Enabling Learning Through Assessment

Having discussed what activities we would be doing in the classroom it is then my responsibility to prepare the classroom ready for the lesson, this would be done either before the children arrive or when the class teacher gathers the children on to the carpet area where she will discuss the activity with them, what it involves and what is expected of them.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

Assessment of learning assists educators to develop a picture of each child’s strength, abilities and interests at a point in time. Lastly, assessment as learning occurs when educators provide feedback to children about their learning and development progress on their learning activity. This assessment practice is important in supporting children’s self-efficacy and self-esteem.

Standardized assessments are beneficial for ELL in terms of placement, process, and existing ELL programs because it tells us about the student’s background and what they already know and also what they still need to know. Assessment strategies are incorporated as a component of this theoretical overview on the grounds that teachers should make adjustments to their teaching strategies on the knowledge they have of their students' developing skills (Herrell, A.L., & Jordan, M., 2016). Teachers are able to use assessments to “identify students’ English language development levels, strengths, and learning levels and use those results to identify areas to be addressed by differentiated instruction and possible approaches to use” (Herrell, A.L.,

There is little interaction with my students for me to learn about their personal interests and goals. Also, I must incorporate decision-making for the students into my course (Green & Johnson, 2010). Typically, I create all rubrics for assignments. Rubrics are created to communicate the evaluative criteria for the assessment and empowers the students to review their own work (2010). However, in my effort to promote mastery goals, I will begin to create rubrics with my students for performance assessments. By creating rubrics as a class, the students will be able to align the assignment to their personal goals, standards, and learning goals (2010). Hence, I must initiate a dialogue in my classroom so that I learn about their personal experiences, provide learning activities that are relatable to their interests, and give students an opportunity to express themselves in the evaluative process (2010). Moreover, I must vary the products and processes evaluated to provide opportunities for students to demonstrate their learning based on their individual talents (McTighe & O’Connor, 2005). Typically, my assessments only consist of solving circuit problems, laboratory activities, and an occasional research project. Thus, I need to incorporate different types of assessment such as papers and oral check-ups for my students to encourage mastery goals (Green & Johnson,

Large-scale assessments target not only content knowledge but also competency in English for the English Language Learner (ELL). “An overwhelming majority of assessment tools are in English only, presenting a potential threat to the usefulness of assessments when ELLs’ lack of English prevents them from understanding test items” (Lenski, Ehlers-Zavala, Daniel, & Sun-Irminger, 2006, p. 24). In addition, ELL’s are a diverse group from various socioeconomic, cultural, linguistic, and ethnic backgrounds that affect their prior knowledge and target needs for assessment accommodation. In order to understand how to implement the best practices for assessment for the ELL, the teacher must

We know that today assessments drive instruction but how is this done? As stated earlier, these are consistent all throughout the course. It starts at the beginning of the course and helps the teacher to “map the next steps for varied learners” (Virginia.edu, N.D.). Then as thy go throughout the course, it then helps teachers to gauge interest, learning ability, comprehension, etc. The importance of giving them at the proper time needs to be realized. For example, if the instructor is going over a major point that should be remembered and learned it would be a good idea for a brief oral assessment. These assessments are not necessarily graded assessments but rather differentiated. With these different assessments, we are looking to see what kinds of progress the students are making. The instructor can teach a lesson and during the lesson can give an assessment simply by asking open ended questions that will force the learners to think back on the information they have been taught and see if they have really grasped the concepts.

When I think of books, I can’t help but smile in anticipation of the journey I will embark upon from cover to cover, the secrets that will be revealed within their pages, the additions to my vocabulary I will collect as souvenirs, and the new avenues that will be excavated in the realm of my mind. Beginning as early as I can remember, books were read to me by my mother, my father and my sisters. The thrill of an outing to the public library while growing up in rural Wisconsin was every bit as exciting as a trip to the carnival or the circus because, as my earliest discoveries conveyed, books could take me any place. I believe I must have been born with a

The purpose of this assignment is to critically analyse and reflect upon the effectiveness of an innovation, developed for learning and assessment in practice.

Student assessment can be used in the creation of instructional groups as noted by Fuchs, Fuchs and Bishop (1992).It can also be used in identifying skill deficits (Whinnery & Stecker, 1992),screen students for cases of potential early school failure as noted by Speece and Case, (2001) as well as help in the evaluation of the reintegration process for the students who are moving from special to the general education setting as noted by Shinn, Powell-Smith, Good and Baker (1997).Student assessment is noted by Shapiro (2008) to have value

Mary James, in her article ‘Assessment and Learning’ in the book ‘Unlocking Assessment’, voices out her opinion about the fact that assessment must be congruent with learning. She highlights the idea that some assessments carried out in schools do not claim to assess learning. The learning of the individual is, of course assessed ,but the focus is only on performance under test conditions. The very purpose of assessment is to motivate and not discourage or demoralize students. Moreover it should serve the students interest by guiding them properly. To ensure that exhaustive learning has taken place, quantitative assessments need to happen. The overall perspective of assessment has however narrowed down in the true sense of the term during recent

Technological advancement and globalization have ushered the era of global economy which is "powered" by technology, fueled by information and driven by knowledge. The era of such technology starts from the very beginning when the earlier mode of communication like telegram, wireless and cable telephones were invented. But there is no doubt in saying that the biggest inventions of last century were computers and internet which are considered the best in every mode of communication and information. Since information continues to grow exponentially, educational institutes cannot confine their activities just to imparting merely a prescribed set of knowledge; students are rather required to be kept updated about the latest techniques arriving with every passing second. This new learning culture has been greatly promoted by the use of "information and communication technology ICT tools", which are defined as "a diverse set of technological tools and resources used to communicate, and to create, disseminate, store, and manage information" (Ramesh 2003). These ICT tools can play their parts in improving the effectiveness and efficiency of our education systems and in assessment of student's learning. According to TLTP Project ALTER 1993, "The two main uses of technology in the assessment process are identified as: using technology to perform the actions and cognitive processes a tutor would employ to arrive at a

Assessment is generally defined as “a process of monitoring or keeping track of the learner’s progress” (Rea-Dickins, 2000, p.376). For good assessment, teacher has to be assessment literate means that they should have knowledge about the assessment strategies, techniques and concepts (Rogier, 2014).

According to Lee (2010) quantitative method to collect data concerning the practices of 51 Korean teacher to assess student’s skills. The questionnaire provides details about the current practice of classroom assessment. It was noticed that in Korean middle schools performance based tasks were mainly focused, classroom speaking assessment was mostly conducted in the form of testing using speaking performance tasks to evaluate the topic or follow the education policy of Korea. Assessment practices involve high order thinking and active participation. It includes performance tasks such as oral presentations, investigations, projects, interviews, picture cued story description, text retelling and other oral prompts. Similarly Rychtarik (2014) also used quantitative method and conducted the research by means of questionnaire that describes 60 EFL Korean teacher’s assessment practices of speaking performances. The results revealed that most teachers preferred to assess holistically. The frequently used speaking tasks by teachers are: interview, picture description and oral presentation. All three tasks have certain similarities that according to Lee (2004) they are close to everyday life situations; enable the students to use as much L2 as possible. On the other hand, Sook (2003) research in Korean schools shows that teachers opt for such speaking assessment tasks that gave less psychological burden to students, were less time consuming and did not demand the teacher to take

An examination is an assessment for measuring a test-taker’s knowledge, skill, aptitude, or classification in many other topics [Ikwueze, 2014]. In the educational fields, examinations play a significant role for helping instructors understand to what extent their students grasp some knowledge, so as to facilitate the instructors to tweak their teaching and further improve their students’ learning.