This module introduced the basic principles of educational assessment, distinguishing the terms 'test', 'measurement', 'evaluation' and 'assessment'. I learnt about traditional assessment methods vs performance-based, authentic assessment methods and the pros and cons of each. In particular, I also learnt about the 'do's and 'don't's for crafting certain traditional assessment methods such as MCQs, True/False questions etc. I learnt that rubrics are essential in determining how students' assignments are graded, that they should be devised appropriately and shown to students before they embark on the task. I also learnt about item analysis and the statistical aspects of assessment and how norms-referenced and criterion-referenced results are calculated as well as their pros and cons. This module also clarified the different approaches to the use of assessment in education, namely assessment of, for and as learning. All in all, I learnt how assessments, both summative and formative can be used to guide and inform the effectiveness of my teaching methods so that I can improve on them in the future, as well as monitor, appraise and evaluate my students' progress, content knowledge and performance achievement.

The assignment for this module consisted of a group presentation and individual reflection. I enjoyed embarking on the group presentation as we could explore any assessment issue we deemed important. In my case, my group decided to explore the feedback paradox where teachers are expected to provide both timely AND detailed feedback which may often be mutually exclusive. Through our research, we learnt that teachers must know the task, students and process to decide on what type of feedback to give to what type of learners. Secondly, feedback should not only be given from teacher to students. Students must be given time to process their feedback and then articulate what they have understood or learnt from the feedback for the future.