What is an Assessment?
Assessment is a systematic process of gathering information about what a student knows, is able to do, and is learning to do. Assessment information provides the foundation for decision-making and planning for instruction and learning. Assessment is an integral part of classroom instruction that enhances, empowers, and celebrates student learning.
Why we need Assessments?
The primary purpose of assessment is to promote learning. Assessment provides evidence of how learners are progressing according to defined standards or instructional objectives throughout the period of learning as well as achievement at the end of the learning period. It also provides information about the teacher’s effectiveness.
What is “Assessment for Learning”?
Assessment for Learning is the process of seeking and interpreting for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how to get there. There are strong research findings to indicate that improving learning through assessment for learning depends the active involvement of students in their own learning, provision of effective feedback to students, adjusting teaching to take account of the results of assessment, recognising the profound influence of assessment on the motivation and self-esteem of students, and the need for students to be able to assess themselves and understand how to improve.
Assessment for Learning Vs Assessment of Learning
In assessment for learning, emphasis shifts from summative to formative assessment. Summative assessment refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualised programmes, or to certify proficiency and make decisions about students‟ future programme or placements. Summative assessment has been the most prevailing assessment in schools for many decades. It is the traditional assessment method and has served the purpose of man for as long as anyone can imagine. Its purpose is to certify learning and report to all stakeholders the progress of learners in school, usually by indicating learners‟ relative position compared to others. It is designed to provide evidence of achievement of learning objectives to parents, students themselves, and sometimes to outside groups (employers, other educational institutions, and many more). Unlike the summative assessment (also known as assessment of learning) which is typically carried out at the end of a unit, course, grade, programme, term, or semester, assessment for learning happens during the teaching and learning process and takes the form of student-teacher interaction through questioning, role playing, aligning instructions, identifying students‟ learning needs, selecting and adapting learning materials, and many more. Assessment for learning makes obvious to the students what they are to learn, what is expected of them, and advice on how to improve on their work. The effect of assessment for learning, as it plays out in the classroom, is that students keep learning and remain confident that they can continue to learn at productive levels if they keep trying to learn, not giving up in frustration or hopelessness .
What are the benefits of assignments?
There are potential benefits to conducting assessment properly that could, in return, enhance the learning experience. These benefits include communication, engagement, ownership, value, and reflection.
The communication bridge facilitates this process. According to some research findings, teachers know that a good assessment tool provides a teacher with an easy way to connect with individual students through prompts, feedback, reminders, and knowledge of results. Creating the communication bridge highlights the original purpose of assessment, which is to provide students with important information on their learning progress.
It has been found that, students might be more motivated to learn curricular content if they have a close connection to their teacher. The communication bridge offers students and teachers the opportunity to speak one-on-one and forge a positive working relationship. It essentially provides a structure that gives teachers an easy way to interact more with students and to promote personalized learning.
Engagement refers to the “student’s willingness, need, desire, and compulsion to participate in, and be successful in, the learning process” (Bomia et al., 1997, p. 3). Some teachers may resist the use of assessments due to the perceived management issues associated with conducting them (e.g., the time it takes to set up and administer an assessment, the number of students to assess, lack of class control, and possible student misbehaviour); however, just the opposite is true when appropriate assessments are properly administered.
Appropriate assessment tools offer students the chance to self-assess, and they play into the natural curiosity students have about themselves. A developmentally appropriate assessment can tap into this curiosity and engage students in the lesson. In fact, for engagement to occur, a contribution from both the teacher and the student must take place . In essence, offering an assessment may open the door to engagement. In return, higher levels of student engagement help focus learning and lessen the class management burden. Simply put, assessments can provide teachers with another avenue for achieving student engagement in the teaching and learning process. Effective assessments will direct students’ focus to learning the content rather than simply keeping students “busy, happy, and good”
Students given the responsibility of tracking their own learning progress through self-assessment, peer assessment, or other forms of evaluation are investing themselves in the teaching and learning process. Therefore, giving students a role to play in their own learning promotes student ownership of the lesson. Furthermore, allowing students to take ownership in the lesson minimizes the idea that learning is the teacher’s responsibility. As students take on more responsibility in their learning or in the learning of a classmate, they become empowered to improve. The empowerment benefit of student ownership is available only to teachers who share the assessment responsibility with the students.
Fair, meaningful assessments help show students the importance of learning and contribute to the perceived positive value of participating in education.
Assessment should be seen as the enhancement of learning, rather than simply the documentation of learning. In fact, teachers use assessment to improve their teaching practices and, ultimately, the curriculum. Students, on the other hand, benefit from assessments that help them truly reflect on what they are learning. The definition of reflection is to give careful consideration to what has occurred (Dyson & Brown, 2010). Teachers can facilitate this process by providing specific questions that allow students to seriously think about their performance. Subsequently, reflection helps students become active participants in their own learning.
What are the major components of Exam Genius Assessment Platform?
Content Management System
This consist of user-friendly web interface with in bedded complex algorithm to make sure, no duplicated content is fed back to the system. And also, it is enriched of Quality Assurance process to make sure only quality assured content is visible to students.
Interactive Teacher Cockpit
Teachers play a vital role in the teaching-learning process. The teacher is one of the major pillars of success in the teaching-learning context. Our Interactive Teacher Cockpit, enables the teacher to understand the students and provide a conductive environment to engage with them Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection.
To teach is to engage students in learning; thus teaching consists of getting students involved in the active construction of knowledge. A teacher requires not only knowledge of subject matter, but knowledge of how students learn and how to transform them into active learners. Good teaching, then, requires a commitment to systematic understanding of learning. The aim of teaching is not only to transmit information, but also to transform students from passive recipients of other people's knowledge into active constructors of their own and others' knowledge. The teacher cannot transform without the student's active participation, of course. Teaching is fundamentally about creating the pedagogical, social, and ethical conditions under which students agree to take charge of their own learning, individually, and collectively.” In order for the educational process to be successful, it has to value each learner and cater for his or her individual needs.
Interactive Teachers Cockpit helps teacher to understand the strengths and weaknesses of her students and adapt the teaching accordingly to make sure that teaching is pitched considering both fast and slow learners and it also give teacher a platform where she can interact with her students in an environment more conductive to modern day students . One of the largest challenges that teachers face in the classroom is knowing where students are in their processing of content. In other words, teachers struggle with knowing if their students "got it." Our formative assessment process and techniques help teacher in the respect inside the classroom and out.
School Administration Cockpit
Our full suit education system (powered by BIG Data analysis) is exclusively designed to empower the management & educators with what they need to know. Following are the features.
- Analytics about education institute, in different depth with drilldown capability to the student level
- Actual status of different Subjects, modules, Sub Modules and further drilled down analysis
- Evaluation of teachers’ successes in delivering the lectures
- An in-depth analysis to subject areas, that most of the students are struggling to learn
- Psychology, Health, Physical fitness and learning abilities of each student
- How individual’s Learning Ability is related to psychology, health and physical fitness
- Measuring the learning outcomes at the end of each lecture (remote or classroom)
- Formative and Summative Assessments
Most of the parents doesn’t know what their child good at, not good at and where he/she lacks confidence, in details. Empowering parents with accurate information on the progress of their kids, is very vital. This empowerment will help parents to walk their kids in the correct direction. Therefore, we provide the parents with right information at right time for them to be aware of before it is too late.
Student Dashboard is the place where student interact with the system and help students order formative assessment in different subject areas and also see the history and learn things reading through the quick notes. And also help to engage with the teachers and pears .
What are the underneath techniques, we use ?
In depth Analysis of each student
Our Reinforcement learning algorithms (Deep learning) together with Big Data analysis, will identify each student’s learning abilities across the syllabus in depth. And also her behaviors in studying (study patterns, peaks and drops, performance levels in different time of the day) ,psychology and physical fitness levels, and health conditions captured and considered as key inputs, when our AI System is making decisions, in guiding the student.
The system has been designed to groom individuals step by step, while making sure already implanted knowledge is retained and readily available by re-polishing it, in right intervals, with the help of spaced repletion techniques backed by AI algorithms.
Distributed Practice Through Spaced Repetition
Students often ﬁnd themselves learning or memorizing information in a limited time span. Some students tend to learn a lot of information in a very short amount of time, sometimes even overnight right before the tests. Learning in this manner is known as massed learning or cramming. Psychological studies have shown that this technique is not very effective for long-term retention of learned or memorized materials.
The benefit of spaced repetition on learning has been recognised for over a century, with Ebbinghaus (1885) making the first systematic investigation of memory, developing a ‘forgetting curve’. This shows exponential decay of information from the memory when no effort is made to revisit that information. However, if the information is revisited the rate of decay reduces, thus allowing for ever increasing time intervals between repetitions to retain long term memory of it. This psychology research was first applied to education by Mace (1968) suggesting that regular revision of curriculum material would be much more effective than ‘massed’ study (all at once). He proposed that revision should be spaced in gradually increasing intervals. In higher education long term memory is needed for students to have a sound platform of understanding on which to build new advanced knowledge, and to apply when solving problems.
Enhanced Learning Through Instant Feedback
Feedback is considered one of the most important aspect for learning. Immediate feedback and the possibility to correct any error at that moment is very effective when we do not have a teacher or tutor present. It promotes autonomy and self-learning. It is the student who manages and corrects the moment a doubt arises, making the pace of learning more adaptable to each individual. In summary, immediate feedback has the potential to help academic performance, promote motivation, self-regulation, and self-efficiency, allowing students to reduce the distance between their current performance and desired performance.