ASSESSMENT

Assessment plays a crucial role in the teaching and learning process, providing opportunities for students to demonstrate evidence of what they know, understand and can do. When assessment, instruction and the intended curriculum are aligned, it provides optimum conditions for learning, thus maximizing students’ achievement.

Assessment results have important implications for teaching and learning and aims to provide multiple opportunities for students to practise and demonstrate their understanding of what is being learnt. Assessment in schools can be classified into diagnostic, formative and summative strands. Diagnostic assessments are used to provide educators with information about students’ prior knowledge, skills, attitudes, learning styles and motivation to assist them to develop an effective learning programme that suits the educational needs of the learners. Formative assessment or assessment for learning is a process where students are assessed as the teacher proceeds with a lesson or unit to provide ongoing feedback to the teacher and students. Informal observation, checklist, listening to students’ responses, class participation and self assessment are ways used to assess students formatively. Summative assessment or assessment of learning is usually done at a certain point of the academic year or from certain components to judge the appropriateness of what is being taught. Some of the methods used in summative assessments are portfolios, chapter tests, final exams, reports, term papers, projects and national exams.

Assessment provides data and communicates progress and achievements of students to all the concerned parties, and identifies the strengths and weaknesses of students in specific areas of learning. Additionally, the process of assessment should be based on the students’ age and stage of development.

As emphasis is placed on providing integrated learning experiences in the early years, the assessment methods used should vary to meet the different developmental stages.