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Assessment (the systematic
process of gathering information on student learning) and
evaluation (the process of analyzing, reflecting upon and
summarizing assessment information and making judgements
or decisions upon the information gathered) are essential
components of teaching and learning in the study of
religious education. Each provides information by which
to know what and how students have learned, the
effectiveness of teaching strategies and ways to best
address student learning. The quality of assessment and
evaluation will have a direct impact on student
performance. A variety of assessment strategies have
been developed to gather information on the achievement
of curriculum outcomes. Because of the phenomonological
nature of religious education, coupled with a curriculum
that involves both content AND process, assessment and
evaluation of the achievement of essential graduation
learnings and general curriculum outcomes will need to
use traditional and non-traditional evaluative
techniques.
Such techniques could include, yet not be limited to,
the following:
- formal and informal observations
- work samples
- anecdotal records
- conferences
- tests
- portfolios
- journals
- peer and self-assessment
- group activity
- examinations
- oral presentations
Instruction and evaluation are centered around
outcomes which are used in providing structure for
teaching and learning while providing a framework for
evaluation. Outcomes often indicate a specific product.
The "what" is often spelled out in outcomes
which are product oriented.
However, in the study of religious education, equal
importance must be given to the learning process. Process
outcomes identify procedures which students go through as
they come to value, reflect, explore, and do. In process
oriented instruction, students are active participants as
they learn by doing, by searching and by making decisions
for themselves. This process assists students to consider
the morals, values and beliefs held by themselves, others
and communities. Because of the nature of their
discipline, religious educators should be well aware that
a healthy balanced relationship needs to exist between
using process and product strategies of assessment and
evaluation.
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