In this report I will describe what types of assessments there are and how they are used in my job role. I will also talk about peer and self-assessment and reflect on how they may be used in the assessment process. I will then talk about how I would involve my learners in the assessment process.…
Assessment is used as a tool for marking and grading in a practical environment and can be used to motivate by on-going improvement of the task, creating learning opportunities and to give feedback. It also allows students the chance to work at their own speed to produce the best product, when it is felt that they are competent in the task to be assessed. This is measured against the tasks listed in aims and objectives of lesson plan and should, Help learners to achieve their full potential and enable learners to achieve the standard required for their course. Encourage learners to develop independent learning skills and identify any further support required so that this can be provided for learners as appropriate, also inform the setting of targets which help the learner to improve. Enable teachers to analyse learning and progress and evaluate the way courses are taught and managed, to aid continuous improvement and enable employers to evaluate the progress of their learners in relation to the goals of their organisation. Formative assessment should identify the positive achievements of each learner and the areas of their work that need to be improved and summative assessment should provide learners and teachers with an accurate view of the quality of learning outcomes and how these relate to standards set by the relevant awarding body.…
Assessment can be defined as a sample taken from a larger domain of content and process skills that allows one to infer student understanding of a part of the larger domain being explored. The sample may include behaviours, products, knowledge and performances. Assessment is a continuous process that involves examining and observing children 's behaviours, listening to their ideas, and developing questions to promote conceptual understanding. The term authentic assessment is often referred to in any discussion of assessment and can be thought of as an examination of student performance and understanding on significant tasks that have relevancy to the student 's life inside and outside of the classroom.…
There are different assessment methods that are suitable for the needs of the students, the teacher’s curriculum, the learning and teaching strategies. Some of those methods include: examination, testing, essays writing, written assignments, oral assessments, visual assessments and other methods (discussions, simulations, peer assessments, self assessment, work based assessment, portfolio, etc.) All methods have advantages and disadvantages but there are essential for the learning process, as students need to know they are achieving the required standard and what their strengths and weaknesses are. At my work place we have several types of assessments that are standard and on which we put every new learner, regardless of their previous learning experiences and qualifications. Those types of assessments are: ·…
The purpose of assessment is to check and monitor learner’s progress and development, finally setting a framework to provide feedback to inspire learners.…
As a teacher, to reach the ultimate goal of student competency, one must consistently check that each individual student is understanding and comprehending the lessons being taught. To do this, the teacher must use various methods of assessing the students work. The two types of assessments are both equally valuable to the teacher for various reasons. Formal and informal assessments are both beneficial because they can both take the shape as criterion or norm-referenced assessments, as well as be objective or performance. Neither type of assessment is in a strict box of what it must or mustn’t consist of. However, whereas informal assessments are usually teacher constructed to determine a student’s current understanding before moving forward with a unit, formal assessments are constructed by test specialists or textbook publishers to determine a student’s understanding after the unit or course has been completed. Also, informal assessments can often be done at any time the teacher sees fit, while formal assessments generally have a set time to be done.…
In order to be a high-quality and effective teacher I aim, within this text to identify precisely what assessment is, how to apply it well and to ensure that it fits the required frameworks which further quantify good assessment.…
I understand role assessment plays within the classroom in both evaluating and analysing the quality of learning and teaching that has accord of that particular topic, and using the data effectively to inform and improve future learning and teaching. This year I have been able to utilise both formative and summative assessments and can recognise the importance of assessment being varied to encompass all student’s ability’s, whilst still remaining relevant to learning and curriculum outcomes.…
A teacher may wish to improve on various parts of assessment theory including giving constructive feedback or to learn how to create valid, relevant, fair assessments.…
We should always consider what the assessment experience of assessment is like for our learners. Considering key principles in the designing of our assessments will keep our views fresh and reflective.…
In my assignment I will explain what is assessment and how is used, evaluate assessment methods and process that I use in my teaching practise. How will the results of student’s work help me and the student to give and get the right guidance to achieve their goal in the set criteria and standard.…
According to Pellegrino, Chaudowsky, and Glasler (2001), “educational assessment seeks to determine how well students are learning” and it also “provides feedback to students” about the level of their understanding of learning. Various assessment methods- tests, observations, assignments, presentations – are implemented to measure the students’ educational outcome. Even though standardized assessment which is now mandated by the government is the most widely used type of assessment, comprehensive assessment such as observation, essays, interviews, performance tasks, exhibitions, demonstrations, portfolios, journals, teacher-created tests, rubrics, and self- and peer-evaluation, are more accurate indicators of student’s learning. (Edutopia, 2008). They provide more frequent and immediate feedback that is essential to increase student…
Classroom assessment is critical to the measurement of student achievement. As stated in Angelo and Cross, (1993):…
Close your eyes and think back to your favorite teacher. What made him or her your favorite? Was it the way they taught you? Did they teach you in a way that you did not entirely know that you were learning? Did they make you want to know more? Most likely what made them your favorite teacher was something about the way they instructed you made a difference in the way that you learned what they were conveying to you.…
McTighe and O’Connor give readers seven strategies for more effective grading and assessment practices. Each one gives a different spin on more traditional ways of assessing such as diagnostic, formative, and summative assessments. The authors give each suggestion in this order: 1) Using authentic summative assessments as part of their curriculum using the standards to meet the requirements. Students are given the opportunity to showcase their learning by creating and developing an action plan (i.e. science project, video). 2) Using evaluative criteria (or rubrics) to increase quality student work. Well-developed rubrics can clearly identify the important elements in an assignment and also guide teachers in the grading process. 3) Involving pre-assessments before teaching in order to “diagnose” misconceptions and deficiencies in student learning. 4) Allowing students choice in the way they are assessed. 5) Providing students quality feedback in a timely manner. 6) Encouraging students to assessment their own work and set goals with their own learning. 7) Allowing new records of achievement to replace old ones.…