paperFile format: .doc, available for editing

Research Project Function of 6 standardized assessment tools utilized with LBD (learning by design) Introduction Assessment is an importantpart of education. Without it, the need for education is almost defeated. This is because assessment paves way for the standardization and effectiveness of any educational program to be assessed. To achieve effective assessment however, educationists need to put in place very vibrant and workable assessment tools. In educational cycles, the type of assessment tool used by an educationist says a lot about the educational competence of the educationist. This is because good educationists have often been identified with the selection and usage of assessment tools that can be classified as valid.

By valid assessment tool, reference is being made to an assessment tool that achieves the purpose for which it was set out. An assessment tool that is not able to achieve the purpose for which it was set out is ineffective and as unhelpful as there was no assessment tool in place. This essay therefore seeks to examine a number of assessment tools used with LBD students to find how effective they are in the delivery of the functions for which they were set out.

The assessment tools shall also be scrutinized in accordance to their diagnostic benefits to student programming and planning utilizing technology. What is Assessment? As mentioned earlier, assessment is an integral part of education. Assessment concerns the practice of finding the effectiveness of an educational system. Assessment however concerns a series of activities and events. CyberSleuth-Kids (2011) therefore explain that assessment is “the process of documenting, often times in measurable terms, knowledge, skills, attitudes and beliefs. ” This means that documentation is an important practice in assessment.

Observations in measurable phenomenon such as knowledge, skills, attitudes and beliefs are all documented. In a closely related definition, Kizlit (2011) assessment as “a process by which information is obtained relative to some known objective or goal. ” From this definition, we note that assessment seeks to find the achievement of a set goal or objective. This means that in the absence of goals and objectives, assessment cannot take place. The Northwestern Science Health University (2010) also posits that “Assessment is an ongoing process of setting high expectations for student learning, measuring progress toward established learning outcomes, and providing a basis for reflection, discussion and feedback to improve University academic programs. ” This seems to be a broader definition that integrates not just what assessment but the reasons for undertaking it and the importance that comes with conducting assessment.

REFERENCE

LIST

Coombee & Canning (2002) Using Self-Assessment in the Classroom:  Rationale and Suggested Techniques. Karen’s Linguistics Issues. Retrieved 20 February 2011 from http://www3.telus.net/linguisticsissues/selfassess2.html

CyberSleuth-Kids (2011). Assessment in Education. Retrieved February 17, 2011 from http://cybersleuth-kids.com/sleuth/Education/Assessment/index.htm

Kizlit B. (2011). Measurement, Assessment, and Evaluation in Education. ADPRIMA. Retrieved 20 February 2011 from http://www.adprima.com/measurement.htm

Northwestern Science Health University (2010). What is Assessment. Centre for Learning, Teaching and Assessment. Retrieved 18 February 2011 from http://www.nwhealth.edu/ctl/asmnt/whatis.html

Phillips, S. E. (1993). Legal implications of high-stakes assessments: What states

should know. Oak Brook, IL: North Central Regional Educational Laboratory

Socy B. (2009). What is The Purpose and Benefits of Classroom Assessment? Retrieved August 21, 2011 from http://socyberty.com/education/what-is-the-purpose-and-benefits-of-classroom-assessment/

Download full paperFile format: .doc, available for editing
Contact Us