Assessment is a systematic process of gathering, interpreting, and using information about student learning. It helps educators and students understand how well learning is progressing and where improvements can be made.
Assessments can take many forms, from traditional tests and quizzes to more informal observations and projects.
I understand assessment as being a tool for measuring successful business teaching and learning; skilfully linking teaching and learning; and helping both parties with finding out what has taken place in pupils’ learning process.
Key assessments in the learning process
Here is a breakdown of two key types of assessment: formative assessment and summative assessment.
Formative assessment (assessment of learning) happens during the learning process to help students shorten 'the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance, or in collaboration with more capable peers' (Vygotsky, 1978) by providing ongoing qualitative feedback on learning goals.Business teachers are encouraged to provide an opportunity for interaction and informative feedback during the class time that promotes further participation and learning (Smith, A.and Laycock, K. 2016) by regularly walking around the classroom.
Each classroom activity (presentations on company objectives, journaling, group discussions on the best location for a new factory, etc.), should end with either formative or summative assessment, as assessment without feedback is nothing (Hattie, 2014).
Summative assessment (assessment for learning) is normally carried out (e.g. end of term, end of course tests) at the end of a period of instruction to measure performance evidence to provide quantitative feedback to students, parents and the school in the form of the grades on school report cards or the results of external examinations (Clarke, 2005) to recognise achievement.Using formative assessments, through monitoring and supporting the learners’ learning, aims to help students improve summative assessments, as passing greater control on the pupils making them in charge of their own learning, motivate, results in more interest in and ownership of their learning (Black and William, 1998).
Both formative and summative assessments play crucial roles in the learning process of business management. Formative assessment helps guide learning along the way, while summative assessment provides a final measure of what has been learned.
