THE IMPORTANCE OF ASSESSING STUDENT LEARNING

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THE IMPORTANCE OF ASSESSING STUDENT LEARNING

Zubaydullayeva Zarina Erkinovna

English teacher in Tashkent Academic

Lyceum No.2 of the Ministry of Internal

Affairs of the Republic of Uzbekistan

https://doi.org/10.5281/zenodo.12634302

Annotation:

This article gives information about assessment refers to the

deliberate gathering of evidence of student learning to allow both teachers and
learners to measure progress in a course. Therefore, assessments provide us
with an opportunity to improve student learning

,

as well as to enhance our

teaching through critical reflection on the results of the assessments.

Key words:

assessment, formative, summative,

Student assessment is, arguably, the centerpiece of the teaching and
learning process and therefore the subject of much discussion in the scholarship
of teaching and learning. Without some method of obtaining and analyzing
evidence of student learning, we can never know whether our teaching is
making a difference. That is, teaching requires some process through which we
can come to know whether students are developing the desired knowledge and
skills, and therefore whether our instruction is effective. Learning assessment is
like a magnifying glass we hold up to students’ learning to discern whether the
teaching and learning process is functioning well or is in need of change. The
scholarship of teaching and learning discusses two general forms of assessment.
The first, summative assessment, is one that is implemented at the end of the
course of study, for example via comprehensive final exams or papers. Its
primary purpose is to produce an evaluation that “sums up” student learning.
Summative assessment is comprehensive in nature and is fundamentally
concerned with learning outcomes. While summative assessment is often useful
for communicating final evaluations of student achievement, it does so without
providing opportunities for students to reflect on their progress, alter their
learning, and demonstrate growth or improvement; nor does it allow instructors
to modify their teaching strategies before student learning in a course has
concluded.
The second form, formative assessment, involves the evaluation of student
learning at intermediate points before any summative form. Its fundamental
purpose is to help students

during

the learning process by enabling them to

reflect on their challenges and growth so they may improve. By analyzing
students’ performance through formative assessment and sharing the results
with them, instructors help students to “understand their strengths and

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weaknesses and to reflect on how they need to improve over the course of their
remaining studies”. Pat Hutchings refers to as “assessment behind outcomes”:
“the promise of assessment—mandated or otherwise—is improved student
learning, and improvement requires attention not only to final results but also
to

how

results occur. Assessment

behind outcomes

means looking more carefully

at the process and conditions that lead to the learning we care about…”.
Formative assessment includes all manner of coursework with feedback,
discussions between instructors and students, and end-of-unit examinations
that provide an opportunity for students to identify important areas for
necessary growth and development for themselves.
It is important to recognize that both summative and formative assessment
indicate the

purpose

of assessment, not the

method

. Different methods of

assessment can either be summative or formative depending on when and how
the instructor implements them. Sally Brown and Peter Knight in

Assessing

Learners in Higher Education

caution against a conflation of the method (e.g., an

essay) with the goal (formative or summative): “Often the mistake is made of
assuming that it is the method which is summative or formative, and not the
purpose. This, we suggest, is a serious mistake because it turns the assessor’s
attention away from the crucial issue of feedback”. If an instructor believes that
a particular method is formative, but he or she does not take the requisite time
or effort to provide extensive feedback to students, the assessment effectively
functions as a summative assessment despite the instructor’s intentions (Brown
and Knight, 1994). Indeed, feedback and discussion are critical factors that
distinguish between formative and summative assessment; formative
assessment is only as good as the feedback that accompanies it.
There are several steps in this planning process.
1.Defining learning goals. An assessment plan usually begins with a clearly
articulated set of learning goals.
2.Defining assessment methods. Once goals are clear, an instructor must decide
on what evidence – assignment(s) – will best reveal whether students are
meeting the goals. We discuss several common methods below, but these need
not be limited by anything but the learning goals and the teaching context.
3.Developing the assessment. The next step would be to formulate clear formats,
prompts, and performance criteria that ensure students can prepare effectively
and provide valid, reliable evidence of their learning.
4.Integrating assessment with other course elements. Then the remainder of the
course design process can be completed. In both integrated (Fink 2013) and

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backward course design models (Wiggins & McTighe 2005), the primary
assessment methods, once chosen, become the basis for other smaller reading
and skill-building assignments as well as daily learning experiences such as
lectures, discussions, and other activities that will prepare students for their
best effort in the assessments.
5.Communicate about the assessment. Once the course has begun, it is possible
and necessary to communicate the assignment and its performance criteria to
students. This communication may take many and preferably multiple forms to
ensure student clarity and preparation, including assignment overviews in the
syllabus, handouts with prompts and assessment criteria, rubrics with learning
goals, model assignments (e.g., papers), in-class discussions, and collaborative
decision-making about prompts or criteria, among others.
6.Administer the assessment. Instructors then can implement the assessment at
the appropriate time, collecting evidence of student learning – e.g., receiving
papers or administering tests.
7.Analyze the results. Analysis of the results can take various forms – from
reading essays to computer-assisted test scoring – but always involves
comparing student work to the performance criteria and the relevant scholarly
research from the field(s).

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