Unlearning Old Beliefs About Assessment

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Nov 24, 2024

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1 Unlearning Old Beliefs About Assessment Student's Name Institutional Affiliation Course Code and Name Instructor Name Due Date

2 Unlearning Old Beliefs About Assessment Hello and welcome to my podcast on "Unlearning Old Beliefs About Assessment." In this episode, we will discuss assessment for learning, how teachers may use assessment tools and methods, and how assessment can help students learn better and take ownership of their education. We will also examine evaluation myths that teachers and students must unlearn. The goal of assessment for learning is to use assessment to improve student learning. The goal is to recognize pupils' strengths and flaws and provide them constructive criticism rather than to grade or categorize them. Students and teachers work together in the collaborative process of assessment for learning. It entails establishing precise learning objectives, developing evaluations that align with these objectives, and giving students constructive criticism so they may evaluate their progress and discover areas for improvement. The learning objectives and results educators wish to attain should be identified before creating effective assessment techniques and tools for students. Once these goals have been established, educators can create assessments that fit their needs as well as the goals and objectives. Assessment results should provide students with informative feedback highlighting strengths and growth areas (Sanchez et al., 2017). Teachers should consider using various evaluation techniques, including rubrics, self-assessments, peer assessments, and formative assessments, to provide students with a complete view of their growth. Students can learn more effectively and actively participate in their education with evaluation. Because they have a deeper understanding of the learning objectives and outcomes, students actively participating in the evaluation process are more likely to take responsibility for their education. Students can use assessment results to determine where they excel and where

3 they could use more practice. Instructors can support students by giving them immediate, specific, and constructive feedback to foster a growth attitude and a desire to learn. Let's now discuss some of the notions about assessment that teachers need to unlearn. One widespread misconception is that evaluations are solely helpful for classifying and rating students. This assumption disregards the value that assessment can have for student learning. Another viewpoint holds that only conventional test formats, like multiple-choice questions or essays, should be used for evaluation. This assumption disregards the possibilities of other assessment methods to give students a more thorough picture of their development, such as rubrics, self-assessments, and peer assessments. On the other hand, other theories contend that students must unlearn what they have learned about assessment to improve their learning. One widespread misconception is that people cannot actively participate in assessment; rather, it is something that is done to them (Afflerbach, 2018). This assumption disregards the potential of assessment for learning and the part that students might play in the evaluation procedure. A different misconception is that assessment solely concerns getting the appropriate response or receiving a good grade. This assumption disregards the possibility of assessment in assisting students in gaining a deeper comprehension of the material and in establishing objectives for progress. In summary, assessment for learning is a strategy that emphasizes using assessment to improve student learning. Educators can develop efficient assessment procedures and tools by determining the students' learning objectives, developing assessments that align with these objectives, and giving them constructive feedback. Assessment can assist students in taking ownership of their education and fostering a growth mentality. To fully understand the assessment's potential and make the most of the assessment process, educators and students must

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4 unlearn outdated ideas about evaluation. Thank you for listening, and check back soon for more educational podcasts.

5 References Afflerbach, P. (2018). Understanding and using reading assessment, K-12 (3rd ed., pp. 230-247). ASCD Chapter 9. Sanchez, C. E., Atkinson, K. M., Koenka, A. C., Moshontz, H., & Cooper, H. (2017). A meta- analysis of self-grading and peer-grading for formative and summative assessments in 3rd grade through 12th grade classrooms. Journal of Educational Psychology, 109(8), 1049- 1066.

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