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Assessment - Coggle Diagram
Assessment
Ethical Practices
All students are entitled access to quality instruction and should be able to reive educational benefits from that instruction in the classroom
Witte, R.H. (2011)
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Purpose
• To know where students are in regards to their knowledge and skills before instruction begins.
• To know what knowledge and skills are acquired, and when, by students during the lesson or learning activity.
• To document student progress.
• To make appropriate instructional adjustments or modifications, if needed, during a lesson.
• To inform each learner of his or her progress based on the stated learning objectives and expected learning outcomes of the lesson.
• To enhance the effectiveness of teaching and the learning decisions that are made in the classroom.
• To review and evaluate the quality of the student-generated work and products.
Witte, R. H. (2011)
• Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning.
(Learner-Centered Assessment on College Campuses: shifting the focus from teaching to learning by Huba and Freed 2000)
Ways to Assess
Adapted from Instructional Learning Model; Witte, R.H. (2011)
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Limitations
Affective
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Any conclusion generated from affective assessment findings must be carefully reviewed and validated
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