As a teacher, the primary goal of any teaching-learning activity is to achieve student learning. To accomplish this goal, a teacher gives a variety of learning experiences to students through various activities. These activities include deciding on teaching-learning objectives, identifying learning experiences, implementing these learning experiences in the classroom using appropriate methods and media, and ensuring that the teaching-learning objectives established at the outset are met through the teaching-learning process. A teacher assesses to ensure that the teaching-learning objectives established for a specific learning task have been met via the work of teaching and learning.
The curriculum directs a school's teaching activities. In general terms, the curriculum is the sum of the experiences the school will deliver. Curriculum, in other words, determines the kind and extent of experiences delivered to learners. As a result, learning experiences are built based on the curriculum to attain specific cuticular aims and objectives. An assessment of the specified learning outcomes is done in the educational setting. Every student enters a learning scenario having a set of competencies and skills. From the standpoint of teaching, the entrance behaviour of learners in an educational environment refers to the specific abilities and skills required for the learner to benefit from instruction.
As instructors, we participate in the teaching-learning process. The teaching-learning process is divided into three primary stages or activities. These are: i) plan teaching and learning activities, ii) organise learning experiences, and iii) assess student learning.
Planning Teaching-Learning Activities − The most critical aspect of any action is planning. A well-planned action usually produces the expected results. This includes developing an annual course plan, unit plans, and lesson plans. Planning entails selecting units and sub-units, identifying teaching-learning points, developing learning objectives, the amount and nature of content to be covered, the types of teaching-learning activities to be organised, the methods and techniques to be used, the media to be used, the feedback mechanism to be used, and so on. If the issue needs laboratory work, the instructor must guarantee the necessary logistics, laboratory equipment, classroom seating arrangement, and so on.
Organising Teaching-Learning Activities − The next stage is to organise teaching-learning activities when they have been planned. This entails a sequence of exercises beginning with the lesson's introduction and ending with the session's conclusion. Creating interest and motivation among learners, recognising past learning experiences of learners, linking the new topic to prior learning experiences or the topic already taught, and so on are all part of introducing the lesson. The teaching-learning point presentation comprises concepts, principles, theories, and so on, utilising illustrations and examples, analogies, and other mediums. Apart from this, organising the teaching-learning experience include managing classroom activities, such as providing a suitable learning atmosphere, managing diversity in the classroom, such as language and cultural diversity, and so on.
Assessment of Student Learning − Assessment of student learning is the final stage of the teaching-learning process. At this point, a teacher wants to know whether or not pupils have met the learning objectives he or she established. This is accomplished through many forms of student assessment. Let us now examine the definition of evaluation.
Assessment occurs at several stages of the teaching-learning process. Some assessments are carried out before the teaching-learning process, while others are carried out throughout the teaching-learning process. However, others are carried out after the completion of the instructional process. Assessment may be divided into four sorts based on its purpose
Placement Assessment − Placement evaluation is performed prior to the organisation of teaching-learning activities to assess learners' entering behaviour or prior knowledge. Another goal is to determine whether the learner can acquire new learning experiences connected to existing information. "Entry behaviour" is the essential term utilised for a placement evaluation. Entry behaviour is evaluated right before instruction begins. Before teaching a new topic in the teaching-learning process, a teacher should be aware of the pupils' prior knowledge. This enables teachers to organise teaching-learning activities based on learners' prior knowledge.
Formative Assessment − Formative assessment is often performed during the creation or improvement of a programme or product (or person, etc.) and is performed, sometimes more than once, for in-house programme employees with the potential to improve. If we examine the definition, we can see that formative assessment aims to monitor the learner's learning progress; it is also used to determine whether or not the learning objectives have been met and to offer feedback on the teaching-learning process. It is the second level of evaluation that occurs throughout the teaching-learning process. It begins from the beginning of teaching until the course's completion.
Diagnostic Assessment − Diagnostic assessment is a type of evaluation used in conjunction with formative assessment during the educational process. It is carried out based on the formative assessment data. A diagnostic evaluation is performed specifically to address the learner's learning issues. For example, if it is discovered that a learner has not mastered specific ideas in a certain topic, diagnostic evaluation and remediation are offered to assist him/her in understanding these concepts. A diagnostic remedial exam accomplishes this. Evaluation of learning issues is an important phase in diagnostic assessment. Diagnostic evaluation not only answers learners' learning obstacles but also diagnoses and treats personal and psychological issues.
Summative Assessment − Summative assessment determines the learner's Assessment: Basics endpoint behaviour. "Certification" is a crucial term in summative assessment. After completing the whole course, a summative evaluation is performed. Because summative assessments are completed after a semester, the feedback supplied is final and cannot be utilised to modify learners' behaviour. Summative evaluation determines whether learners receive a certificate or advance to a higher class. Summative evaluation techniques and instruments include verbal or nonverbal assessments and teacher-created or standardised tests.
Assessment is an integral part of the teaching-learning process. Assessment of learning allows a teacher to better tailor his or her teaching and to know the degree of achievement of students in the subject matter. Assessment allows a student to track his or her learning progress. It also helps school administration (including the principal), parents, curriculum designers, topic specialists, planners, guidance workers, counsellors, and content writers. According to the assessment, if learners do not achieve mastery, the teaching-learning process may be repeated, and specific remedial may be offered.
Assessment is an integral part of the teaching-learning process. Assessment of learning allows a teacher to better tailor his or her teaching and to know the degree of achievement of students in the subject matter. Assessment allows a student to track his or her learning progress. It also helps school administration (including the principal), parents, curriculum designers, topic specialists, planners, guidance workers, counsellors, and content writers. According to the assessment, if learners do not achieve mastery, the teaching-learning process may be repeated, and specific remedial may be offered.
Assessment of learner performance not only assists a teacher in making academic decisions but also provides feedback on the teaching strategies used, the level of teaching, the selection of teaching-learning materials (TLMs), the selection of methods and media, techniques and maxims, and, finally, whether or not the specific instructional objectives formulated for the topic or contents have been met. Assessment of learning provides feedback on students' achievement in scholastic and co-scholastic areas, such as academic progress in various subjects from time to time, mastery of subject contents, self-construction of knowledge, reconstruction of old experiences and acquisition of new experiences, interaction with peers groups, playmates, and so on. As a result, assessment and evaluation play a critical role in teaching-learning.
They assist teachers, students, and others in the following ways
It assists teachers in re-designing instructional objectives
It assists teachers in making better evaluative judgement
It assists curriculum constructors in examining whether the courses or topics included in the curriculum are adequately planned, whether the chronology of the content is maintained, or if any change or modification is required
It assists parents in knowing the progress of their children, as well as the areas of difficulty and remediation required
It assists students in knowing their progress in learning, as well as learning difficulties in various subject areas
It not only assigns students grades or marks, but also develops their learning habits
It assists in diagnosing learning difficulties of students
It assists in planning new learning experiences
It assists teachers in making decisions about promoting students to the next class, grouping them, and grading them based on their unique abilities
It assists students in their adjustment problems
It assists a teacher in preparing a student cumulative record card (crc) or report card
It assists teachers in deciding whether to continue with their teaching methodology or change it
It assists curriculum creators in making changes to the curriculum
It assists parents in providing correct advice and timely aid to their children
To summarise, assessing student learning is critical for enhancing the teaching-learning process.
The most crucial stage in evaluating a student's performance is assessed. It increases the significance of a student's performance. We can only determine one's relative place in a group once we interpret, analyse, rank order, and compare one's score with the group's average score; after collecting the scores, a teacher analyses and interprets the results of all class pupils. Assessment is shown as the qualitative description of a character following some norms or criteria.
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