hello everyone I am Micah student of the upo und II program taking up the assessment of student learning and distance education course in this Pacha culture I shall reflect on my own assessment practices and beliefs explain the perspectives and principles in assessing student learning expound on the role of assessment in instructional design process and declare my plans for the utilization of knowledge acquired in the course I'd be the double check of my assessment practices using dr. URLs checklist of eleven assessment strategies which I thought I was always doing I found that I am consistent only in for worse the assessment of learning and assessment coronary practices I do only some of the time it turned out I operate the traditional assessment pyramid my difficulties with letting go of traditional assessment may have its roots in my experiences in business and possible coaching I needed to be decisive in the face of competition be in control of execution to win games success in the portrait business and obtaining industry standards earning profits and producing the best products dr. Earle emphasized a shift from assessment of learning to assessment as learning in being since students are far removed from the picture performance evaluation and accreditation must now be eclipsed by an emphasis on expert guides to help see the best way to learn assistant building confidence and provide experience towards becoming a better learner assessment for learning has clearly become a subset of assessment as learning in the record period pyramid shared responsibility for diagnosis and formative assessments improved self understanding and current situation of a learner harnessing the tracking awareness metacognition towards the strengthening of learning the goal is of high-stakes assessment of learning is yield the best results for the learner since picture student and peers already share in the responsibility of assessment as learning and assessment for learning moreover it also reflects the performance of the collective system itself the utility of assessments in the instructional design process may not be understood as being limited due to a linear protection of the ABV ie model considering that there are diagnostic formative and summative types we can carry and the size continuous assessment as and for learning since learners and their contexts improved with a responsible plan and an effective implementation Pellegrino and company's assessment triangle highlights the centrality of the learners cognition observation interpretations key elements of self-directed learning situational analysis and self-assessment improve metacognition must be part of the learners objectives basis for designing instructional activities and kondakov assessments we can carry aggregated the identification of our informants problem which may be solved by an instructional design by a ghost identification the approach impacts assessment asked for end of learning considering optimal teacher and student participation for performance analysis needs assessment and job analysis Butterworth and Edwards explained that in lieu of assessment or written examination a comprehensive portfolio of groups of competences may be prepared in partnership with an assignment by sir assessment of prior learning means to accreditation of the fetus's provided that experts were involved in the process of validation Bartram emphasize the influence of external standards and heuristics to ensure best practices sharing by adult institutions continuous improvement based on accrediting agencies quality standards and practices for personnel products and processes is an investment which would bring returns in the long run for the forthcoming adult program at our University I mean how screening course and student assessment for all academic administrators pictures technology personnel and administrators must be proposed such make up university personnel come up with improved student assessment practices even in our in-house programs the ignosi's an orientation must be done in order to select those who are ready for Adele about 10 to 80 percent of the three unit 50 for our course by independent online learning may be beneficial a training package for Adele materials and Technology research development may also be repaired dr. Earl Mann an adult system which is at work by a course design teaching and learning student support and organization and management quality in all inputs processes and outputs must be assured and be consistent in all assessment types benchmarking from best practices of operational D institutions may be done for adoption by the university while assessment asks and for learning intent students to be self-directed and more responsible the teacher must provide opportunities to guide the practice of metacognition and the provision of information terrain for highly effective learning such may be addressed by a proposed learning management system student learning may only be evident in assessment is done but concerns about objectives methods quality and utility of assessment results may be responded to by credible record skipping or management records management sign must capture inputs processes outputs and outcomes in all of those Dell for subsistence involving the learner and peers in self evaluation may provide feedback of apart competencies and identify performance problems the conduct of performance means and job analysis may lead to a redesign of instruction starting with clearly identified goals and improvement of the quality of assessment for learning well the goal of having learners become aware of their own levels of competencies throughout the academic program and to the right feedback about their metacognitive processes work must be done to ensure that the concern the academics are prepared for reconfiguring the system strategies and resources assessment of learning being a high-stakes endeavor demands the mix of quality methods which should be able to gauge learner competencies in terms of the broad range of knowledge skills and attitudes that are will establish standards in an assessment process participated by external Trix I am resolved to work on making improvements in my classroom assessment practices my duty is to provide a safe environment for students to be able to become more responsible for their appropriate learning strategies which harness learner's feedback of metacognitive processes and a practice which is well informed by indicators shared experience