Trends in Assessment

Assessment is the systematic basis for making inferences about the learning and development of students.

• Correct

• False

What are the three assessment approaches?

I. Assessment as Learning

II. Assessment for Learning

III. Assessment in Learning

IV. Assessment of Learning

• I, II and III

• I, II and IV

• I, III and IV

• II, III and IV

Assessment should be able to reveal the quality of students’ understanding and thinking as well as specific content or processes.

• Correct

• False

Direction in assessment indicates a shift from authentic to decontextualised.

• Correct

• False

Which of the following is NOT the directions in assessment?

• Numbers of measure move from single to multiple.

• Level of comprehension moves from low to high.

• Responsibility moves from teachers to students and teachers.

• Integrated assessment becomes isolated assessment.

The teacher is at the centre of the learning, teaching and assessment process.

• Correct

• False

Which of the following are MOST LIKELY to lead to a change in assessment?

I. Increased school autonomy

II. increased awareness of the importance of education

III. Global warming

IV. Technological advancement

• I, II and III

• I, III and IV

• II, III and IV

• I, II and IV

In old assessment paradigm, emphasis is on content and acquiring a body of right information.

• Correct

• False

Which of the following is NOT a feature of an authentic assessment?

• It requires judgement and innovation.

• It is complicated and unrealistic.

• It replicates or simulates the contexts in which adults are “tested” in the workplace, in civic life, and in personal life.

• It assesses the student’s ability to efficiently and effectively use knowledge and skills to negotiate a complex task.

What are the benefits of using technologies to assist the implementation of assessment?

I. Provide immediate feedback

II. Increase learners' autonomy, agency and self regulation

III. Support for collaborative learning

IV. Encourage plagiarism

• I, II and III

• I, II and IV

• I, III and IV

• II, III and IV