[Author’s Name]
[Institution’s Name]
Essay on Reporting student Achievement by using Student-led Parent-Teacher Conferences
Assessment is the collection of data to make a judgment. Evaluation is the rendering of a judgment based on merit. Reporting is the communication of the results of assessment and evaluation to interested audiences. Cooperative learning groups can enhance and at times are required for assessment, evaluation, and reporting particularly when performance, authentic or total quality assessment is employed.
The following is a framework to assist school divisions/districts and schools as they collaboratively develop their own local policies and practices related to assessment, evaluation, and reporting. Assessment is ongoing and fundamental to the process of student learning. Assessment enables teachers to gather data to determine the needs of their students and to address those needs adequately in subsequent learning experiences. When teachers start to make judgments on these data, they begin to evaluate student achievement.
Assessments are conducted to gather data for formative, diagnostic, or summative purposes. While any form of assessment may yield diagnostic, formative, or summative information, assessment strategies may vary for each of these purposes. By closely examining each of the three purposes, one can more easily differentiate among them and thus ensure that all forms of assessment are used appropriately on a regular basis.
Formative assessment is designed to improve teaching and learning by providing feedback to both students and teachers, highlighting students' progress such as what they have learned and what they have yet to learn or what learning strategies contribute to students' progress helping in the identification of specific learning needs as well as instructional experiences to plan for improvement.
The thrust of formative assessment is toward improving learning and instruction. Therefore, the information should not be used for assigning marks as the assessment often occurs before students have had full opportunities to learn content or develop skills. The instruments used in formative assessments provide information or data that teachers, parents, and students may use to identify factors that facilitate or hinder student learning.............
