Whether one is assessing student learning outcome (SLO), course objectives, course programs, or teacher’s facilitating methods, it is important to note that assessment cycle comes into play. It is a process that intends to provide a meaningful feedback.
The first phase in the cycle is Identifying needs. Did you remember taking a test before entering high school or before taking a course? Or answering pre-training test at work? That is a diagnostic test. This form of assessment is given before the instruction or training begins. Its purpose is to identify current skills and learning preferences that includes resources and equipment. This is also true in the institutional level. The results lead you to the next phase.
Planning learning is an important aspect in the assessment cycle. This is where the curricula are born; the course programs are drafted; and the syllabi are created. This is a logical flow of the elements in the classroom that a teacher or a trainer needs to deliver. What are the subjects or topics to convey over a period of time? How should it be delivered? What are the activities that can engage learning? How to assess learning? This whole scheme is thought of carefully to ensure a meaningful SLO.
Next is Facilitating learning. I think that this is the most crucial part because this materializes or fails the teaching and learning plan. This is the actual teacher’s battle as he faces the different factors that affect the learning process. These factors are the students Intellectual, Physical, Emotional and Social state, and Environmental condition. Teacher’s personality is also a factor that can motivate learning or otherwise.
Teaching effectiveness is a great consideration in this phase. Sometimes, the preparation of teachers for specific age levels, specific subject matter, specific academic skills, etc., is not sufficient against the diversity of the learners. There is a strong need to train teachers to adapt instruction to the diverse student abilities, learning styles, personality traits and needs by using more differentiated teaching strategies.
Next is, Assessing learning. Assessing learning is a must. It can be informal like repeatedly asking students understanding such as in recitations (graded or not), giving out quizzes, discussing questions, or letting them perform an activity based on the lessons. Formal assessments can be in a form of an examination, case study, or a project that has to be completed based on the class requirements. Assessment methods are the strategies, techniques, tools and instruments for collecting information to determine the extent to which students demonstrate desired learning outcomes. Several methods should be used to assess student learning outcomes. There are various methods that can be utilized to assess SLO. On the onset, this confirms students learning and determine if the teaching strategies are effective.
Now comes the fifth phase in the cycle which is Evaluating learning. This includes the evidence of students learning as well as institutional performance indicators. Is the student learning outcome (SLO) meaningful? Are the course objectives have been met? Are the course programs appropriate? Is there a need to change policies and practices? Is there a problem identified? What is the root cause of this problem? The analysis leads back to the first phase which is again, identifying the actual needs.
The different possibilities of implementing changes and approaches can be very beneficial and can have significant positive effects on the teaching and learning process in our education system.
With the rapid changes and increased complexity of our education system, there is a continuous challenge to improve the education plan and meet the needs of the more demanding learners.
References:
Teaching, learning and assessment cycle (Ann Gravells, 2016) [YouTube] https://www.lanecc.edu/assessment/basic-assessment-cycle https://www.wssu.edu/about/assessment-and-research/niloa/_files/documents/assessmentmethods.pdf
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