SECONDARY EDUCATION

Assessment and Evaluation in Secondary Education

Assessment and Evaluation in Secondary Education

Introduction

A general term that embraces all methods used to judge the performance of an individual, group or organisation. Assessment has become increasingly important within education, partly due to the Conservative government in the 1990's, as part of the Citizen's Charter, placing emphasis on league tables as a way for parents to be able to compare the efficacy of schools. This emphasis has continued with the last Labour government but the process been criticised due to pressure placed on schools to perform well. However it has been recognised that the value of continuous assessment can improve teaching and learning thus raising standards. This continuous assessment has been defined as assessment for learning (AfL), allowing the teacher to adjust learning to meet individual need.

Assessment within education is a process involving the ability to measure knowledge and understanding and can be focused on the individual or group (class) as a whole. Assessment should be as both a teaching approach and a set of techniques to promote measure and sustain successful learning. The more knowledge the teacher gains about the learning of their students the more able they are to plan effective teaching activities to encourage successful learning. This makes assessment an integral part of the teaching process - evaluating teaching and learning is therefore essential, making assessment and evaluation inextricable.

Effective feedback, as a form of assessment, is highly dependant on student's clear understanding of what is expected from them. Feedback should not only focus on how the student has achieved, but also how they can improve and develop. This should always be carried out in association with the learning objectives and outcomes to ensure students are clear with what is expected of them in the future. Feedback should also provide a clear evaluation of strengths and weaknesses with suggestions on how they could improve their work, using higher level reasoning skills. It is also essential to be able to see attainment as a whole to identify any improvements or areas for concern.

There are two forms of assessment - formative and summative. Both of these have been widely used in both placement one and two, but I will be using information from my second placement for the purposes of this assignment. I intend to discuss the process and the outcomes in terms of student progression. I covered various forms of assessment, from peer and self assessment to written feedback, formative and summative assessment within the classroom, along with assessment of portfolio and course work and I will show a sample of these, linking to current theory within each area.

Assessment

Assessment includes assessment of quality, through an external process of some kind as well as assessment of student learning and assessment of teaching and learning including teacher performance. These are dealt with elsewhere.

Also, note the slightly confusing use of assessment in the US context where it relates to the Assessment Movement, discussed below.

Note, also, that assessment of teacher performance is not the same as Teaching ...