Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school
An evaluation was achieved by interviewing the students after they completed their assessments. The interview questions were open-ended in order to facilitate a conversation regarding their feelings and thoughts regarding the various assessments they took. What they felt they learned about themselves, were the assessments informative and how will they use the information they learned about themselves to further their education, possible course selection and academic
The teacher was assessing the students speaking and listening standards skills. The way she set up the assessment was effective because she allowed the students to start the discussion and was the facilitator which only jumped in when needed to help move the discussion forward. I feel this was effective because if allows you to see what the students know, who is listening and making sure they are understanding the content.
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.
Silvia is below grade level student who is also and ELL with a WiDA level 3. On the pre-assessment Silvia scored a three out of ten. (See graph 7) I used this pre-assessment to measure what areas Silvia needed to most help on. Because Silvia missed based questions about making graphs I decided that would be an area of focus with her. As a modification during lesson where the class made graphs I would work one-on-one with Silvia to make sure that understood how to create a graph. On the post-assessment Silvia scored five our on ten. Which is still not a passing score but it is a twenty percent improvement from the pre-assessment. As a modification I sat next to Silvia and read her every question separate from the rest of the class. I focused my teaching on Silvia understanding the concept of creating a graph and she was able
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.
Ch. 1 – What are my classroom assessment responsibilities as a teacher and how can I fulfill them in ways that maximize the success of my students? This chapter speaks to the nature of what sound assessment is, and the importance of really involving students in this process. Assessment is, of course, FOR the students. The idea that assessment is used by the students, and that teachers should “demystify” assessment and the meaning of success in their classroom is a very simple one, but one that is often forgotten in the context of high-stakes test-ridden classrooms, and schools that view letter grades as the only evidence of learning.
For four long years I felt as if my high school was in a different world in of itself. I had spent that time interacting with an extensive amount of groups, or “cliques”, and getting to know what they do. Through my experiences, I had begun to realize what made this “subculture” high school of sorts run like it did. High school is an incredibly dynamic time for people, and I had changed as a person dramatically from my freshman to senior year. Like many, my freshman year was quite awkward, as remnants of my middle school self remained with me. As time went on, how, I talked to more people and grew out of my passive and shy personality. This did not just randomly happen without reason though. I began to learn and realize who I was and whom I enjoyed talking to in school, which explained why I spent so much time socializing with multiple kinds and groups of people. Everyone’s concept of “normal” was different, and high school was where I learned that lesson and will never forget.
I shared my ideas with several colleagues. One colleague felt strongly about the use of frequent assessments. In fact, her students expect a weekly quiz every Friday, and this has been a successful part of her practice for many years. Several colleagues shared the same concerns about providing explanations on homework and assessments - are students actually reading the feedback provided? If so, how do we measure its impact on their learning? Another colleague created a policy that permits students to revise/correct their assessments for partial credit returned. The “partial credit back” policy served as the motivation to encourage students to revisit their
Analysis the peer assignment closely and make sure all instruction were followed and if any questions were include, answered in a complete thorough way. Studies have shown that unless your graded on the assessment, students tend to not assess. When assessments are graded the task gets done. For most students most reviews had been useful, especially reviews being anonymous, which allowed some of the assessors to be “ruthless”. Text feedback was valued more than marks (Brown, Sambell and McDowell,
Proceeding, I set up an additional interview to find out about the current evaluation process that the program is currently using. I hope that the information will help me as I select the assessment tools that I will use. Some of the questions that I was thinking of asking were:
I feel that this assessment overall went pretty well. Miss. S. had me work with three students individually, and these students ranged from high performance to low performance. I thought this was a good choice so I could experience difference between the different developmental levels of the students. I performed the assessment on October 14th of 2016, in Miss. S’s classroom during the student’s free choice time. Of the three students that participated, one of the students receives speech therapy.
Educators can utilise assessment to determine what learners bring into a learning cycle so as to develop instruction tailored to learner’s requirements and to build on existing knowledge and skills (Spiller, 2009:6 & 7). This diagnostic purpose can be further used to determine if learners require further instruction and to assess if learners are prepared for the next stage (Dreyer, 2014:7).