Explain On Educational Communications And Technology.
Educational assessments have been part of debates and discussions for a long time now. Still, people do not fully comprehend the aspects involved in the assessments. The first step is to gain a clear definition of assessment. This understanding is in many circumstances blurred due to the concepts of tests, evaluations and measurements. All these concepts, in addition to assessments, ate utilized in education. It is thus imperative that these terms are adequately defined and understood so as to achieve an intelligible perception of educational assessments (Griffin & Care, 2014).
Assessments can be defined in a number of ways. However, the basics of assessment entail collection of information, the review and use of that data in educational circles. In general, assessment involves the gathering and discussion of information from numerous sources which should appropriately represent diversity. These sources enable the development of sound insight on what students should grasp and how they apply the knowledge gained as the result of educational experience. A crucial point in assessment is the utilization assessment results in improvement of students’ learning (Almond et al, 2015).
Assessments can also be defined as the interaction between persons, direct or indirect, which is based on obtaining certain details from the interaction which comprise knowledge, understanding, attitudes and abilities of the counterpart in the event. The collected information is vital in informing decisions on the students involved. There are performance indicators which display then degree to which students have gained particular knowledge in a course, program or subject. Collection of the information is done through tests, observations or interviews (Griffin & Care, 2014).
Assessments are critical in the education system. Formative assessments provide great support for students in the learning process. Educators are increasingly involved in using formative assess in promoting the performance of students. These are a wide range of methods that are used by teachers in conducting the evaluation of students’ understanding, learning needs and academic progress on a subject or course. Formative assessments enable teachers identify the concepts that may present difficulties in understanding to students and the skills that they may have trouble acquiring (Graham et al, 2015).
Formative assessments support students’ performance through enabling better comprehension. This is achieved through offering further explanations and revisiting areas of need. The performance of students improves through refining the knowledge imparted to them. Teachers use the specific tools for providing authentic formative assessment in ensuring successful process (Graham et al, 2015).
Formative assessments help inform teachers on teaching decisions and learning. The tests are not created equal so as to suit the needs of particular students. This enables supporting students at points where they need it most. The strategies used in formative assessments give students the necessary tools to prosper. Formative assessments give details on the knowledge of students and steps to attain set goals. This supports performance of students through identification of the strengths of the students represented by the knowledge base he or she has and the direction towards better outcomes. This is important in mapping out the situation of students and in showing areas of concern (Shute & Kim, 2014).
Formative assessment requires that students take responsibility of their learning. In so doing, students get to take learning more seriously which ultimately their performance. The tests help in setting up learning goals. This means that students are able to focus on achieving those goals which are clearly communicated in formative assessments. The goals are focused in more than just learning. They help a student be concentrated on good educational outcomes with regard to use of that knowledge in life. Students get to perform better in all facets of life (Griffin & Care, 2014).
Formative assessments aid students in self-monitoring to gauge the learning progress. This is important for students as they observe their own developments and measure the steps they have made in achieving learning goals. By self-montoring, students are able to do what is required to attain the desired level of competency in education. Paying attention to personal progress improves focus on one’s goals and subsequently improves performance (Shute & Kim, 2014).
Formative assessments require that developmental plans are established. These are plans that are intended to help in achieving goals. This encourages performance of students by ensuring they are in touch with what they need to do in order to gain the needed educational milestone. These assessments also improve the abilities of students in meta-cognition and reflection. These are vital qualities in enhancing the performance of students. These help students process and deeply analyze their work which in turn gives them knowledgeability in their course. The learning goals provided helps students to be aware of evaluation criteria. This provides insight into what is required by the instructor and gives the student better opportunity of achieving good results (Graham et al, 2015).
Self-assessment is very essential in formative assessment. Learning is more effective when students know what to they are supposed to achieve, standards for evaluation of their work and what to do to improve. Peer assessment is also vital. In this way, students are to engage with the responses of their peers. This makes students better by encouraging development of skills in analysis and communication of ideas. Formative assessments help students gain grounds on questioning skills. Students are thus able to process questions better and apply their knowledge appropriately (Graham et al, 2015).
Feedbacks have positive effects in the performance of students. Teachers in many circumstances provide feedback on the assessment tasks given to students. This feedback is crucial in guiding students and improves their performance through reflection on feedback (Shute & Kim, 2014).
Surveys are common type of formative assessment. They are quick and relatively easy to administer. Surveys can comprise open-ended questions, true/false format or multiple-choice questions. Surveys help gauge individual response and summarize the responses of the class in general.
bservations are a good way to get information on students’ progress and strategies. Observations can be done through different ways. Students are observed separately and the results of the observations analyzed to create a certain picture. Class discussions also provide details on what students know about the subject. Students are encouraged to reflect in their learning and share with peers (Kubiszyn & Borich, 2015). Observations are easy to carry out but the outcomes may not be observable in some cases. Unlike surveys, this does not involve direct contact with students/pupils.
Another type of assessment is use of essays. This is a quick formative assessment which determines the understanding of students in a particular topic. This can be administered within minutes whereby students swiftly respond to teachers’ questions. Questionnaires can be utilized in a variety of areas and for different purposes. Questionnaires, essays and surveys are utilized in almost similar way with all these types requiring administration of directive questions and assessment of the feedback.
There are certain journals used in formative assessments. For instance, reflection journals encourage students to think about what is learnt and make appropriate connections. Students are sometimes instructed to compose questions. This situation enables deeper understanding of the topic by students. Going through the questions gives teachers a feel of what students have been able to gain (Kubiszyn & Borich, 2015). Most common factor among the assessment types informative assessments is the use of personal thoughts in providing the requisite feedback. Only observations are carried out without input of specific individuals.
Growth and development in education depends on experts and events within the field. In Malaysia, experts have shaped the educational assessments through their contribution. The educational assessments are established in line with government policies on development and research. This is appropriately set up as to promote development of educational assessment based on core values.
The system in Malaysia is well established to involve students in the assessments. This increases familiarity with history of educational assessments. This is a great system that includes input by all stakeholders and students. Use of universal language in assessments is essential. This makes it easier for students from all walks of life to understand what is being instructed. Use of additional language in education system is also important as it widens the scope of students or pupils.
The school system is made up of public and private school systems. It is great that public schools offer free education which ensures that even the less privileged gain meaningful education. The ratio of teachers and students is relatively small which means that students are able to receive the needed attention from teachers. The structure of the system is simple and almost similar to the basic systems observed in other nationalities. This means that foreign nationals can fit within the system and the Malaysia are able to associate with other systems.
However, quality of education needs to improved given a slight decline. This can be done though better and more effective educational assessment. Other forms of educational assessments need to be introduced in the country to promote achievement of good results. In addition, there needs to be ways of preventing drop outs. There is a big disparity across social groups which should be addressed through more inclusivity. In addition, the budget of the government in education should be increased to ensure that appropriate forms and systems are in place. This is a way to ensure better and more holistic educational system in Philippines.
There is need for more holistic assessments in school in order to ensure that the culture built is exam-oriented. This is vital in deepening the roots of education assessment. For this to happen, all stakeholders in education need to be involved. In Malaysia, National Education Assessment System (NEAS) has led to transformation in assessment system. This requires involvement of all parties that are relevant. Transformations cannot occur effectively without associating with other parties. The government plays a huge role and is represented by ministry of education. Education boards, examination boards and school curriculum committees are vital parts of the process.
Holistic assessment should be able to evaluate several aspects of students or pupils’ performance. This system gives students/pupils great means of showing their capabilities and the evaluators a better read of the assessment results. As such, a proper system, should assess cognitive, psychomotor and affective domains. A holistic assessment system is important so that students can be adequately assessed. There are many skills and capabilities that students possess which may not be included as part of educational assessments. Such a system only shows part of the story. A holistic assessment system shows all areas that a student/pupil is proficient in or has special capabilities. This system ensures that students and pupils are adequately developed. The system enhances their all-around performance.
As stated, there are a lot of aspects involved in the lives of students. Therefore, assessments need to involve several aspects. As it is in Malaysia, students are assessed based on
a few components. These components reflect facets of lives of students. The components include school assessments, centralized assessments, psychometrics assessment and sports, physical activity and co-curriculum. All these aspects are important in the development of students/pupils. Inadequate assessment systems mainly focus on school and centralized assessments. Holistic system is needed to allow more psychometrics and co-curriculum activities in school assessments.
Psychometry is vital in measuring metal capacities of students/pupils. This enables identification of students who may require special education or those displaying special capabilities. In this situation, the students/pupils will get the kind of education they need. Sports, physical activities and co-curriculum are as important in students’ lives as academics. Performance in these areas promotes performance in academics. Sports and co-curriculum activities have led to building careers in the case of some students.
There are opportunities in professional sports, music, theatre and art. Proper assessment promotes the development of these skills in learners which can lead to a very promising future. In addition, participation in physical activities enhance health of individuals. Healthier bodies lead to healthier minds. A holistic assessment system is needed in schools to ensure that the activities and components are given the necessary attention.
Holistic assessment means that teachers are more involved in their efforts. Teachers get to pay more attention on the needs of students as pertains teaching approaches and decision making in curriculum and assessments. Where teachers are more involved with students, there is suitable monitoring on the state of students/pupils. This enables improvement in the learning capabilities of individuals. There is flow of feedback from teachers to students which gives them direction.
In essence, a holistic system improves the academic performance of students. In addition, it also improves spiritual, physical and emotional capabilities. The system gives a clear picture of the skills and capabilities of students and are taught or evaluated according to their individual capacities.
Important part of holistic system is the focus on students’ performances based on the standards that have been established. This is crucial in gauging the development of students and pupils. As aforementioned, this presents a clear picture of what the student can do. In other assessment systems, focus lays in comparison of the performances of students which in this day and age is not an efficient and viable way of evaluation.
Teachers and students share in processes involved in educational assessment. A holistic system promotes this relationship. The guidance and feedback that teachers provide help students/pupils be part of the activities or events that will enhance their development. Participation in education is effective in learning outcomes. The holistic system is needed in schools to promote participatory culture in the schools. The more stakeholders are engaged and involved with each other, the more building of meaningful relationships and associations occur. This is directly proportional to the performance of students which get significantly better in such a situation.
I believe students are able to learn better when they are included actively in the process. A holistic system is more satisfactory to students. The students are able to better manage their performance in this system. The inclusivity of the system ensures that students know what they are learning and how they are doing it. The students find themselves in a more comfortable setting that advances their learning and development.
Performances help in adjustment of teaching approaches. The system provides the best evaluation of students’ capabilities therefore the performance can sufficiently inform the adjustments to be made. Holistic system provides more analysis and reflection by teachers in gaining more insight on handling students.
Performance of students in evaluations is linked to their esteem, motivation and morale. This assessment system provides proper student evaluations which can boost their self-esteem and motivation. The holistic assessment system should be introduced in schools as it is clearly advantageous to persons involved. People gain a greater sense of responsibility for their activities. These are appropriately governed through engagement with the assessment criteria based on personal reflections on performance.
References
Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods
and approach. Springer.
Conley, D. (2015). A new era for educational assessment. Education Policy Analysis
Archives/Archivos Analíticos de Políticas Educativas, (23).
Corno, L., & Anderman, E. M. (Eds.). (2015). Handbook of educational psychology. Routledge.
Almond, R. G., Mislevy, R. J., Steinberg, L. S., Yan, D., & Williamson, D. M. (2015). Bayesian
networks in educational assessment. Springer.
Shute, V. J., & Kim, Y. J. (2014). Formative and stealth assessment. In Handbook of research on
educational communications and technology (pp. 311-321). Springer New York.
Kubiszyn, T., & Borich, G. (2015). Educational testing and measurement. John Wiley & Sons
Graham, S., Hebert, M., & Harris, K. R. (2015). Formative assessment and writing: A meta-
analysis. The Elementary School Journal, 115(4), 523-547.
Bennett, R. E. (2015). The changing nature of educational assessment. Review of Research in
Education, 39(1), 370-407
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