Academic Master


Assessment in Education

Assessment in education involves collecting, judging and deciding on evidence about the achievement of goals in learning. There are two types of assessment; formative and summative. The difference between the two justifies why teachers use either such as rubrics for assessment.

Teachers use assessments in “documenting the improvement of educational outcomes,” (Dunn & Mulvenon, 2009, p. 1). The difference between formative and summative assessment is that summative assessments, in design, determine the development in academic learning after a given topic while formative assessments monitor a student’s learning progress while the learning is in progress (Dunn & Mulvenon, 2009, p. 3). Teachers use rubrics in assessments to judge the student’s adequacy in answering the tests (James, 1997, p. 1). The insignificance of these rubrics is further illustrated in cases where there are multiple questions. Their significance is thus reduced and irrelevant.

The No Child Left Behind (NCLB) and other sanctions have been critical in calling for interventions to ensure overall student improvements in classes. Thus the following two examples are developed to ensure an inclusive student assessment:

  1. Quizzes- because the students are the beneficiaries of the learning process, they ought to be allowed to be free in answering questions freely. Progressive quizzes ensure that all the students understand. The answers show the learning process. If little learning is noted, new strategies are adopted such as more time spent on these topics (Hughes, 2017, p. 1).
  2. KWL charts- these are important to teachers in personalizing the teaching practice. The NCLB sanction requires that all students be acquainted with the subjects (Hughes, 2017, p. 1). The KWL chart will thus show what the students; Know, Want to learn and already Learnt (KWL). This method is important because it allows teachers to focus more on the students that have not understood specific areas and topics.


The learning process needs constant monitoring to ensure that the students are at par with the current topic. Also, the formative assessment points out major flaws in the learning process hence recommending specific changes.


Dunn, K. E., & Mulvenon, S. W. (2009). A critical review of research on formative assessment: The limited scientific evidence of the impact of formative assessment in education. Practical Assessment, Research & Evaluation, 14(7), 1-11. Retrieved from

Hughes, D. (2017). Types of Formative Assessment. Educational Psychology, 4(26), 1. Retrieved from

James, P. W. (1997). What’s wrong and what’s right-with rubrics? Educational leadership, 55(1), 72-75. Retrieved from



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