The Effects Of Using Student Self Assessment And Progress Monitoring Strategies On Student Achievement Essay

The article Formative and Summative Assessment in the classroom has several of strategies to guide teachers to assess the students learning more effectively. Although their strategies method associated with the instructional phase of a lesson, there are also important to teach students so they could become independent. For instance, the author mentions, “Self and peer assessment” not only does it encourage students to be

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

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.

Initially in this assignment, I intend to describe and evaluate two different assessment methods, which I use to assess the progress of my learners.

This artifact portrays the ability of students to self and peer assess during learning activities. “Self-assessment is more accurately defined as a process by which students 1) monitor and evaluate the quality of their thinking and behavior when learning and 2) identify strategies that improve their understanding and skills (McMillian and Hearn, 2008).” This particular activity was part of a larger learning target.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Assessments provide clear measurements and recording of achievements gained during a course that provides identification of the persons achievements or learners needs.

Self-assessment is a natural progression and grows out of peer assessment. It allows the students to examine their own work and discover strengths and weaknesses for themselves. This can be carried out through reflective practice through a diary of learning or learning log that allows the student to see progression and reflect upon the journey. It's important to incorporate some aspect of self-assessment every day, if possible, in order for students to take responsibility and interest in their abilities. Another way of using self-assessment is by asking the students to give themselves a grade on the work that they have completed before handing in the work to the marking criteria set, or for student looks at their assignment and marks green for questions that they feels confident about, yellow for questions that they are unsure of and red for questions that will require help.

In any school, student learning is the ultimate goal and the focus of an effective learning community. In today’s society, the education system is called upon to teach all students at high levels. It has been established through significant research that teachers have a high impact on student learning, according to the RAND Corporation, “research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership.”

Marissa Speroni is one of my fourth-grade students at Bobby’s Run Elementary School. Marissa is very proficient in writing and comprehension because enjoys reading and writing, she prefers opened ended writing essays and assignments. Her advanced proficiency in language arts lends to her love for reading and writing. Marissa is a visual learner, she enjoys hands-on and visual activities and working independently. Marissa is a very organized student who prioritizes her work and task material well. Her learning is driven by her emotions and leadership skills, her leadership skills often lead to helping others resolve conflicts, understand concepts, and holding conversations. A subject area that Marissa is weak in, is mathematics because she has

Educators develop creative techniques and processes that enhance imagination and innovation that allow others to create products of worth, function, and purpose. As a complementary process, critical thinking activities guide earners across enabling skills of conception and perception to the processes of inferential thought involving analytical reasoning, evaluation, and

The main goal of this project is to encourage students to break away from more traditional education. In these scenarios, the teacher is the center of the classroom and the students play a relatively small role in instruction. They simply sit, absorb information, and repeat it on summative assessments. Over the course of a school year, students end up going “a mile wide and an inch deep.” That is, they very rarely have the opportunity to dig deep into topics. Consequently, the information covered is often quickly forgotten. By putting students in charge of their education, I hope that students go “a mile deep and an inch wide.”

Today’s education system has become focused on standardized intelligence testing and what works best for the majority. This system, although created to help the masses, is impersonal and only benefits a specific group of students who learn the best through testing. Those students who think creatively and use imagination are left behind. This is why intelligence tests are not accurate measurement of a child’s knowledge as it does not account for creativity and the child’s individual strengths. Changes need to be made within the school system. Instead of focusing on what is “correct” schools should be encouraging problem-solving through the process of making mistakes and failing. This challenges a student to learn about themselves and the world around them. When everything is already laid out for them it is easy to follow. There is no single way of thinking. By making a student have to think on their own it stimulates creativity and allows them to better connect concepts to real world situations.

Assessment provides feedback that learners can use to determine their progress, in relation to learning outcomes (Spiller, 2009:6).

The ability of a student to learn effectively and comprehend what they have learned depends on the interaction of multiple factors. These factors include the level of connectedness between the student and their teacher, the role of a parent in motivating the student to learn as well as the student’s own effort. For a sixth grader, who shows fluctuating classroom performance with better test performances but poor on homework, a partnership between the student, teacher and parents can be forged to improve the student’s performance. This would be done through data collection on their progress by observation, documenting, measuring and monitoring the data for implementation.