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1. The reasons for evaluating students' learning will determine the kind of information we seek, how we collect it, how we interpret it, and how we use it.
2. In most classroom assessment, tests and other forms of evaluation are linked to instruction. Instruction and assessment, if they are to be well matched, should both be included in the planning proc
Some answers to our question, "Why assess?" To find out
Some answers to our question, "Why assess?" Teachers need to...
Some answers to our question, "Why assess?" Learners need to...
Assessment provides the means to measure how well goals have been met.
The results of various forms of assessment usually comprise the bulk of what is reported to students, parents, and administrators about student achievement.
When instruction goes well, the results are observable outcomes in learners.
According to Cohen (1994) the reasons for assessing students' learning are organised by administrative, instructional, and research functions.
The Administrative reasons for assessment could be...
The Instructional reasons for assessment could be...
The Research reasons for assessment could be...