Assessment is not only an add-on activity that occurs after pedagogy is completed; preferably, assessment is very important and necessary to all aspects of qualification in making decisions and classroom instructions by McMillan (2007). According to McTighe and O?Connor (2005), define classroom assessment and grading exercise is essential not only to measure the learning but also to promote it. 61 Teachers facilitate learning by providing students the important feedback on their learning progress and achievements by helping them to classify their learning problem Bloom et al. (1981,2002)
Assessment, defined as “a systematic process for gathering data about student achievement,” is a vital element of teaching, Dhindsa, Omar, &Waldrip, (2007). As Struyven, Dochy, and Janssens (2005) argue that, the impact of assessment is considerably observe on students’ execution. The possibility of students approach learning determines the way they think and learn about classroom assignments and test, Struyven et al., (2005). Recent studies advocate for as well as students within the mental process of developing assessment tools as a result of; as Falchikove (2004) states, student’s involvement in peer assessment add more worth to the learning progress. Dhindsa, Omar, and Waldrip (2007) note that, examining the students’ perceptions about the assessment, stimulate student’s to develop and improve authentic and realistic assessment approach that “rewards genuine effort and in depth learning rather than measuring luck”. Thus, in order to support this idea and concept, most studies suggest that students ought to be responsible for their learning, together with their perceptual experience of assessment seems to hold promise, for the sake of this study.
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