Table of ContentsAssessment MethodsConclusionBibliography In this project I will briefly discuss the different types of assessment available to me as an instructor in the sustainable knowledge sector, by highlighting certain evaluation techniques and their qualities and the involvement of IT as an evaluation resource and of students in the evaluation procedure. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay There are mainly 4 different types of assessment used as a mentor in the sustainable knowledge sector, each one as essential and appropriate as the other; these are preliminary assessment, diagnostic assessment, formative assessment and summative assessment. Each could potentially be conducted using any assessment approach loosely classified into four different groups: initial, diagnostic formative and summative as mentioned, objective and subjective, referencing (criteria-referenced, standards-referenced and ipsative) and finally informal and formal. by title, the initial assessment is a measure of students' ability to perform the necessary work and learning essential to complete a particular course. This should take place before studies begin and there are many ways to make this assessment, for example via an audition for students wishing to study music or another useful ability-based discipline, or via tests, exams or perhaps a basic interview where the proposed intern can be asked about their experience, learning and relevant skills. Preliminary assessments are essential to ensure that trainees have the ability to manage learning challenges that may present themselves at the start of studies. They also help the instructor determine any distinctions in ability between students so that appropriate grouping or benchmarking methods can be used. In computer science, which is currently my preferred field, an accurate preliminary assessment is crucial in determining a candidate's viability for the recommended course. , without this, the difficulties I will face in my class are difficult, tedious and often discouraging for everyone, instructor, student and other students present. To explore a student's support needs and guardianship guidance we use diagnostic assessment, this is a survey. assessment which takes place at the start of the course and can take many forms such as an interview, a questionnaire, a learning style assessment or a written assignment. The diagnostic assessment will help the teacher better understand the student's needs and abilities. According to Marton & Booth (1997 p179), effective learning depends on “meetings of awareness” between the teacher and the class, with the teacher disclosing knowledge in a way that ensures that all students understand it. “This ability depends on an empathetic awareness of what students already know and how they learn. » Entwistle (2000 p8). Formative assessment is a continuous form of assessment that should be paramount during teaching, it allows the teacher to understand and ensure that students digest any knowledge given throughout the course. Common methods of assessment can be found using quizzes, tasks and of course discussions. As a guitar teacher, I do formative assessments all the time, because mistakes like poor technique once learned can be difficult to eradicatelater. Finally, summative assessments take place at the end of the course and ensure that all course objectives are met. They generally take the form of an exam, practical test or verification of any current portfolio or final product and an award; a degree or certificate is often awarded to successful applicants. Summative feedback is important to my learners, I offer it at the end of each working day because I think it helps improve a student's poor performance when they realize that someone is actually reading what they are saying. they wrote. Likewise, it also builds confidence among higher-level learners. Assessment Methods There are many useful methods for assessing classroom learning. Initial observatory assessment is common, where the teacher can simply watch a student perform/achieve a task, and also witness social interaction with other students in the context of the subject. Comprehension performance requires students to demonstrate their knowledge in observable ways. They make students’ thinking visible. “It is not enough for students to reshape, expand, extrapolate, and apply their knowledge in the privacy of their own thoughts...Such understanding would be novel, perhaps fragile, and virtually impossible to assess. " (Blythe et al., 1998, p.63). Question and answer sessions can be useful in the right environment, keeping in mind that group question and answer sessions can sometimes make less assertive students uncomfortable and may not assess their learning with precision. I would definitely agree with this based on my experience using these sessions in my computer science class. Similarly, group discussions can have the same pitfalls, but the use of more open-ended and probing questions often lends itself to a more complex debate in which vocabulary, understanding and depth of knowledge can be assessed. Role play can also often favor the bold, although some teachers use it as a very useful method of assessment, for example in language teaching, where social interaction skills are needed. In my classroom, many of the aforementioned assessment methods are used regularly and successfully. The use of IT as a key resource provides a wide range of learning challenges suitable for most types of students, used in conjunction with appropriate teaching; IT as a resource can deepen learning exponentially. The ease of gathering evidence with a well-designed curriculum is a major asset to the subject as a subject of study and can facilitate assessment with simpler instant feedback. Computer science excels in these areas, but it simultaneously falls hard at the feet of progression and the new knowledge acquired can be difficult to retain if not used regularly and can quickly become redundant anyway. I can involve learners in the assessment process by engaging them in assessment activities which may include reflective journals, peer marking and self-assessment through grading against a given criteria. All these methods help to gather, reflect and compile all the knowledge acquired by the student and also allow the teacher to evaluate if necessary. Peer assessment involves one student evaluating the progress of another student. Self-assessment involves a student evaluating their own progress (Gralls, 2011, Kindle location 2077). Self/peer assessment can play a role 2014