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Assessment and Feedback Based Learning Method

The importance of assessment is a continuously growing area of interest in classroom learning. Its importance has increased based on the requirement of government to enhance the level of education system and assess students at each level. Its potential to improve the process of learning have been reported in various studies (Hill et al., 2017). Assessment method of learning is of two types i.e. formative assessment and summative assessment. The summative assessment is based on the assessment of the outcomes obtained from the activity and formative assessment is focussed on the deriving insightful information from the activity to improve the process of learning using instruction-based activity and feedback (Heitink et al., 2016). In Australia assessment-based learning is defined as the method which involves the role of student in recording their own progress and learning new things by themselves. This discussion is focussed on summative assessment elaborating the importance of assessment method in the improvement of education system.

The process of assessment learning is oriented centrally on the students but teachers are also an important part of this process (Race, 2019). The role of teachers in assessment-based learning has been increased in the past decade so as to implement assessment-based learning actively in the curriculum of the Australian schools. It has focussed attention to the capacity of teachers to develop effective assessment-based learning methods to improve the learning experience of the student and decreasing their burden of education. The assessment capabilities of teachers to form effective ad innovative assessment strategies have been defined under teacher assessment literacy (TAL). TAL has started emphasising more on the designing of assessment methods which are well distributed and provide formal approach. Some researchers have defined TAL considering tests conducted in the class and the procedure followed to conduct it (Xu and Brown, 2016). Further studies have demonstrated that the tests represent only one parameter of assessment learning. In broader terms it can be stated that TAL can include any concept of protocol that aims towards improving the presently used learning process. The present need of the education system has made it mandatory for all the teachers around the globe to implement this system. It has become a fundamental goal to provide education through assessment and feedback forms including instructions-based education to the students, and documentation of their assessment form to keep a record of their progress (Xu and Brown, 2016). The fundamental need to implement

assessment-based learning by the teachers has been developed due to many studies demonstrating a positive impact of assessment-based learning on the level of education. Thus, all the education systems are working to implement this system as an essential part of learning.

The feedback is used as an important tool to improve the leaning method. It has been used in conjunction with assessment-based learning method to develop an effective method of learning and improving the level of education. The questions used in feedback are designed specifically to maintain the interest and improve the learning experience of students (Brooks et al., 2019). Feedback is based on several parameters of the assessment-based learning. One of the parameters that it takes into account is related to task performance which is related to the impact of the processing and self-regulation (Wang et al., 2019). This has been an efficient way of improving the performance of students and lead to motivation towards the goals. The feedback is also designed in such a manner that it provides detailed information about the activity and the information mentioned in the feedback can be acted upon to enhance the system. This will provide an opportunity to the learner to improve by learning from the mistakes. Timing can also play an important role in the effectiveness of feedback. In task-based feedback learning timing of the feedback determines the accuracy. So, feedback needs to be included as a fundamental part of assessment learning as it can provide the learner with better opportunities to learn and improve.

Teachers agree with the importance of assessment-based learning methods to improve the method learning but they fail to address the requirement to attain assessment learning. They are often unbale to address the outcomes that have been expected from their teaching skills. The reason for inability of teachers is the lack of skills to reflect on their ability to determine the gaps in their current teaching skills (Shidiq and Yamtinah, 2019). The lack of skills among teachers can reduce the impact of this system on quantity of education. Education system around the globe are increasingly adopting the assessment system but their application is restricted by the insufficiency of knowledge among teachers. Teachers are unable to adopt the system due to lack of skills leading to discouragement for the learning system. So, it has become a necessity among teachers to analyze the principle working of the system. Teachers also need to analyze factors that affect the applicability of assessment system. These factors include social, cultural, political, and institutional. They also need to reflect upon themselves

regarding their own ability to incorporate changes in the assessment system to customize it for better functioning and results. In this method of study teachers have been asked to design assessment which includes the introductions for the students, background regarding the language, arising needs to learn and able to keep interest of the students (Bearman et al., 2017). Moreover, it should also be able to address the social, emotional and mental characteristics. They are instructed to keep students actively involved in the process of learning to maintain their interest. They should also be able to analyse properly the information gathered with the assessment activity. The data collected from the assessment activity can be kept to keep a track record of the progress of the students and it can help teachers to distribute the level of attention. This will provide awareness among teachers and help them in developing informed decision. The teachers need to develop assessment task that are focussed on skills, knowledge and behavior. They tend to design practical activity which are not in the curriculum to better address the knowledge and experience of students. So, teachers implement their experience and knowledge to devise the activity and thus enhancing the applicability of the method. Further they design the activity keeping in mind the technicality of the subject thus enabling learning about the subject while performing the activity. Teachers needs to keep a track of their students learning skills. It is not necessary that student interpret the activity in the similar manner as it was designed to be interpreted. So, feedback method can be used here effectively to analyse the learning outcome of the student. Feedback is a critical part of assessment learning at it provides the information about the level of success of the assessment learning activity. The teacher should also consider the expectations of the family of students. So, it can be used as a tool to design new learning techniques. The use of assessment learning method will not only benefit the students but also provide new teaching experience to the teachers thus making them more confident towards interactive and innovative teaching methods.

The advancement of assessment learning method in education system have led its application in chemistry subject also. Chemistry is based on experimental learning of the chemical compounds. So, it makes a better use of self-assessment-based learning method along with feedback. This provides the students to analyze and learn things by themselves. Thus, self-assessing their progress in the subject. It also involves peer-assessment in which fellow students help each to analyze and assess each other progress. But before under self-

assessment or peer-assessment student should have acquired a sound knowledge of the field. These methods help the student to reflect upon their own mistakes and provides a better understanding of themselves. It enables them to evaluate their own performance objectively. They learn to retain the objectives that they have attained. They develop a self-awareness about their present understanding of themselves (Nikou and Economides, 2016). It also helps them in determining the part of the subject that they were not able to understand. It makes them more confident about themselves as their analytical skills improves and they have better understanding of themselves which can help them in improving. Peer assessment is more effective when compared to assessment from teacher (Li et al., 2016). The reason behind it is that they have common interactive language and assessment provided by the peers pushes the student towards achieving higher goals. Procuring feedback from the group can be more beneficial when compared to feedback from one peer. Addition of feedback to the assessment method enhances its efficiency so it is also applied in the field of chemistry. It is used to encourage and stimulate ideas among the students. It helps in maintaining a personal record of each student and encourages students with personal assessment (Winstone and Carless, 2019). It helps the teacher to know the reason of the progress in the academic record of the student and help them in improving the progress by focussing in the reasons. It further provides the gaps left in understanding of the student and help teacher in learning about the gaps so that they can irradicated. Thus, we conclude from the present discussion that assessment learning along with feedback is an efficient method to teach and should be implemented and followed globally.

References for Importance of Assessment Design and Feedback

Bearman, M. et al. (2017). How university teachers design assessments: A cross-disciplinary study. Higher Education, 74(1), 49–64.

Brooks, C. et al. (2019). A matrix of feedback for learning. Australian Journal of Teacher Education, 44(4), 2.

Heitink, M. C. et al. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational research review, 17, 50–62.

Hill, M. F. et al. (2017). Assessment for equity: Learning how to use evidence to scaffold learning and improve teaching. Assessment in Education: Principles, Policy & Practice, 24(2), 185–204.

Li, H. et al. (2016). Peer assessment in the digital age: A meta-analysis comparing peer and teacher ratings. Assessment & Evaluation in Higher Education, 41(2), 245–264.

Nikou, S. A. and Economides, A. A. (2016). The impact of paper-based, computer-based and mobile-based self-assessment on students’ science motivation and achievement. Computers in Human Behavior, 55, 1241–1248.

Race, P. (2019). The lecturer’s toolkit: a practical guide to assessment, learning and teaching. United Kingdom: Routledge.

Shidiq, A. S. and Yamtinah, S. (2019). Pre-service chemistry teachers’ attitudes and attributes toward the twenty-first century skills. IOP Publishing, 42014.

Wang, Z. et al. (2019). Elaborated feedback and learning: Examining cognitive and motivational influences. Computers & Education, 136, 130–140.

Wiliam, D. and Leahy, S. (2016). Embedding formative assessment. Australia: Hawker Brownlow Education.

Winstone, N. and Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. United Kingdom: Routledge.

Xu, Y. and Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.

Remember, at the center of any academic work, lies clarity and evidence. Should you need further assistance, do look up to our Education Assignment Help

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