Learning And Mastery Based Learning

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

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

Assessing the children understanding is considered to be a good indicator of their learning and development process (Reys et al., 2012). Stiggins (2002) discussed the difference between the children’s assessment for learning and assessment of learning. Teachers need to be familiar with both. Assessment for learning (or as we call it the formative assessment) helps the students to learn more about different concepts and increase the opportunity to develop various skills. On the other side, assessment of learning (summative assessment) is to give the teacher an evidence of students’ achievements for purposes of accountability and reporting. For example, assessment for learning can include the teacher’s observations, in-class assignments,

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

Formative assessment-Teachers that collect evidence about what a student still needs to comprehend and adaptions that are made to meet the student’s needs.

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

It is our duty as teachers and leaders of our schools to be learners. We must learn how our students best learn. We must learn from the data that we gather from our students’ scores. We must learn how to incorporate best practices in our instruction. Ultimately, our responsibility is to the student learning, but as adult learners we can better achieve that goal. “Being part of a learning community is not simply about the pursuit of individual learning goals, it is also about contributing to the learning and knowledge base of one’s colleagues and the school.” (Cole, P. (n.d.). Aligning professional learning, performance management and effective teaching. Centre for Strategic Education, Seminar Series 217,

Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting further student learning and enabling improved student learning through purposeful interaction and providing meaningful feedback. Formative assessment is specifically intended to generate feedback and feed forward on performance to improve, accelerate and enable learning (Sadler, 1998). Formative assessment can and should occur throughout a daily class, through implementation of learning and teaching strategies that lead to both oral and written feedback. The Formative assessment approach is equitable and reliable, producing some significant indicator of student developed understanding that links directly to the syllabus outcomes. This then allows the teacher or other students to respond by trying to

Mastery Learning exercises the students’ newly acquired right to retake tests and also makes an adjustment to the weight of formative, summative and final assignments to better fit the students needs. Mastery Learning was not implemented by the Department of Education, but by the administration of District 7 all in efforts to produce successful and well-rounded students.

What the learning theories tell you about different ways to help learners learn most effectively

Understand How the Students Learn: All students do not learn the same way. There are a few theorist who decided that there were certain ways students learned. Some are teacher centered and others students centered. I myself believe heavily in the behaviorist theory, because I feel that the classroom is a more controlled environment. That theory was the way that worked for me best as a student, however; I understand that times are changing, more classes are student centered. The way that I have decided to combine the two to first figure out what will best work for my students. They may learn better by constructing their own knowledge through research or working together with others to build onto what they already know. I will be sure to expose

My measurements of success are found in each and every student I teach. One of the most rewarding experiences I have had while student teaching, was watching a child’s face light up at the pivotal moment when they grasp a new concept or master a new skill. In fact, those “aha” moments are my motivators which feed my desire to look for better ways to ensure all students experience those same “aha” moments. As an effective teacher, I am determined and dedicatef to the continual process of researching, implementing, collecting and analyzing data to ensure I am improving upon the curriculum, instructional strategies, and assessment used in my classroom. Learning is a never-ending process. The better skilled I become as a teacher, the better the learning experience I can provide for my students. Therefore, the more I actively research, implement, and reflect, the greater the opportunity for giving my students the education they deserve and hopefully, the inspiration to pursue their own lifelong love of learning.

The author, Margaret Heritage, is the assistant director for professional development at the National Center for Research on Evaluation, Standards and Student Testing at the University of California, Los Angeles. In this article, Heritage defines formative assessment as a continuous process of gathering evidence of learning.  She continues by stating that formative assessment can typically be enforced within the room with three broad strategies: on-the-fly, planned for, and curriculum embedded. She suggests that four core elements comprise formative assessment: (a) identifying the “gap,” (b) feedback, (c) student involvement, and (d) learning progressions.  She additionally suggests that teachers must have specific knowledge and skills so as

2. Students in the mastery-oriented pattern will see failure as an obstacle that they need to overcome. These students will make a plan and will not be taken down by failure. These students displayed self-monitoring skills, which is something that we hope that all students can gain. To help students who are in the helpless pattern move to the mastery-oriented pattern teachers will need to give more encouragement to the helpless students.

Reaching mastery should be an important part of most people’s lives. There are things to consider when trying to achieve and master something important. Daniel Pink wrote the book “Imagine” talking about what really motivates us. I would like to focus mainly on chapter five out of the book, Mastery. The main points in this chapter Pink covers are engagement, flow and the three laws of mastery.