Classroom Assessment

Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

TDA 3.7-1.1 Compare and contrast the role of the teacher and the learning support practitioner in assessment of learner’ achievements.

An evaluation was achieved by interviewing the students after they completed their assessments. The interview questions were open-ended in order to facilitate a conversation regarding their feelings and thoughts regarding the various assessments they took. What they felt they learned about themselves, were the assessments informative and how will they use the information they learned about themselves to further their education, possible course selection and academic

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

The assessment method must take into account the characteristic of the learner and needs to be consistent and relevant to what is being assessed. The assessment will not only focus on improving the learning, it will measure their achievements and also remind the learner of how they are progressing.

Assessment is the process of establishing the nature and quality of our students’ learning and measuring whether learning has actually taken place. Assessment is a key part of the teaching cycle because it enables us to measure achievement against set standards in order to ascertain if our trainees have acquired the skills and knowledge needed at a given stage of training, to diagnose learning needs and to select for further training. It is also the means by which we measure learning at the end of a course and certificate achievements.

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.

Assessment and evaluation aid in determining whether or not learning objectives are being met. For example, assessment improves students learning by providing them with valid information to promote students’ achievements (Watson, 2015). Also, teachers’ assessment of student learning and performance is essential in a clinical setting (Oermann, 2013). Furthermore, assessment gathers, summarizes, interprets, and utilizes data determine the degree to make a successful action (Bastable, 2014). Therefore, teachers may write test items and analyze their results. Educators may also develop rating scales and other clinical evaluation or observe

However, if adequate the evaluation of the clinical experience can be seen as a powerful assessment tool in relation to the knowledge gained by the student nurse. This will be an ongoing survey of the student’s abilities during the course.

The article from Angelo and Cross, while dated, is a valuable lesson and read for educators (and myself). Many of the concepts covered in this article highlight the ways that assessment can help college teachers gain useful feedback and analyze student learning. The article encourages educators to review the central aim of college which is to help students become more effective and efficient learners. Additionally, by focusing on the characteristics of classroom assessment (learner-centered, teacher-directed, mutually beneficial, formative, context-specific, ongoing, and firmly rooted in good practice) educators can see what students are learning. Learning is a collaborative effort, both the educator and student need to work together.

Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the practice of using assessments as an avenue to promote mastery goals for my students, and I am prepared to implement these new discoveries into my courses. Thus, as I reflect on my collection of artifacts and reflections in this portfolio, I discuss

It cannot be said that all assessments are unnecessary and academically limiting for students. If teachers are to know their students’ strengths and weaknesses, they must formulate a way in which to assess their knowledge. In order to create a curriculum adherent to the most specific needs of a teacher’s class, assessment must play a role when devising the course of action for the academics taught.

The paper includes a brief description of the need for Test Analysis and its applicability to nursing education. Then, a review of the lesson plan follows. The lesson plan encompasses the initial assessment of the audience, learning environment, teaching strategies, learning styles, educational theory, and evidence- based practices related to education. Next, the development of student learning outcomes and the method of post-teaching evaluation, and a review of the instructor course notes.

As I reflect back over this semester I am amazed at the breadth and depth we have covered in short amount of time, and the amount of material I have learned while working full time, coaching, driving back and home from work each week, which is several hours away, and taking care of my son, who had brain surgery this last year, and my mother in-law who fell on December 20, fracturing her foot in 10 places, and then my surgery on February 5. I realize the only the material is relevant to this reflection paper, however all have had an impact on my learning, and are reasons why I took the fall semester off. I truly enjoy learning, challenging myself, setting an example for my two sons and sometimes accepting a lower grade to help family members.