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本篇美国代写论文-期中考试和课堂测验讲了考试的目的是为了衡量学生对这门学科的理解程度。它帮助学生理解知识的差距。利用这一点,学生可以追求他们获得知识或技能的要求。教师运用各种方法来测试学生的技能。这使学生能够分析知识。期中考试和课堂测验是教师评价学生的常用方法。本篇美国代写论文文章由美国第一论文 Assignment First辅导网整理,供大家参考阅读。

The reason for testing is to gauge the level of the understanding about the subject by the students. It helps the students to understand the gaps in knowledge. Using this, the students can pursue their requirements of gaining knowledge or skills. Teachers utilize a variety of methods to test the skills of the student. This enables the students to analyse the knowledge. Mid-term exams and class tests are some of the common methods in which the teachers evaluate the students.

These two different approaches are two very different assessment types. They can be broadly divided into summative and formative assessment.

In this essay, there is an attempt to critically compare these two forms of assessments. For this, the context of Chinese primary school stage education is expended. This was also practiced by me while working as a Chinese primary school teacher. For the class material, these two methods are widely practiced in Chinese Schools. Midterm exam is expended by teachers to evaluate the learning outcome of students. It is considered to be a major evaluator standards and an indicator of knowledge. However, the teachers and students attach too much importance to the test results, which led to the mid-term examination become an independent assessment from the process of learning. The in-class tests are useful indicators to measure the knowledge of the student. There are certain benefits and limitations for each of these methods.

The purpose of this essay is to compare two different assessment methods: mid-term exam and in-class test. These have been detailed in the following.

What is assessment?

“Assessment” refers to the method of using a tangible number to assess the scope of the student knowledge. Scriven (1967) stated that methodology of assessment is based on a specific goal with comparable or quantifiable scale. He points that the assessment is a single process. There can be many tools to evaluate a person. This assessment is an integral part of everyday life. It has been manifested in a variety of ways (Scriven, 1967). Although Scriven was conducting a course assessment, the principles of assessment he discussed were relevant to all the assessments. The assessment is a single process, which leads to formative assessment and summative assessment. The conclusion from this theory is that summative assessment is prone to ambiguity. It gives a feeling of “end”. In fact, the word “summative” itself alludes to generalization and summary. This refers to the improved performance before and during execution. Summative assessment has different effects which do not affect the assessment process. Since the assessment is a single process, it is done to determine the criteria or objectives of learning, which is quite opposite to the formative assessment. The system of education uses many tools and methods to measure the assessment of the student. Each concept with specific implications has been explained in the following.

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