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Summative assessment can be used to refer to assessment of educational faculty by their respective supervisor with the aim of measuring all teachers on the same criteria to determine the level of their performance. In this context, summative assessment is meant to meet the school or district's needs for teachers' accountability.
Formative assessment should be collected at multiple points in the semester to determine if the students are on pace to meet the learning goal in the final summative assessment. Targets - Using baseline data gleaned from past performance or collected with a pre-assessment, the teacher will contextualize the SLO by establishing class-specific ...
The purpose of standards-based assessment [5] is to connect evidence of learning to learning outcomes (the standards). When standards are explicit and clear, the learner becomes aware of their achievement with reference to the standards, and the teacher may use assessment data to give meaningful feedback to students about this progress.
Education outcomes can lead to a constrained nature of teaching and assessment. Assessing liberal outcomes such as creativity, respect for self and others, responsibility, and self-sufficiency, can become problematic. There is not a measurable, observable, or specific way to determine if a student has achieved these outcomes.
Assessment of this level is primarily quantitative. Students in the multi-structural stage may know the concept in tidbits but don't know how to present or explain it. Relational – The different aspects have become integrated into a coherent whole. This level is what is normally meant by an adequate understanding of some topic.
This framework enables the individual setting the goal to have a precise understanding of the expected outcomes, while the evaluator has concrete criteria for assessment. The SMART acronym is linked to Peter Drucker's management by objectives (MBO) concept, illustrating its foundational role in strategic planning and performance management. [4]