Description
Assessment is critical for growing lifelong learning skills, and
elevating performance in diverse contexts. Both the assessor (person giving
feedback), and the assesse (performer) must have trust in the process.
Although the assessor gives the feedback to the assesse, the assesse should
be the one who initiates this process and sets bounds on what is examined
and how results are reported. Assessment focuses on documenting strengths,
and making suggestions for improvement, not judging the performer. The
assessment process can be used by individuals, small groups, and in
classroom settings.
Relevance
Self-growers are valued in society because their
ability to leverage their strengths, and rapidly address areas for
improvement. The assessment process provides a way for individuals to
accelerate their personal development through the use of others. Placing the
assesse at the center of the process increases the likelihood that they will
receive feedback in a timely and effective manner.
Methodology
Resources
From the Faculty Guide Book
Assessing the Quality of an Assessment Report
References
Angelo, T. & Cross, K. (1993) Classroom Assessment Techniques: A Handbook
for College Teachers, San Francisco: Jossey-Bass
Huba, M. & Freed, J. (2000) Learner-Centered Assessment on College Campuses,
Boston: Allyn & Bacon
Stiggins, R. J. (1997) Student-Centered Classroom Assessment, Old Tappan,
NJ: Prentice-Hall
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