Classroom Assessment Chapter 12

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

Formative assessment is a more formal type of assessing where the focus is on monitoring pupils response to the lesson and any progress made.

“To give the people of Australia a shop they trust, delivering quality, service and value.”

02 Assessment task – Communication and professional relationships with children, young people and adults. Explain why effective communication is important in developing positive relationship In order to contribute to positive relationships, effective communication is vital. By communicating effectively, we are encouraging a good relationship, be it with children, young people or adults. This means we are more likely to talk about things that need to be discussed.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Formative Assessment- The formative assessment is the annotated passage reading assigned on the first day. If students read and took notes, answering the five w’s of who, what, where, why, when they will receive the full ten points. The other formative assessment will be the participation and note sheet handed in at the end of day four regarding Aaron Huey’s photos. If students took notes, wrote their opinion and joined in class discussion at least once they will receive the full ten points.

Shepard, L. A. (2006, Creating coherent formative and summative assessment practices. Orbit, 36, 41-44. Retrieved from http://search.proquest.com/docview/213738810?accountid=8194

Assessment is defined as any practice or task that is used to produce information about student learning, and is categorized as either formative or summative (Wallace & White, 2014). There is a distinct difference between the various types of assessments, specifically formative and summative. Formative assessments are informal quizzes that are used to guide instruction

In this assessment task, you will demonstrate skills and knowledge required to assist in planning for recruitment and obtaining approval for your plans.

You must identify potential risks to a specific project planed develop a risk plan to monitor and control risks effectively, identifying preventative and contingent actions to prevent the risk from occurring or reduce its impact, to increase the chances of achieving project success.

Formative assessment, or assessment for learning as it is often called, is the assessment that

A summative assessment is given at pre-determined intervals. It could range from a state assessment to a benchmark test, or an end-of-unit test. It specifically is testing the knowledge that a student should have mastered by a particular point in time. A summative assessment is used for accountability.

An assessment is when you gather evidence for feedback. It’s being keenly aware of what students know and understand and having appropriate evidence of this understanding. Assessments can be broken down into three different categories: Diagnostic, Formative, and Summative. Diagnostic assessment happens before learning. It’s when you identify the student’s knowledge and any misconceptions. This helps determine on what you need to review or where to begin your teaching. Formative assessment happens during the learning. It’s like a “coach”, where you listen and look for specifics. The goal is to improve students’ learning rather than simply measuring it. Summative assessment happens after the learning process. As a teacher, you’re like a judge, you render an opinion. It’s important to offer a grade that accurately reflects the students’ learning. These three types of assessments are used to determine how the student is learning, how to improve their learning, and accurately reflect their learning. The last term in our goal we need to understand is Standards Based Classroom. This is based on the mastery of the students’ learning and that all students are guaranteed the same right to learn the common curriculum. As teachers, we are responsible to deliver the material to expand the students’

Chapter 14 of the book, Classroom Assessment, written by W. J. Popham, was titled: “Appropriate and Inappropriate test-preparation practices”. The chapter discusses how teachers should test students using appropriate and inappropriate preparation practices. Some school districts and teachers are encouraged to find ways to boost students scores in the classroom. The chapter introduces two guidelines: “professional ethics and education defensibility”. The professional ethics is test-preparation practices that do not interfere with ethical norms.