Self-assessment in social psychology refers to examining oneself to evaluate important aspects of one's identity. There are three main motives that drive self-evaluation: self-assessment, self-verification, and self-enhancement. Continuous assessment refers to examining students throughout most of their education rather than just with final exams. It can provide early feedback on student performance and track improvements. Both formative and summative assessments are used, with formative assessments providing descriptive feedback to support learning.

1. Self-assessment
In social psychology, self-assessment is the process of looking at oneself in order to assess aspects that are
important to one's identity. It is one of the motives that drive self-evaluation, along with self-verification and
self-enhancement. Sedikides (1993) suggests that the self-assessment motive will prompt people to seek
information to confirm their uncertain self-concept rather than their certain self-concept and at the same time
people use self-assessment to enhance their certainty of their own self-knowledge.[1][2]However, the
self-assessment motive could be seen as quite different from the other two self-evaluation motives. Unlike the
other two motives through self-assessment people are interested in the accuracy of their current self view,
rather than improving their self-view. This makes self-assessment the only self-evaluative motive that may
cause a person's self-esteem to be damaged.
Continuous assessment
From Wikipedia, the free encyclopedia
Continuous Assessment is the educational policy in which students are examined continuously over most of
the duration of their education, the results of which are taken into account after leaving school. It is often
proposed or used as an alternative to a final examination system.
Contents
[hide]
1 Types
1.1 Characteristics
1.2 Advantage
1.3 Advantages & disadvantages of formative assessment
1.4 6 ways continuous assessment can help students learn
 2 See also
 3 References
Types[edit]
There are several types of continuous assessment including daily class work, course related projects and
papers, and practical work.[1]
Continuous Assessment is the educational policy in which students are examined continuously o ver most of

2. the duration of their education, the results of which are taken into account after leaving school. It is often
proposed or used as an alternative to a final examination system. Continuous assessment is used for the
calculate the marks is every type of work in College as for the test marks, home work, term paper marks in
this term the calculate the every marks and the final fine the total is beast of two that is the Continuous
assessment. The Continuous assessment is used to mainly calculate the TGPA and the CGP. Continuous
Assessment is assessments (evaluations) that take place over a period of time. In other words you will be
assessed right through your learning process and not only after the learning process. By doing continuous
assessment you can track the improvement (if any) of the learner, you will be able to give more support and
guidance, and the learner will have more opportunities to improve.
Characteristics[edit]
 It is comprehensive
 It is cumulative
 It is diagnostic
 Continuous assessment is formative
 It is guidance-oriented
 It is systematic in nature
Advantage[edit]
Continuous assessment can provide early indicators of the likely performance of students, something that
can be of great help to the students themselves - as for they have some mistake in your Marks then you
would be transfer the marks. And the other hand its use to both students and the faculty. It can also provide to
the exactly what has been learned by a particular stage of the course.
Advantages & disadvantages of formative assessment [edit]
Formative assessment covers the range of informal diagnostic tests a teacher can use to assist the process
of learning by his students. Prescriptive but ungraded feedback enables students to re flect on what they are
learning and why. The goal is to improve performance and achieve successful outcomes. Robert Stake,
Director of the Center for Instructional Research and Curriculum Evaluation, likens formative assessment to a
cook tasting a soup before serving it to a guest. But despite its advantages, formative assessment can be
time-consuming, and incentives in the school system tend to favor more objective assessments. 1.
Continuous Improvement o One great advantage of formative assessment for learning is that it is ongoing.
This allows for incremental feedback to identify problems at their earliest stages. For example, a student can
correct conceptual errors before undertaking work on a term paper. As that student works on the term paper,
input from the teacher can inform, guide and validate each step of the writing process. Honesty o Cheating
and plagiarism remain significant problems in academic settings. A study on academic dishonesty published
in the Electronic Journal of Sociology in 2003 found that 83 percent of the students surveyed admitted to
cheating more than once. Compared to graded summative assessments like final exams, ungraded formative
assessments reduce the temptation to cheat. This allows students to focus on learning instead of g rades.
Labor Intensive o Although offering many benefits, effective formative assessment can be difficult to achieve
at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large

3. class. Even with a smaller number of students to deal with, formative assessment is time-consuming as it
requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when
combined with the summative assessments teachers are required to complete. Accountability o The layered
accountability chain in education—student to teacher, teacher to school, school to district, etc. -- creates
systemic pressure for student performance to be objectively and comparatively measurable at each level.
Formative assessment, by definition, doesn't easily provide that kind of accountability. This explains why,
although the advantages of formative assessment have been repeatedly articulated since the distinction
between it and summative assessment was first made in 1967, empirical studies continue to show that very
few teachers consistently make use of it in actual practice.
6 ways continuous assessment can help students learn[edit]
 An increased sense of inclusiveness. Continuous assessment provides students with a constant
stream of opportunities to prove their mastery of material and sends the message that everyone can
succeed if given enough time and practice. This reduces the anxiety and finality around testing and
heightens the emphasis on the learning itself. When mastery instead of competition with other students
becomes the point of assessment, the focus shifts from superficial competition to true understanding and
personal learning goals.
 Higher learning standards for all. In a system of continuous assessment, advanced students can
progress through material at their own pace and remain engaged by pursuing more challenging work as
they pass out of the basics. In this sense, the standards for such students stretch to help each student
maximize potential. Because success is defined on an absolute and individualized basis, students
cannot be satisfied with their achievements relative to others; they are encouraged to seek their own
course and take responsibility for their learning.
 Clarified purpose of assessment. The problem with administering assessments only once in a while
is that the primary aim is to compare students while at the same time allowing them to “pass” to the
next level. This produces a situation in which the purpose of assessment is muddled: the tendency is to
let students level up (because, regardless of standards, everyone is generally expected to pass)
although they may not truly grasp the material or have a very weak understanding of it. For this reason,
students may start the next level at a weaker state with no opportunity to correct their
misunderstandings.
 Capacity to remediate weaknesses through strengths. When we, as Christensen suggests, begin
measuring the length of time it takes to master a concept or skill and contrast the efficacy of different
approaches, we are able to gather data about the learning process and put this knowledge to work for
students: “Because learning will no longer be as variable, we can compare students not by what
percentage of the material they have mastered, but by comparing how far they have moved through a
body of material.” This sort of data solves another problem: the self-perpetuating cycle through which
the curriculum and methods of instruction for various subjects are tailored for those who are gifted in
them. Math classes, for instance, are taught by those who are gifted at math and through texts written by
those who are gifted in the subject as well; and class itself is shaped by the questions and comments of
gifted math students. (This leaves those who are not gifted at math feeling excluded and turns them off
from the subject.) Imagine an alternative: the confidence students develop in the areas in which they

4. excel helps them learn subjects for which they have less proclivity. And better yet, strategies that have
been proven effective for students with specific weaknesses can be used to help other students with
those weaknesses. Envision a system that places a student on a proven effective learning path once he
displays a learning style and proficiency level that is similar to another student in a network.
 Increased self-awareness for students who, through continuous assessment, come to understand
their proficiencies and knowledge gaps. Time and again, we encounter evidence that self-awareness —
understanding of how one feels, thinks, and learns — is one of the most significant factors in professional
and personal success. The famous psychologist, Gardner argues that self-knowledge — “intrapersonal
skill” — is one of the eight defining types of intelligence (the others being “linguistic,”
“logical-mathematical,” “naturalist,” “bodily-kinesthetic,” “spatial,” “musical,” and
“interpersonal”). The more continuously we assess students, the more knowledge they can gain about
themselves — what it takes for them to master something, how they can approach problems differently,
what their blind spots are, and how to eliminate them.
 Capacity to uncover interdisciplinary relationships between subject domains and concepts.
Continuous assessment allows us to refine our understanding of the content that we are teaching
students. We might discover that effective remediation in a subject requires attention to another subject
or that the root of common misunderstandings within a subject is something altogether unexpected
Assessment of Cooperative Learning
Assessment activities can be categorized as either formative or summat ive, both of
which are appropriate for cooperative learning exercises as they provide
opportunities to enhance key components of cooperative learning exercises such as
positive interdependence and individual accountability (which is one of the five key
elements of cooperative learning).
 Formative assessment activities are used to provide feedback,
evaluating learning progress in order to motivate students to higher levels.
 Summative assessment activities are used to judge final products for
completion, competency and/or demonstrated improvement.
Nearly any evaluation can be developed to fulfill either formative or summative
assessment goal. For example, written reports can include a revise and
resubmission process which provides students with feedback on which aspect of
their work is in need of improvement prior to evaluation of the final product.
Assessment activities can be implemented at different stages of the cooperative
learning exercise and can be conducted by either the instructor, the student, or
group peers.
Timing of Assessment Activities
Pre-Exercise Assessment
Developing assessment strategies that are implemented before the exercise is to

5. take place are most appropriate when cooperative learning exercises are more
complex, time intensive, and make use of more sophisticated content. The success
of such exercises hinges, in part, on the preparation of students and pre-exercise
activit ies can provide a signal as to the importance and complexity of this work to
students.
 "Tickets to participate" are a form of assessment that requires individual
students to complete a task prior to the start of the cooperative learning
exercise. The purpose of these assignments are to prepare students, focusing
their attention on content relevant to the exercise and reducing the likelihood
of unprepared students. Those who fail to complete the assignment are placed
in a group together and required to complete the exercise. In all likelihood,
such unprepared students will create output that is of lower quality than their
otherwise prepared peers resulting in a valuable lesson learned.
Assessment During the Exercise
Assessment can occur at either the individual or group level during the cooperative
learning exercise, facilitated through carefulmonitoring and intervention or by a
formal break in the exercise with all groups checking in on their progress.
Assigning roles to group members, such as summarizer, reflector, elaborator,
and/or recorder/secretary provides a more formal mechanism for evaluating the
progress of the group.
It is also possible to make individual accountability part of your group-work
monitoring by periodically requesting random student reports or oral exams
(graded at the instructor's discretion).
 When setting up groups, have the students within each group count off. So
in each group, one student has the number "1," another the number "2," and
so on.
 At an appropriate point in the exercise, walk up to a group and pick a
number at random and that person must report on the group's progress or
answer a question about what the group is doing.
Post-Exercise Assessment
In order to make sure that all students are working towards the same standards, it
is helpful to provide a detailed description (possibly a rubric or checklist) of how the
project will be graded. (Find more information about developing rubrics)
 Individual accountability: In many or most cooperative learning classes,
students still take individual tests or quizzes (in part to make sure that
everyone is doing the reading). Group projects can also result individual
products. With the peer review method, for example, the paper is the
responsibility of the author, and sometimes the reviewers comments on their
own are also subject to grading. (Learn more about using peer review)

6.  Group accountability: Gradable group products include presentations,
posters, and papers.
Who Conducts the Evaluation?
Instructor
Evaluat ion by the instructor provides students with feedback on the understanding
of content, concepts, and applications. It is the most traditional of all formats and
typically is the primary basis for evaluation.
Individual, Self-Assessment
Students can develop a better understanding of their learning process, a
metacognitive perspective which enhance future learning, through active reflect ion
on their achievements. Such assessments also build writing and speaking skills as
students demonstrate their knowledge of the subject, problem solving skills, and
contributions to group processing.
Peers
Allowing the opportunity for group members to assess the work of their peers
provides important feedback on the relative merits of contributions and promotes
cooperation as students realize their accountability to the group. A word of caution
is appropriate, however, as the peer review process is complex, it relies on
well-defined criteria and evidence-building that is clearly understood by all
participants. (Learn more about using peer review)

8. Positive Consequences for Learning
Concept/Skill Overview
Learning Outcomes
Standards
Classroom assessments should not only monitor student learning, they should
also contribute to it. Assessment is often assumed to be an “after the fact”
activity, the purpose of which is to check to see what students have learned.
This type of checking is the main purpose of summative assessment. However,
students are deprived of an important opportunity if their summative
assessments and grades are good only for looking back and offer no information
about their strengths and weaknesses, their study habits, and so on. In
contrast, informing and nurturing learning are the main purposes of formative
assessment. Students are deprived of an important opportunity if they do not
have the opportunity to practice, gauge their progress, and receive feedback
for every classroom learning outcome.
Thus, both formative and, at least to some degree, summative assessment
should provide useful information to students as they regulate their learning,
decide what and how to study, decide how to revise work, and so on. To ensure
that assessments contribute to student learning, follow the guidelines given
below.
 Give students opportunities to use formative feedback after they receive it.
Provide at least one more similar activity or assignment after students get feedback from a
draft or practice activity. Students can thus use the feedback to make changes in their study
habits, their writing, or other necessary learning tools.

 Design summative assessments so that students can “show what they know.”
Assess students’ achievement of the learning goals, not extraneous or tangential material.
Effective assessments use straightforward tasks and avoid trick questions. Tests and
performance assessments should hold students accountable only for knowledge and skills
they have had an opportunity to learn. Students need not be tested on the exact same
questions or problems that they completed in class. Assessing higher-order thinking, in
particular, requires using novel material, but assessments should reflect the kind of thinking
or the type of problems that they have practiced.

 Maintain a learning-focused interpretation of assessment results. Cultivate a
classroom atmosphere that values learning rather than scoring. Emphasize that formative
assessment results are intended to help students improve and will not “count against
them.” For summative assessments, emphasize that the results are a summary of what
each student has achieved to date, not labels of ability (e.g., “smart” or “dumb”). Rather,
the results are a snapshot of what students have achieved—with regard to particular learning
outcomes—at one point in time.
You may want to print out this information before proceeding to the Practice
Problems and Quiz.