By Tabatha Rayment
Lists diversity from utilizing confident review to extend scholars vainness to explaining numerous varieties of overview. >
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Additional info for 101 Essential Lists on Assessment
O May look at cross-school achievements to compare achievement in particular groups, subjects and years with local and national levels of attainment. Criterion assessment o Concerned with national examination and assessment bodies such as AQA, OCR, Edexcel, UCAS, etc. o Is used in the assessment of vocational and academic qualifications. o Determines if a student can carry out a specific task or activity within a particular situation or context. O Results are given on a pass/fail, competent/not yet competent basis.
O Can be difficult to set and maintain rigid assessment standards if there is little or no 'paper work' to back it up. o Can lose meaning and impetus if used too often or incorrectly. o Can be too imposing if the teacher guides the class too often, or if the class relies on the teacher too much - 'spoon feeding'. o It can sometimes appear as if the teacher is favouring some students over others, especially if they commend or reprimand particular students more than others. 31 LIST 25 Summative assessment assessment of learning Summative Assessment is not used as often as Formative.
It provides the students with the necessary guidance and information they need to progress in their learning. Teachers who do not use formative assessment while they teach are, quite simply, not performing as well as they should be. On a day-to-day basis, formative assessment is used by: o Checking to see if the whole class is sure about what has been asked of them. o Engaging students through direct or 'hands-up' questioning. o Walking around the classroom to monitor students' progress. o Giving oral feedback to an individual or group, suggesting how they might improve on their class work.