Evaluating Assessment Practices In The Classroom Analysis

Through encouraging learners or athletes to act out a strategic activity or skill, the learner learns the drill in an informal manner. This also helps aid memory retention and muscle memory retention, especially for improving motor skills or conditioned behaviour.

As a Curriculum Coach, I facilitate professional development for teachers based on the needs of our staff and students. After spending time observing classrooms and meeting with teachers, I realized that we needed to examine our current grading practices. Our current practices focus too much on grading effort and behaviors, and not enough on measuring understanding of specific learning targets. As a result, our students and teachers focus on turning in assignments, instead of learning. If ask why a student is failing, the most common response is “he is not turning in his work”. Teachers are unable to communicate which specific learning targets the students are missing, because the grades are distorted by student behaviors. When making decisions about placement in honors courses, it is difficult to determine which students have the knowledge necessary to move into an advanced course because their grades are clouded by effort and

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Questioning is a method of testing knowledge by asking the learner a series of questions related to the performance criteria. It is important that the assessor plans the questions beforehand, ensuring that open questions are used, and identifies the means of recording them, whether it be written; voice recorded or videoed. Questioning can be a very useful assessment method used alongside other methods. With observation, in particular, ‘what if’ questions can be used for evidence that might be hard to obtain, for example.

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

The roles of the assessor may not be strictly that of a teacher but more of a mentor guiding a Learner to there eventual goal of gaining the qualification by giving appropriate feedback.

If I was the case manager I would evaluate the effectiveness of the assessment strategies presented in this article by using the evidence base methods presented in this study on the same individual multiple times. This will allow me to see if the individual’s severity of CP is within the same measure each time. For example, I would conduct interviews monthly for three months. I would do this before interventions have taken place to see if the CP severity is the within the same perimeters each time. I would also assess individuals of the same sex, age, and grade level, and that tends to demonstrate the same behavior. This way I will be able to determine if the severity of conduct problems were only successful on certain norms, or if it was successful

Assessment is a multi-faceted issue, it should be viewed as such when attempting to gauge an accurate understanding of learners. Several states have implemented performance-based assessments into standardized testing, in addition to including assignments such as student portfolios and presentations for the supplementary measure of learner understanding (Edutopia, 2015). Consequently, the pressure for school administrations to perform has led to poor judgment, inadequate decision-making, in addition to educational scandals. For instance, the scandal at Harvard in 2013 lead to about 70 withdrawing from school after academic exam responses were supplied by peer learners (Perez-Pena, 2013). Administrators in K-12 have also been involved in

Based on the knowledge gained from this course, I believe assessment literacy matters because assessment is about the process of growth. Assessment literacy gets to the heart of education as it is more than just testing and teaching. When educators are assessment literate, they provide transformative opportunities for their students. They enrich their learning environments beyond traditional assessment

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.

The trainer demonstrates the preference assessments, now he does it along with mom, then Mom does it alone immediate corrective feedback, on how well she did or how she could improve on her present level is told via the video conference.

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.

In today’s education world, there is a glaring lack of effectiveness of teachers in teaching elementary students to be successful when solving word problems. Evidence of a need for improvement in this area is low standardized test scores on these types of problems as well as poor student attitudes toward even attempting these types of problems (Benko, Loaiza, Long, Sacharski, & Winkler, 1999). A recent study indicated that today’s assessment of mathematics has progressively become an assessment of student’s ability to interpret and perform problems rather than an assessment of computation skills (Pearce, Bruun, Skinner, & Lopez-Mohler, 2013). Furthermore, the authors stated that in studying the 2009 state released test,

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