Assessing and Evaluating Our Students

4) Assessment: the assessor must ensure that learner achievement and progression is checked throughout the learning process (formative assessment) and at the end of the course or programme (summative assessment). The assessment methods have to be fair, reliable and valid and linked to the planned assessment tasks. The assessor has the responsibility to ensure that learners are aware of the requirements and know how to meet the assessment criteria.

As the awarding body will require the teacher to assess the student’s level of learning, the teacher will still need to decide what methods of assessment are required. This may be observation during any session, and completing assignments. It is important when any assessment has been made the teacher must give the student feedback. Finally the teacher needs to review any assessment and make any changes where necessary. It is important that the teacher maintains a record of student progress as this may be a requirement of the organisation.

After they submitted the essay, teacher revises the essay, evaluate according to rubric, gives written feedback and students are asked to write second draft. Therefore, it makes the task a formative test. Because they are expected to write second and final drafts, this task can be considered as a process assessment. This task provides the opportunity to observe the development of students. In addition, the task has objective testing features. As the task has a rubric, which guides the students how they have to write and how their papers are scored. Moreover, our aim to give that homework is not compare the students to one another but to see whether they accomplish to write a successful essay regarding the rubric one by one. We try to have information about what the student can actually do in the language. Tests that are designed to provide this kind of information directly are said to be criterion-referenced (Hughes, 2003, p. 20). The course name is Advanced Reading and Writing Skills and the task is directly measure what the course aims. As Hughes (2003, p. 17) states that Testing is said to be direct when it requires the candidate to perform precisely the skill that we wish to

Each student is monitor as they are learning through research-based information to become effective in their academic. If the student is struggling in their academics, their formative and summative assessment would provide the data to move the student to Tier

“Assessment focuses on the learners’ performance. It is about measuring achievement, both ongoing (formative) and at the end of the programme (summative).” Wallace. S (2007: 118)

Assessment needs to be an ongoing, integral part of the teaching and learning cycle. It must allow teachers and students themselves to monitor learning. From the teacher

All work handed in by the learner, they must sign and date and confirm that it is their own work.

Assessment as learning for students will occur mainly in their interactions with other students. As students listen to what their peers are saying, they will learn new ideas. This engagement and participation will be good learning experiences that the students have throughout this unit. Students can use personal knowledge to construct meaning and monitor what they don’t understand something. Student’s routines reflect their work and I can make judgments about what they have already read. Student will use rubric to assess their journal. The student

Assessments are used to track a student’s progress while examining how much they have learned. In the English Teacher’s Companion, it discusses that all the work a student does throughout the year becomes a means of assessing what they have learned (285). In my classroom, it is crucial to examine the process of my students learning throughout the year without basing their entire grade on one final exam. As mentioned in the text, a few of the strategies that I imagine using are to give students as much information as possible. The author states “Students should understand the requirements, the standards, and the criteria” (286). With that being said,

Pupils learning and progress needs to be measured against objectives using ongoing assessment methods. Formative assessment methods are ongoing, they are used to check progress continually during learning . These techniques include using open ended questions which encourage pupils to think for themselves and use their own ideas rather than being influenced too much or led by the adult. Observing pupils is a formative assessment method which allows us to gather lots of knowledge about how pupils are progressing. It reveals how they work, interact with others, preferences, strengths, weaknesses etc over a period of time. Observations can be informal and take place on an ongoing regular basis or can be formal direct observations. Listening to pupils describe their work and reasoning, to hear about pupils understanding

The goal of educational assessment is to record, evaluate and enable improved student learning. The monitoring of student work, through developing understanding of key subject concepts and their achievement of syllabus objectives requires comparison against outcomes and standards. These outcomes and standards help define the criteria which is considered essential and relevant for assessment. Through correct implementation, integration, and reliability and validity, all forms of assessment should enable improved student learning when teaching is targeted towards syllabus outcomes, objectives and through highlighting gaps in student knowledge.

Student One’s assessment is reflective of many other students’ work and demonstrates similar strengths and weaknesses. For this reason, I will begin class the following day with a short mini-lesson on using language note to review the use of “刻” “半” “分”. Specifically, I will ask students to correct few sentences with the common mistakes such as “我下午六点半分看书，然后七点三刻分做作业.” And then I will emphasize that “刻” “半” “分” would never use together in a sentence. To accomplish this, I will provide the poster “中国高铁火车时刻表” to students and invite students to apply times with “刻” and “半” in the poster to demonstrate their activity, then I will model the sentence again using Student One’s content “四点三刻吃晚餐” as a guide. This will ensure that Student One is drawn into the lesson, and also help to make her feel more confident about her mastery of sentence forms. At the same time, this mini-lesson will offer her another opportunity to work on her weakness before we move on to more complex higher-order thinking. For example, I will address to her that “You should use 在+locations to describe where the action occurs, such as 我在学校吃午饭 or 我在家睡觉.” Based on her academic performance in class, I will decide if she needs a one-on-one support afterward.

Being able to monitor and assess students learning is key in being able for students to learn content and achieve progress towards their individual IEP goals. I use pre-assessments, daily, weekly and monthly monitoring of student goals through various formal and informal assessments. Daily assessments in my classroom usually consist of observation and completion of in class assignments. Weekly or bi-monthly assessments of students include observations, in class work and simple review assignments. For example, I may have the student’s play a quiz or trivia game based on previously taught skills or lessons, depending on the student, subject or data I am assessing for. The assessment may be verbal, written or using some other form of communication, depending on the needs and abilities of each individual student. Other times, I may use a group project or exit slips to see what knowledge they have retained throughout the day, week, or unit. When conducting monthly assessments they are typically given as a direct task assessment of their IEP goals. Pre-assessments gives me an understanding of the student’s previous knowledge and determines a starting point of should begin teaching a new skill or goal.

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The evaluation of the students work was conducted with the end of year exams in mind. In particular, I wanted to provide feedback and forward to the students that was targeted towards their essay writing in the exams at the end of the year. I grouped results from what grades the students gained against the marking schedule that I developed. Bearing in mind that the sample size was small, most students attained the merit grade, with the same amount of students being either side of the merit grade with three respectively. This indicates that the work that is being achieved is at an above average level, highlighted by no one failing the assessment. The evidence also suggests that the students are on the way to excellence. With the feed-forward being provided there should be a number of those students who should be attaining excellences in that class at the end of year mock exams.