By Graham Butt
This empirical but functional booklet highlights the elemental connections among overview, instructing and studying, and gives feedback for maximising evaluate in faculties. lecturers usually spend a large amount of their time tracking and assessing their scholars' functionality. yet what are we assessing for, and will review practices be replaced to lead them to extra important to lecturers and newbies? review actions in colleges are usually criticised by way of executive inspectors - usually being pronounced because the least profitable point of faculties' paintings. Drawing on empirical examine, "Making overview topic" makes a speciality of the aim of evaluate, and indicates options for dealing with overview in a more advantageous method. the writer considers the position of evaluate in selling studying, instead of easily measuring it, presents pointers on atmosphere and achieving review ambitions, and brings jointly issues of 'high stakes' evaluation on the nationwide point with day by day overview perform within the school room. This well timed and informative ebook could be crucial interpreting for somebody concerned with, or attracted to, the function of review inside faculties, together with academics, trainee academics and bosses.
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Extra info for Making Assessment Matter
For example, we may assess a piece of work by comparing it with that of other students, or with success criteria, or with work of a similar nature produced by the same student. (p. 107) Validity The term ‘validity’ refers to whether a form of assessment actually measures what it claims to measure. Angoff (1988) and Wiliam (2008) both consider that validity is ‘an evolving concept’, pointing out that one cannot always validate a means of assessment according to what it contains, but only by what it can predict.
Trends in such data reveal nothing particularly significant about improvements in standards, but simply indicate that students are getting better drilled and prepared for taking exams. Annually improving pass rates, Gorard would argue, simply reflect better performance at test-taking rather than any evidence of better learning. CAN ASSESSMENT RAISE STANDARDS? 33 Although assessment evidence is increasingly used by governments as a means of supporting policy implementation and of checking whether such policies are broadly successful, using assessment data in this way unearths a number of validity issues and unrealistic assumptions about what such data can legitimately tell us.
Formative assessment is all about helping students to improve their assessed performance as a result of achieving success in their learning. It is the act of ‘closing the gap’ between their current performance and realistic expectations of what they can achieve in the future. This implies clear planning and communication on the part of the teacher, coupled with engagement and effort on the part of the student. 3 Can assessment raise standards? Education is currently immersed in a standards culture, or, more accurately, a need to both meet and then raise standards.