Assessment is a means of determining student performance, reasons for, techniques (tests and assignments, etc). Assessment is the collection of data. 

Assessment of student performance provides methods for evaluating other factors other than just the learning of the students:

• Teaching - finds out what are weaknesses and strengths of both teachers and students. 
• Highlights areas where misunderstanding occurs.
• Communication - indicates how good communication skills of the teacher are.
• Grading - determines if student has reached required standard.
• Evaluation - assessment indicates how student is going with the topic and if strategy is suitable.

As a teacher you need to be aware with the formal assessment requirements of the subjects so that you can meet your responsibilities to the students and to fulfil requirements of the assessment procedure itself.
Assessment may be carried out by students performing tests (oral, practical or written) or assignments (written work, reports, folios, practicals, demonstrations, tutorials, talks, etc).

TESTS AND EXAMINATIONS 

Tests may cause anxiety for many students. They are used as an indicator of students understanding of the topic and the level at which they are, however, sometimes students may panic under test situations. This is often referred to as a ‘freezing’.  In these cases alternative assessment methods need to be considered for the individual. 

Generally testing and the writing of tests need some planning. As a trainer or teacher you will need to decide when to test, and how frequently you should test. Also what you should test. Too often, tests are a designed poorly and will only check someone’s ability to memorise facts whereas the test should consider the objective of the course and the thought processes of the individual and not simply a recollection of facts. 
Tests and exams should be organised with any equipment if it’s required. Consider the differences in oral, written and practical exams. 
Prepare the test thoroughly and write with clarity. Clear and precise wording is essential. Consider allocation of marks for more important questions based on the lesson objectives.  Review the test to ensure it is easy to read, is clear, simple layout, etc.

The test needs to eliminate the following factors:

• unclear directions
• difficult and confusing vocabulary and sentence structure
• wrong level of difficulty
• poorly arranged and constructed test items
• ambiguity
• test too short or too long
• test items with no relevance to aims and objectives
• patterns to answers – e.g. rewording last years exam or multiple choice (ABCDABCDA, etc)

Tests are grouped generally under two types; this most often depends on the subject being assessed and the level of education.  
Essay tests are used where responses are required with a broad focus or narrow focus (extended or restricted response), or for oral tests. Objective tests cover multiple choice, true/false, matching answers, short answers and completion of answers.

ASSIGNMENTS

In setting assignments, the teacher should be aware of a number of factors. Such as the availability of resources, are there enough appropriate texts, references and resources available for all the students? 

Also consider the suitability of the task to the students - do not overdo assignment work - remember that they have other subjects in addition to yours usually. Is the assignment written considering the capabilities of the students?  If not, you will need to differentiate the work to suit the needs and capabilities of all learners. 

Always ensure assignment adheres to the main lesson objectives. Any additional work for assignments needs to be appropriate with stated aims and objectives and students needs to see the connection to work covered in class.  

EVALUATION OF TRAINING PROGRAMS

Evaluation is all about judging how good or bad a training program is. It is concerned with decisions about the teaching/learning process. All teachers should be concerned with evaluation.

Evaluation typically takes three forms:

1. Preparative - choosing appropriate strategy, content before starting the lesson/course.

2. Formative - continuous process of evaluation and feedback to identify weakness in instructional process.

3. Summative - end-of-the-course evaluation to indicate future improvements of the course.

Evaluation can be at different levels, as follows:

• A reaction level (i.e. how the student reacts to the program)
• A learning level (i.e. how "much" learning has been achieved).
• A job level (i.e. how the learning is applied in the workplace).
  
• A functioning or Long term outcome level (i.e. how behaviour, efficiency, productivity and other behaviour changes).
  
  

Instructors Evaluation Checklist 

Instructors will be looking to evaluate you on the points in this table. 

• Room Layout - Is the lesson laid out appropriate for the type of lesson (e.g. are chairs moved out of the way for a Tai Chi lesson?)
• Preparation - was both content and materials presented. Is there evidence of preparation?
  
• Objectives - were they clearly presented to the students? Were the objectives fulfilled?
• Content - Was lesson run in logical sequence? Was content pitched at level suitable to students?
• Explanations - are they clear? How can they be improved?
• Personal Presentation - watch for body language and avoid bad mannerisms. Not tone of voice and clarity of speech. Was there good eye contact? Was there good use of teaching voice?
• Student Participation - were students involved willingly or reluctantly? Was interest maintained? 
• Was the class uncontrollable?
• Feedback - How does the trainer give feedback and reinforcement? Were there any attempts at individualised instruction?
• Questioning - how did trainer use questions? Were they answered well? Are answers given in context that can be understood by the students at their level? Were they correctly posed to the class?
• Use of Audio-Visual Equipment - What resources were used? Did they work well? Did they assist the lesson aims? Were there handouts available to the students? 
• Revision - What techniques (if any) were used to cover revision?
• Closure - was conclusion good? Was there a summary? 
• Assessment - how effective was the use of assessment?