Assessment

The assessment process consists of several phases: testing, assessment or measurement, grading, and finally, the provision of feedback.

Testing

The teacher collects information by asking questions or assigning tasks in which students are expected to demonstrate specific knowledge, skills and attitudes, which are reflected in their responses or completed work. Difficulties arise when questions or instructions are not formulated clearly, precisely and concretely, resulting in students not understanding what is expected of them.

Assessment or Measurement

This is a structured procedure in which the teacher analyses and interprets data collected during testing, relying on predefined criteria in order to determine the extent to which learning outcomes have been achieved. In this process, the teacher simultaneously acts as a measurement instrument and as the person making judgements, which opens space for various subjective influences that may compromise objectivity. When student achievement is expressed numerically, this is referred to as measurement, whereby results are quantified (e.g., the student correctly solved 6 out of 10 tasks), but without providing qualitative insight into the level or depth of understanding.

Grading

Based on previously measured achievement, a grade is assigned to the student, expressed as a number, letter or percentage, conveying information about the scope and value of the achieved knowledge. This grade serves to classify students into specific categories, for example on a scale from 1 to 5 or from A to F. Overall student achievement is assessed against predefined criteria, meaning that assessment is criterion-referenced and independent of other students’ performance.

Providing Feedback

Feedback offers both quantitative and qualitative insight into the learning process, achieved results and student progress. Its purpose is to help students understand the extent to which they have achieved the intended learning outcomes and to identify specific areas that require additional work. When provided by the teacher, feedback has the greatest effect if it is timely, clearly formulated, relevant and focused on encouraging further development. Only such feedback can effectively support decision-making regarding next steps in teaching and learning and contribute to empowering students in their educational process.