Education is the most important thing in our life. It is the secret of the success of the people. It means the process of gaining information, skills, knowledge, and etc. it usually divided into levels, such as, preschool, primary school and university. One of the main components of it is an assessment. It is the key to judge the quality of teaching and learning. The result from it must help us to make appropriate decisions to improve the teaching and learning process. This essay will discuss the effectiveness of assessment methods in primary schools in the U.K. through providing an overview of assessment, then compare some of assessment methods, after that it will consider the advantages and disadvantages of two kinds of assessment techniques,
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In this part of essay we will encompass some methods which use in assessment, and we are going to determine the best ways to assess students in primary schools in the U.K. in the first part we will compare between formative assessment and summative assessment. In the second part, we will confront continuous assessment with a final assessment. First, formative assessment might be non-censorious and focusing on affirmative optimization and constructive criticism, it is mainly designed to aid the students’ progress. However, summative assessment is frequently used to assign levels or grades, and is regarded as a final summing up (Johnson, 2012). Next, the former is at the end of term or year, the utility from measures what has been achieved is few because it assails endpoint the system and cannot determine particular areas of weaknesses. On the other hand, the latter is continuous, being in regular periods, benefits from being mainly because it takes place from beginning until the end of system, and it can be provided guidance on how to enhance its future performance by gets feedback on area of weaknesses and strengths (Currie, 1986). Second, one of the reasons for the emergence of continuous assessment is complaints that it was not fair and necessarily stressful to students to know that they were being tested over a short period (Bray, 1986). Otherwise, final assessment leans …show more content…
Now, we will move on to another point which is some types of assessment techniques and review the better and the worse techniques that use in tests. Firstly, objective test what is mean, some different types of it and why it is good to assess students. Secondly, the assessment of projects what it is difficulties and how to surmount them. In the beginning, an objective test is a test that is liberated from any subjective partiality and usually is diametrical to the subjective test. Let us look at some different types of it. First, the simple recall which mostly the answer is present in the mind and very short. Second, the multiple choice question that usually content from a question with four choices of possible answers. Third, matching block where two statements are given to students and they must find the correct relationships between them. Let us take a look at some advantages of using objective tests. There are several benefits of using it, for instance, it can save our time, both if we are tester or marker because marking does not need a lot of skills or experience to do it. Also, the answers are short and clear so when we mark them there is not any ambiguity. In addition, we can use the new technology to mark this kind of tests. Moreover, pupils who are not good writers can demonstrate their knowledge because the objective test gives them the opportunity to do that (Sangster and Overall, 2006).
In this part of essay we will encompass some methods which use in assessment, and we are going to determine the best ways to assess students in primary schools in the U.K. in the first part we will compare between formative assessment and summative assessment. In the second part, we will confront continuous assessment with a final assessment. First, formative assessment might be non-censorious and focusing on affirmative optimization and constructive criticism, it is mainly designed to aid the students’ progress. However, summative assessment is frequently used to assign levels or grades, and is regarded as a final summing up (Johnson, 2012). Next, the former is at the end of term or year, the utility from measures what has been achieved is few because it assails endpoint the system and cannot determine particular areas of weaknesses. On the other hand, the latter is continuous, being in regular periods, benefits from being mainly because it takes place from beginning until the end of system, and it can be provided guidance on how to enhance its future performance by gets feedback on area of weaknesses and strengths (Currie, 1986). Second, one of the reasons for the emergence of continuous assessment is complaints that it was not fair and necessarily stressful to students to know that they were being tested over a short period (Bray, 1986). Otherwise, final assessment leans …show more content…
Now, we will move on to another point which is some types of assessment techniques and review the better and the worse techniques that use in tests. Firstly, objective test what is mean, some different types of it and why it is good to assess students. Secondly, the assessment of projects what it is difficulties and how to surmount them. In the beginning, an objective test is a test that is liberated from any subjective partiality and usually is diametrical to the subjective test. Let us look at some different types of it. First, the simple recall which mostly the answer is present in the mind and very short. Second, the multiple choice question that usually content from a question with four choices of possible answers. Third, matching block where two statements are given to students and they must find the correct relationships between them. Let us take a look at some advantages of using objective tests. There are several benefits of using it, for instance, it can save our time, both if we are tester or marker because marking does not need a lot of skills or experience to do it. Also, the answers are short and clear so when we mark them there is not any ambiguity. In addition, we can use the new technology to mark this kind of tests. Moreover, pupils who are not good writers can demonstrate their knowledge because the objective test gives them the opportunity to do that (Sangster and Overall, 2006).