The Assessment Of The Classroom

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

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

Assessment provides information to support the planning of effective learning experiences. By assessing my students I will understand better what they know and can do, so I can further extend their learning where they are already accomplished or I can support the areas which need work. Assessment is also useful as a diagnostic tool (McConney 2015 pp1) when it comes to learning problems and also giftedness in students, so that they can then be better provided for.

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

Explain the functions of assessment in learning and development, the key concepts and principles and responsibilities of the assessor

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).

Assessing learning, this can be done by initial, formative and summative assessments. Adapting assessment activities where possible to meet any particular requirements or needs. Recognising and valuing individual’s achievements. Ensuring assessment planning is individual. Encouraging all students to reach their full potential.

Classroom assessment practices are instrumental in preparing students to become autonomous, critical thinkers (Green & Johnson, 2010), and this portfolio documents my personal growth and development (Kuh et al., 2001) in the content area of classroom assessment. Unfortunately, I have been utilizing assessments to pass judgment on my students and only focusing my attention on the students who I believe have the intellectual ability to succeed in the STEM field. However, I am, now, enlightened on the practice of using assessments as an avenue to promote mastery goals for my students, and I am prepared to implement these new discoveries into my courses. Thus, as I reflect on my collection of artifacts and reflections in this portfolio, I discuss

After reading chapter 11 of our textbook, there were three important topics that stood out to me. The first topic that I thought was interesting was the purposes of assessments. According to Carjuzaa and Kellough, the purposes of assessments are for assisting student learning, identify students’ strengths and weaknesses, assess the effectiveness of a particular instruction strategy, assess and improve the effectiveness of curriculum programs, assess and improve teaching effectiveness, to provide data in order to communicate with parents and guardians and to involve them in their children’s learning, and to provide data that assist in decision making about a student’s future (Carjuzaa & Kellough, 2017, pg. 337-338). Assessing to identify strengths

Effective assessment for learning will enable the teacher to pass on the responsibility to the pupil overtime to be able to manage their own learning. This allows the pupil to become more actively involved in the process.

In the traditional function of education, assessments are utilized as a form of judgment, which leads to sorting and producing performance goals for students (Green & Johnson, 2010). Unfortunately, in my current position as a science, technology, engineering, and mathematics (STEM) instructor at a technical college, I have followed this path in my classroom. STEM curricula are known for being rigorous and challenging, and students have expressed feelings of being overwhelmed by the conceptual difficulties in the curriculum (Koenig, Schen, Edwards, & Bao, 2012). Unfortunately, having experienced the rigor and challenges of the STEM disciplines during my undergraduate years and through my work experience, my assessment practices tend to decide who I believe can “make it” in the STEM field. Consequently, by using my judgment in separating the non-achievers from the achievers in my classroom, I am, in fact, harming my students, because I am not assisting all of them in reaching their potential in the STEM field (Green & Johnson, 2010). Thus, I acknowledge and must address this ethical issue within my classroom.

The trainer demonstrates the preference assessments, now he does it along with mom, then Mom does it alone immediate corrective feedback, on how well she did or how she could improve on her present level is told via the video conference.

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).

Assessment is a basic function of classroom educators, one that is guided and influenced by a countless factors. Most of the information that learners have about their learning and what that means about the subject, about themselves, and about their futures -comes from classroom assessments. Similarly, most of what parents and educators know about their children’s learning comes from classroom assessments. As well as being directly evident in schools, classroom assessment is linked by extensive research to the professional practice of educators. As well, legislation and policies in South Africa identify assessment as a central role of educators.

Assessment is a vital part of education and can be very influential in regards to the success of a student as well as the teacher. In order for successful learning to take place, a student must know their strengths, where they need to improve and how to move forward or their next step. This is accomplished through informative and descriptive feedback; feedback must have the goal of enhancing students’ metacognition, curricular comprehension and understanding how they learn best and how to be effective. I have learned many things about assessment including how integral assessment is to instruction because it determines if the goals of education are being met. I never realized how much assessment affects decisions about grades, instructional needs and curriculum. I also learned how important it is to have students involved in their own learning and assessment. It allows students to take charge to understand their own learning style, process and see how they are doing and how they can improve; it additionally can give students an idea of what they would like to learn next or more of.