Evaluation Of Student Learning And Understanding

This tool provides techniques for assessing student learning in a way that deepens their understanding, enables their application of knowledge, and strengthens their ability to transfer their knowledge for use in new settings.

Assessments should contribute to a student’s education and learning by including students in the learning process educators are able to assist and extend students learning (SCSA, 2014).

In this assignment I will explore the concept of learning and application of some learning theories within the in the vocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes.

Hospitals started to be penalized by CMS in 2012 for high readmission rates that could add up to one percent of what Medicare paid the hospital. This affected two thirds of all hospitals in the United States. Now, the penalty has gone from one percent to three percent. The purpose was to increase the focus on the discharge process that will lead to better outcomes with a decrease in readmissions (Polster, 2015). The purpose of this post is to discuss two learning objectives that Tina would be able to meet at the end of receiving discharge instruction. With each objective, this post will discuss the content of instruction, method of instruction, rationale for the chosen method, the time allotted for the task, resources needed, evaluation method, evaluation criteria, what specific criteria needs to be achieved for the objective to be met, potential barriers and a plan to deal with these barriers.

Effective assessment practice can positively impact student learning by encouraging positive attitudes towards learning. It can prevent student disengagement and loss of motivation both of which can begin a spiral into states like failure avoidance and negative emotions about school and learning such as anxiety, described by Martin (2007 pp 413-440) as maladaptive behavioural and cognitive dimensions.

Teachers expect their students to work hard for good grades and achieve the highest possible test scores on standardized test. If all teachers are concerned about is the grades their students are getting and not whether or not they are learning the material being taught to them. They can’t expect students to retain the knowledge they are receiving with the pressure of high expectations from teachers. The stress of memorizing for a test is unbelievable. All students care about is how many questions they can get right, what grade they have received, and how much it will affect their grade. A majority of students forgets the material they spent

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

According to the Glossary of Education Reform (http://edglossary.org/high-stakes-testing), high-stakes tests are designed to measure student achievement and to determine whether a student is intelligent enough to advance in education. These tests can come in many forms; although the SAT and ACT are considered the most common examples of high-stakes tests in America, any test used to make important decisions about a student can be considered a high-stakes test. For example, students giving oral reports in front of a faculty panel to receive their diplomas would be taking a high-stakes test. However, because these high-stakes tests can only be taken a few times at most, and because these tests are supposed to accurately represent a student’s ability in the classroom, many students report anxiety before these tests. Because higher levels of test anxiety may be associated with lower test scores, one question arises: is high-stakes testing truly the most accurate way to assess a student’s ability in the classroom? To answer this question, researchers have begun to explore an alternative to high-stakes testing: low-stakes testing. Low-stakes testing is also used to measure student achievement; however, these tests are not typically used to make important decisions about students. I argue that low-stakes testing should be implemented in schools in hopes of lessening student test anxiety and encouraging long-term retention of course material.

It is widely understood standardized tests could provide an outline on the subjects public schools need to focus on. However, as many students prepare for standardized tests, they find themselves memorizing the information rather than learning the necessities. Although students find themselves memorizing information, ninety-three percent of student studies show a positive effect on student achievement.

For the 2013 – 2014 school year, approximately 360 students were enrolled in a Keystone algebra course. For the 2014 – 2015 school year, a similar number is expected. To have an effective representation of a population, a sample is normally selected from the identified group. For this particular study, the entire population was not significantly larger than a sample and provided greater accuracy when making conclusions about the results. Students from sixth grade through high school had usable data to address the first and second research question. Specifically, they had taken both the Algebra CDT and the Keystone exam in either the 2013 – 2014 or 2014 – 2015 academic year. All data have been historically available to the researcher as part of his professional role and are expected to be accessible in the

In order to evaluate the State’s Learning Standards at the student, school, district, and State levels and to meet the requirements of the No Child Left Behind Act (NCLB), standardized tests are given each year. The tests are necessary to monitor student progress and ensure students are prepared for the next year of study (NYSED, 2006). Tests administered to math students in grades 3-8 will help identify struggling students who may need additional assistance. It is recommended that schools base decisions regarding success or retention of a student on multiple assessments and not solely the achievement of a New York State Test (NYSED, 2006).

“How do you know if your students are achieving your specific learning goals for a course?” (Commons pg.1) This is a very important question raised by the Stanford University Teaching Commons in their article Assessing Student Learning. The teaching commons is from Stanford University’s center for teaching and learning that was created in 2015. The content editor in charge of everything is Joan Passarelli as well as the undergrad web group leads. If a teacher takes a look at their assessment methods and then makes some changes, they could ultimately be more effective when it comes to teaching content.

While reteaching is seen in a negative context, one in which students need remedial instruction to help them become proficient in heir current grade level skills, it is also seen as an effective instructional tool in the mathematics classroom. Incorporating curriculum review in daily instruction assists educators in finding deficiencies in foundational mathematics skills and addressing those needs in a timely manner.

Students should be allowed to retake quizzes and tests for many reasons. The idea of taking a test can be scary for lots of people, so we need to find a way to take the stress off of their back. Many people struggle in school and this could be the big change that will solve that problem. It should be allowed because it will greatly increase GPA´s, show improvement on students knowledge, and lastly, it would benefit everyone including teachers.

Informal assessment allows students to demonstrate their learning in a variety of ways which can benefit all students. It can include group or individual projects, presentations, essays, experiments, or demonstrations. Each of these can allow for “knowledge that transfers from one situation to another [which] is based on students’ abilities to understand central principles, see connections and make distinctions, and be strategic in attacking problems and analyzing information” (Darling-Hammond, p. 285). A variety of assessment methods allow for this to happen and for students to use their personal strengths to demonstrate understanding of the information. “Research into students’ preferences for alternative assessments shows that the assessments that have been positively evaluated by students were more authentic and thus made learning more realistic and powerful” (as cited in Brown, Irving, Peterson, and Hirschfeld, 2009, p. 99). Students should be able to think creatively and take hold of their own education and learning because they must ideally be prepared for a rapidly changing society where they must be able to adapt and formulate their own solutions. Teachers are able to provide feedback to the children so they know what was done effectively and what needs to be modified. Rather than teachers pressuring students to show understanding through a single examination, they will have opportunities to confidently demonstrate knowledge with less