Evidence And Assessment Of Student Learning

In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:

In order to assess pupil’s achievements the teacher will take the main lead in doing so and the learning support practitioner will take guidance from the teacher’s assessments in order to support the pupil’s progress. In order to have a clear vision of the students ability and how they are progressing, the class teacher will monitor and assess students achievements, conduct reports of the achievements found for the department; other staff including year learning co-ordinators; and for the parents, they will also have meetings to share examples of pupil’s progress and discuss why they

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

What specifically do you want the students to be able to know and/or do by the end of the lesson? (must align with content standard(s) above)

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.

This can show vocabulary words that they have learned, concepts they have mastered, or subjects that they have studied. The teacher can refer back to these lists regularly to reinforce new concepts and build on old ideas. Specific feedback can be integrated into classroom discussions or on student papers, explaining problems or elaborating further on an idea that the student has learned. Immediate feedback can be critical because it can alter the course of the student’s thinking before they become more confused. The teacher who is observant can correct misinformation or misconceptions quickly to avoid further problems in the student’s learning process. This can be a result of classroom discussions, question and answer sessions, and call and response methods. All forms of feedback have benefits and when used together can create a cohesive picture of the student’s abilities and success. Instructional feedback for students can have several benefits ranging from motivating the student to achieve more to helping them develop more refined metacognition and also possibly giving the student a sense of control over their own educational success (Malley, 1994).

The first indicator, 3a, in Domain 3 is communicating with students. This includes clear expectations for learning, directions and procedures, explanations of content and use or oral and written language. To break it down even more, communicating expectations for learning means making sure your students know what their learning. By the end of a math lesson using the make a 10 addition strategy, the students should know that was the goal even if it was not specifically said to add by making 10 first. The teacher may encourage the use of manipulatives to find a way to add (groups of 1s, 2s, 5s, 10s) but when the lesson is finished, students will understand the goal was to learn to add by making a 10. Establishing expectations and procedures in a classroom is important in the effectiveness of a learning community according to Putnam (Putnam,

The availability of the expectations allows students, parents, and other members of the community to know what exactly is going to be taught in each unit and what each student is expected to know upon completion of that learning segment.

I believe that feedback will help students realize what that may need to work or what they are excelling at. Therefore, as Dustin comprehension improves I would then go through chapter one through three with a series of questions and answers. I would ask Dustin some questions from each chapter and let him respond vocally with an answer. Then after he has given me his answer, I will then let Dustin explain to me why he feels his answer were correct. Afterwards I would then give him some feedback on why either answers were correct or why his answers were not correct. I believe having open dialogue can be very vital when studying out loud. Also, feedback can be very encouraging to a student, which in terms would give them that positive reinforcement to continue and keep up the good

That is why these expectations of mine is quite similar to what other students might expect this course will be teaching and improving us. However, sometimes what we least expect is the one that happens. Not all of these expectation will be granted because it still depends on the instructor if he will be a little bit lenient to his students or will he challenge them to strive harder and don’t stick to their expectations.

The effective teacher exhibits positive expectations for all students. Having positive expectations simply means that the teacher believes in the student and that the student can learn. Students will live up to the expectations you set, and to be effective- your expectations should be positive for all students. The effective teacher establishes good classroom management techniques. Classroom Management is practices and procedures that a teacher uses to maintain an environment in which

To help students effectively interact with new knowledge, I often preview new content prior to the critical input experience with a short engaging video. Often I also purposefully organize students in groups to enhance the active processing of information. New information is presented in small chunks or digestible bites. Questions are then asked for my

The question-answer method is very demanding for both the teacher and learners. The teacher must prepare the lesson thoroughly because the answer he may get from learners may be unpredictable.

Based on the evidence provided from this concluded research, it can be inferred that positive expectations led to more successful outcomes. Therefore negative or low expectations result in poor levels of success. Hence, the following consequences can be discussed to show how teacher expectations influence students learning in the classroom.

I appreciated every time my teacher gave me feedback. Any kind of feedback (recast, clarification request, metalinguistic feedback, elicitation, explicit correction, repetition, etc) was okay to me. While I was teaching beginner Spanish, I preferred to use metalinguistic feedback, elicitation, and explicit correction.