When I did the initial assessment for my learners, I could find their levels and needs. According to that I regularly give them formal and informal feedback. When I give them feedback, I use the sandwich method, which starts with positive feedback followed by negative feedback and ending with positive feedback. In addition during the lesson, I give them advice and ideas to improve their knowledge and skills for example: I often give them spelling test, I ask them to read news papers and listen to radio. When I started to do spelling test, my learners were very enthusiastic to learn them and they also thought that it was helpful, now they carry out online studies as well and I asked them to bring the work sheets to confirm they have done their …show more content…
(409:6)
Reflected on the use of peer and self assessment, I learnt how to assess my learners, because the assessment method would engage all my learners, the effect of the learner when we assess them, etc. In my peer assessment when I taught my peers group, I asked them questions before I gave my handouts. This made learners less confident to answer because they are all beginners/ they have never learnt the subject before. Also I did not clearly talk about health and safety issues. I had enough time to teach another topic as well but I did not prepare for it beforehand. So in my practice I considered all these concerns.
In my teaching practice one of the learners had just arrived to the U.K. When I did initial assessment for her, her writing level was extremely remarkable but she cannot speak or understand English. Bearing in mind her situation, she needed extra help; I then informed my management about the situation, also I suggested that she needed speaking and listening sessions rather than reading or writing. Then they placed her in to the right course. Also another learner was too bright to be in my class she has got excellent speaking, listening and reading skills, all she needed was writing skills. I talked to my administration and they said they are going to find a course that will suit her best. (Reflective log,
…show more content…
That gives them an opportunity to assess speaking and listening skills. After finishing they needed to write all the questions and answers in the book and I did a spelling test and reading, when they read it to me I could assess their reading and writing skills. I asked them to do word counts and activities to include numeracy skills, for ICT skills they had to do research and activity sheets online. In order to teach successfully, I used many assessment methods like oral questions, work sheets, fill in the blanks, comprehension,
Nazi euphemisms played an important role in the dehumanizing procedure of the Holocaust. From the beginning Hitler spoke of the need to "purify". Propaganda served as a significant device to win over the majority of the German public who had not supported Adolf Hitler. During this semester we have learned that words do not always serve the purpose of honest communications. In fact, words are often used to hide truth and become a means of deceiving and misleading people.
Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them.
When the teacher shares and explain the learning objective with the pupils they will be giving the pupils a clear understanding of what they are to learn, they can check the childs understanding by asking questions, the support learning practitioner will also need to be aware of the learning objective.
Before any activity, the pupil will need to know what they are going to learn, why they are learning it and how the assessment will take place. The teacher will discuss these with the pupils before the session and when each group of children sit down to start the activity they will be explained to them again. As the pupils get used to assessing their own work, they will find it easier to look at their own work naturally. As well as the objective for the activity, the pupils will need to know their own personalised learning goal so that they can integrate them. One example of how we do this at our setting is by having a learning activity
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
There are many reasons why we assess learners. Assessments enable tutors to measure learner’s progress towards their goal. And feedback can be given to help them such as outlining their strengths and weaknesses. Feedback is used to help learners learn and improve, and is the most important aspect of formative assessment. This can be given in various ways such as written, oral, in the form of graded/marked assignment etc. When giving feedback it is good practice to bear in mind the following points. It is important to give immediate feedback if possible; turn negative comment into constructive comments such as what to improve on before the next assessment; make assessment criteria clear, accurate and available; feedback to be clear, accurate and recorded; praise learner on achievement; encourage positive attitudes and make further suggestions. Learners can be encouraged through communication of how well they are doing and what skills and knowledge they are developing.
When Odysseus tells his version of his travels with the Phaeacians, Odysseus gives a very detailed account of his confrontation with the Cicones. This story includes how upon his return from the Trojan War, Odysseus raids Ismarus, the land of the Cicones, along with his crew. To the surprise of Odysseus, the Cicones retaliated with a very robust fighting force, a force that was much more powerful than Odysseus’s crew. Odysseus characterizes this fighting force as too strong to be human, and thus deduced them to be godlike beings. When Odysseus recounts this story, he states “Fresh from the horizon they advanced - charging as packed as flowers in the spring … Zeus had given us disaster, my comrades and I damned to suffer punishment after punishment”
This also includes giving clear, concise and accurate feedback to learners on their progress and achievement along with developmental comment. Any progress and achievement should be recorded in accordance with awarding
Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.
Assessment opportunities should be created during each lesson in an informal way. This can be through having a conversation with a learner about what has happened during the lesson and asking some key questions to see if they are able to show that they have understood and therefore, the objectives have been met.
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
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.
Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.
From the very beginning of the course, teachers should begin to analyse their learners through initial assessment methods. The assessments best suited to guide improvements in student learning are quizzes, tests, writing assignments, and other assessments such as a group activity. These can easily give the teacher/tutor an insight into the learning needs of the learners. Also
Assessment enables educators to provide feedback to their learners, this in turn promotes self-evaluation by the learner, as they use the assessment feedback to scrutinise and make judgements about the quality of their work (Spiller, 2009:6 & 7).