Evaluating And Interpreting Student 's Learning For The Future Planning

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

The term ‘formative assessment’ is used to describe the activities and processes used by teachers and learners to gather information that informs future teaching and learning. Assessment becomes formative if the information gathered is used as feedback to adapt and modify teaching and learning (Black and Wiliam, 1998, p.2). There are a variety of different methods and techniques that can be used by teachers and learners that can contribute to enhancing learner progress. These include

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

It may be a given that an individual has more knowledge the older one gets due to more time and opportunities to learn, yet there is a neglect to study the concept of learning process due to the lack of interest.

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’

Recently, whenever I hear current teachers discussing about assessing students, ‘Formative Assessment’ is sure to be highlighted. Nowadays this method (formative assessment) is becoming popular among schools and is being applied widely in schools including my own school. Loughland and Kilpatrick (2015) identified in the few past decades, formative assessment has turned out to be the main goal for teachers and educational systems. On the foundation of Loughland and Kilpatrick (2015) findings and from my experience in the field of teaching, I found out nowadays teachers and school stakeholders strongly feel that formative assessment is the best method to assess in order to enhance students’ learning. For these evident reasons, I am interested in finding

This excerpt indicates that the teacher believes that proper implementation of assessment is vital to be done by the teacher because it helps the teacher understands the students’ learning progress. Knowing the students’ progress is essential in making decision whether remedial or modification of teaching strategy should be done by the teachers. This indicates that the teacher aware of formative assessment purposes in which to change the teachers’ teaching practices to help the students gaining the learning goals quicker in a shorter learning time.

The term of formative assessment is no matter undertaken, teachers's feedback must be objective and fair, because if formative assessment does not dealt well, it will not produce good results. For example, in order to encourage the students, no matter how students perform, some teachers always say to students "very good", or “good”. If students find no matter how they perform, they will easily get praise. This will be very hard to move students to a higher goal. Therefore, although praise is very important, it must be based on students’ true progress. Students need to know where they do well, so that they can progress faster.

Feedback is such an important component to learning and I have read so much on many authors and their views of teacher feedback. “For example, feedback like

Dealing with formative and summative can be a difficult task that can have a confusing definition. Over the past years both assessment are well balance assessment systems that gather very important information. These assessments are for students achievements to strive to highest to success of learning. In this paper I will provide information that will distinguish the different roles of each education assessment in schools. It will provide studies of assessments related to subjects when preparing the quality and access of education. Assessment systems are generated in a timely matter that provides information in the educational system to the next level on a large scale. When dealing with high quality scale assessments are for a purpose. Assessments can be sometimes not helpful sometimes when teachers improve their instruction to modify their method to students. Students will take assessments at the end of the school year when instructor activities are completed. Then it comes to a point when teachers will not receive test scores and goals until later, as the students have moved to the next grade level. And thirdly, the results that teachers receive usually lack the level of detail needed to target specific improvements (Barton, 2002; Kifer, 2001).

The essay explores about Assessment and its types , its uses in the field of education. How assessments works how it can be helpful for students and teachers. How the forms of assessments fit its purposes. Educational assessment is the process in which collecting of data from different sources occurs in order to improve students learning and also to improve the teaching skills of teachers. This gathered data is then analyzed and is used to understand about the level of students knowledge whether the students have achieved the level that was intended to achieve.

The term of formative evaluation has been first used by (Michael and Scviran, 1967) in the connection with the importance of curriculum, but (Bloom et al. 1971) were the first to extend the usage to its generally accepted current meaning such as formative assessment. There are various ways for defining the term of formative assessment which is generally referred to tasks and activities take place during the course with expressed purpose to improve learner’s proficiency. A typical definition of formative assessment which is provided by (Black and William, 1998) have stated that formative assessment is a crucial component of classroom work. They argued that improved formative assessment can raise the standards learners’ achievement and serve

Assessments are tools used to gather data. Effective classroom teachers use assessment tools to gather data not only about how their students are learning, but also to monitor their own teaching. Two types of commonly used assessments are formative and summative. Each one is important, but it is important to note that one significantly affects the results of the other. “Formative assessment is the process of gathering evidence of student learning, providing feedback to students, and adjusting instructional strategies to enhance achievement” (McMillan, 2014, p. 93). From this definition, the purpose of formative assessments is to monitor student learning and is often referred to as an

Formative assessment is rather a practice where the teacher is able to give feedback for improvements and simultaneously allows the students to develop the ‘revision culture’. By getting feedbacks form the teachers, students are able to identify their weaknesses and strengths. Moreover, they develop the culture of how to learn for a specific objective. Also, the teachers identify the topics where their students are struggling and plan their lesson according to the needs of their