The document discusses different aspects of assessing teaching and learning. It defines assessment of teaching as evaluating teacher performance and the learning process, which requires gathering information from various perspectives. Assessment for learning shifts the focus from making judgements to creating descriptions to aid the learning process through feedback. It involves setting goals and providing feedback to help students understand the next steps. Assessment of learning typically takes place at the end of a period to measure achievement against standards and give an overall progress picture. Teaching as learning allows students to teach lessons and is aimed at improving academic achievement through exploring topics and helping students understand concepts.

2. DEF NO 1: is the process of evaluating the quality and appropriateness of the learning process including teacher performance and pedagogic approach.

3. (Kristoffen, D ;( 2003)’Denmark in educational evaluation around the world an international anthology (Copenhagen, the Danish Evaluation institute)

4. DEF NO 2: teaching is a complex activity, information for this type of assessment must gather from a variety of perspective. This can include teacher self assessment, learner feedback, pear or colleague and administration perspective.

5. (IDR (center for institutional developments and research), pg 123 (2006) source of data for assessment of teaching)

6. DEF NO 3: Both formal and informal assessments have application for the teacher involved in learning. They provide feedback to the teacher about the effectiveness of their teaching (or of their facilitators of learning) in this way the results of assessing may be an aid to course evaluation.

7. (Harris D., Bell.C. (1994) evaluating and assessing of learning, kogan page Ltd London.pg 95)

8. DEF NO 4: while many Teachers find teacher evaluations unpleasant or undesirable at least two benefits are associated with sound well developed teachers evaluation programmes, first administration and teacher begins to share a common language about teaching.

9. (Anderson L.W. (1989) The effective teacher, Mc Graw-Hill publishing company. new York, pg 90)

10. DEF NO 5: assessment of teaching and learning can include assessment of how well the teacher performs as a teacher/learning facilitator. This also reoffered to as evaluating of teaching and learning.

11. (Horris.D, Bell (1994) Evaluating and assessing for learning, kogan .pg 240.page LTD, London

13. Project

14. Writing samples

15. Oral samples

16. Tests and quizzes

17. ASSESMENT FOR LEARNING

18. DEF NO 1: Assessment for learning shifts the emphasis from summative to formative assessment from making judgments to creating description that can be used in the service of the stage of learning.

19. (Earl.L (2003) pg45 assessment as learning; using classroom assessment to maximize students learning, Corwine Press, Thousand Oaks.CAP)

20. DEF NO 2;good assessment for learning involves a two way dialogue between both student and teacher ;each not only listening to what the others is saying but using what is said to inform the learning process.

21. (Black.P.Harrison.C.Lee.C. Marshall B. and William .D. (2003) assessment for learning; putting it two practice open university Press, England, pg 89)

22. DEF NO 3: assessment of learning takes place; teachers continually adopt instruction to meet learners needs.assesment is therefore used to support instruction .assessment for learning rather than assessment of learning.

23. (Leahy.S, Lyon C.; Thompson.M. and William .D. (2005) pg19 classroom assessment; minute by minute, day by day ASCP)

24. DEF NO 4:the effect of assessment for assessment as it plays out in the classroom is that learners keeps learning and remain confident that they continue to learn at productive level if they keep trying to learn. In other words learners do not give up in frustration or hopelessness.

25. (Sitggens .P.J. (2002) pg 104 assessment crisis the absence of assessment for learning, P.Delta Kappon)

26. DEF NO 5: for assessing to be of maximum value to learners, the learners need to be involved in the assessment process. This must include active involvement in feedback and may well include involvement with the design and judgments.

27. (Horris .D., Bell (1994) evaluating and assessing for learning.Kogan.pg 94 page LTD, London)

29. Involves setting learning goals with students

30. Helps students know and recognize the standards they are aiming for.

31. Provides feedback that helps students understands the next step in learning and plan how to achieve them.

32. Is an essential and integrated part of teaching and learning

33. ASSESMENT OF LEARNING:

34. DEF NO 1;assessment of learning in classroom is typical done at the end of something (e.g.unit,a course ,key, stage and take the form of the test or exam that include questions drawn from the material studied during that time.

35. (Earl.L.(2003)assessment as learning ;using classroom assessment to maximize student learning,Corwine press, thousand Oaks, A p.g22)

36. DEF NO 2: while formative can be seen assessment for learning summative assessment can be seen as assessment of learning summative takes place after a learning event or period usually per semester or a year or phase of learning.

37. (Dreyer J.M (2008) educators as assessor, Van schailk publishing, Pretoria, pg 23)

38. DEF NO 3: Assessments of learning gives an overall picture of learner’s progress at a given time for example then end of term or on transfer to another school.

39. (Du plessis.P. Conley L.du Plessis .E. (2007) Teaching and learning in South African schools. Van Schailk publisher, Pretoria, Pg 72)

40. DEF NO 4: Assessment of learning-focused on measuring after the fact and used for categorizing students and reporting these judgments to others. (Lorna M. Earl (2003) Assessment of learning; using classroom assessment student learning, p.g 25)

42. Development of the ability to reflection and learn from practical experience.

43. Using peer feedback to assess individual group oral presentation.

44. Feedback from student also suggested,

46. Helping students to accept that there is more than one right answer.

47. Making lectures more meaningful to learning experiences.

48. Focuses on the area to be considered and which in most cases invites teachers to identity aspects of their current ideas and practice on the issue.

49. Helping students to understand a difficult concept.