Assessment Plan of Students Ability

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Assessment plan is an important tool in education since it provides information about students ability. After completing an assessment plan, the next important factor is the analysis how it can be used appropriately. This essay will explain my assessment plan by indicating its importance and use.

The essay will then give justification that led to the selection of the context of the assessment plan. Finally, the essay will identify the reasons why the assessment constraints in my assessment plan are effective in testing the students reading and writing abilities.

Student assessment is an important leaning process to both the teacher and the students and therefore it needs a plan. The need for a plan requires the development of an assessment plan that provides the guidelines on how the assessment will be effected.

The assessment plan is also important since it allocate the available resources according to the expected uses. For the developed assessment plan to become useful, it needs to be understood by both the tutor and the learner. This essay provides an explanation for the assessment and the factors that make the assessment plan effective and appropriate in assessing students.

The main objective of the developed assessment plan is to gather information about the student with the aim of identifying their weaknesses as well as their strengths (Brownlie, Feniak & McCarthy, 2004). The focus of the assessment is to identify the students understanding capacity for the lessons taught throughout the course.

The assessment therefore works through identification of reading strengths and weaknesses as experienced by students. Most of the course materials given to the students during the learning process are given in written form and therefore reading is a very important part.

A reading assessment is therefore an important form of assessment since it provides information about the students concerning the other courses learned in the module. The assessment also provides useful background information about the students that can be applied in determining their areas of weakness and difficulties. This information is very useful since it offer guidance on how a particular student should be advised or assisted.

For the provided assessment to become an important tool in students evaluation, the assessor needs to have basic or background information about how it works (Brownlie, Feniak, & McCarthy, 2004). My assessment plan provides basic information about a students performance and therefore I have ensured that it is user friendly by making it easy to understand and use.

The assessment has two learning outcomes that I believe are basic parameters in identifying a students strengths and weaknesses. The most important part of the reading process is the identification of the content from the rereading or obtaining information from a text. My assessment plan is considerate of this point since it identifies the main ideas from a reading as the first learning outcome.

Some students work better as individual while others work better in a group setting. Some learning activates also recommend group work while others consider individual work. The assessment plan therefore considers this point by making provision for group assessment and individual assessment. The assessment can be applied to assess the reading ability of a group of students as well as the reading ability of an individual student.

Writing is the second most important part of the learning process since it determines how students present their work. A good assessment plan should provide a measure on the writing ability of the student using appropriate assessment parameters (Colorado, 2007). My assessment plan is an appropriate learning assessment since it provides information about the writing abilities of the student.

The assessment plan mainly focuses on the grammatical aspect of writing by analyzing the students ability to use capitalization. Analyzing capitalization provides information on a students grammatical abilities and this indicates their strength in writing.

The context of my assessment plan is an appropriate context for the evaluation of students and this is the main reason that made me settle for this particular plan. The first reason for choosing the plan is its ability to provide the required information in details and this makes it an appropriate assessment. The second factor that justifies my assessment plan as an appropriate plan is that it is an explicit assessment.

Being explicit makes the assessment plan user friendly to both the assessor and the students. Unlike other assessments of similar caliber, my assessment plan is a proficient plan since it provides adequate information with minimal input. This factor demonstrates the third reason why the context of the assessment plan is appropriate.

With an appropriate and justifiable assessment plan, the next important point is the determination of the appropriate testing constraints that makes the assessment appropriate. The basic constraints in my assessment plan are accuracy, speed and understanding capacity. These constraints are basic features of my assessment plan since they provide detailed information about a student.

The second reason why I selected accuracy, speed, and understanding ability of the students as major constraints in the assessment is that they provide an appropriate measure about a students performance. In order to have an appropriate assessment I set the constraints at a minimum of 75% and 80% for accuracy in capitalization and reading respectively. The assessment also requires that each student should complete the allocated task within the required time.

Finally, the assessment requires that students should have moderate understanding ability. These constraints are also important in drafting a rubric that should be used together with the assessment to rank students according to their performance. The assessment plan is therefore important since it does not only provide information about the students but also contributes to the learning process.

References

Brownlie, F., Feniak, C., & McCarthy, V. (2004). Instruction and assessment of ESL learners: Promoting success in your classroom. Winnipeg: Portage & Main Press.

Colorado, C. (2007). Using formal assessment for English language learners. Web.

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Assessment Plan of Students Ability

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