The Current Practice Of Classroom Assessment

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

This tool provides techniques for assessing student learning in a way that deepens their understanding, enables their application of knowledge, and strengthens their ability to transfer their knowledge for use in new settings.

Haydn (2009 cited in Capel et al 2009 page 329) defines assessment as "all those activities which are undertaken by teachers, and others, to measure the effectiveness of teaching and learning".

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

What is an assessment? Alan Rogers (1994, p172) defines assessment as collection of data on which we base our evaluation. According to Reece and Walker (2008, p5) assessment consists of tests and observations that we, as tutor, use to determine how well the students has achieved the objectives. Geoff Petty (2004, p449) writes that “Assessment measures the breadth and depth of learning”. Assessments are used in all areas and domain of everyday life, whether formal or informal, ranging from taking a written or practical driving test to claims for income support or acquiring life insurance on-line.

1.1 Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding. In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard.

The reliability of an assessment in a perfect situation should produce the same results if marked by another tutor or if that examiner unknowingly receives the same paper again. If different marks are given the assessment is consequently unreliable and proves that this assessment is subjective.

In this assignment I will explore the concept of learning and application of some learning theories within the in the vocational further education sector. I will explore the application of theories to health and social vocational topics and how this assists in developing key attributes for learners on these programmes. I will identify assessment methods and provide a critique of the validity of these in different educational programmes.

The roles of the assessor may not be strictly that of a teacher but more of a mentor guiding a Learner to there eventual goal of gaining the qualification by giving appropriate feedback.

Before I organise trips, rewards, and incentives I will need to consider everybody’s individual needs and plan things that everybody can be included in as this will promote equality too. A good example of this is (Gravells A, 2008). A group of leaners wish to go out for dinner. One is vegetarian, another is dairy intolerant and a third does not eat fish. They all want to eat at the same restaurant and choose from the same menu and be treated equally, enabling them to choose a different option from the menu.

The assessment method must take into account the characteristic of the learner and needs to be consistent and relevant to what is being assessed. The assessment will not only focus on improving the learning, it will measure their achievements and also remind the learner of how they are progressing.

You should make sure that all your records are legible, and keep them confidential unless you have permission otherwise.

One very effective way Mrs.Giles manages her classroom is through her CHAMP’s system. The way CHAMP’s is an acronym. “C” is for communication and how loud the class should be. “H” is for help, it tells the students if they’re allowed to talk to each other for help or if they need to raise their hands.” A” is for activity, activity represents the type of classwork the students are doing, such as book work, tests, or electronic work. “M” is for movement which represents whether the students are allowed to walk around the classroom or if they need to sit down. “P” is for participation, which means if they’re working independently or as a group.

The essay explores about Assessment and its types , its uses in the field of education. How assessments works how it can be helpful for students and teachers. How the forms of assessments fit its purposes. Educational assessment is the process in which collecting of data from different sources occurs in order to improve students learning and also to improve the teaching skills of teachers. This gathered data is then analyzed and is used to understand about the level of students knowledge whether the students have achieved the level that was intended to achieve.

In this essay, the author will critically discuss whether or not an assessment for learning (AfL) approach directly challenges more traditional forms of learner identity and practice. We will touch upon key assessment theory insights and recent assessment changes as they manifest themselves in the Irish Education System of assessment at the second level. As we will see in this essay, Surely, the school curriculum is in many ways akin to a well-stocked took kit. It has a number of different types of tools, tests and formative assessments combined. Only by using them together can the job be done effectively.