Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
Assessment: meaning According to me the term “assessment” is defined as the process to check how much a student has understood based on the lesson that was taught to them in class. Assessment also helps the students know how they progress in class. Assessment is a process that includes measuring improvement overtime, motivating the students to study, evaluating teacher’s method and ranking student’s capability in relation to the whole group evaluation. Importance of assessment in the teaching learning process. The assessment can benefit the students as well as benefit the teachers in many ways: For students, assessment can mean: ■ clarifying their instructors’ expectations for them ■ focusing more on learning as they
Thus, one of the way to develop or enhance the higher order thinking skills among learners, is through assessment. Assessments are now widely administered as means to improve teaching and learning. Specifically, it may also be seen as an everyday, on-going part of teaching and learning in the classroom. Assessing the academic achievement of every student is an essential part in order to develop or enhancing their higher order thinking skills. By conducting assessment, teachers’ therefore could identify necessary adjustment that need to be made in order to ensure students are able to master what has been taught.
Introduction Recent research on classroom assessment focused on the interactions between assessment and classroom learning with a hope that improvement in classroom assessment will result in effective learning. As a result, a variety of alternatives in assessment were proposed and researched. Alternatives in assessment have become popular for that they require students to perform, produce, and create; focus on processes as well as products; tap into higher level thinking and problem-solving skills; and provide information about both the strengths and weaknesses of students (Brown & Hudson, 1998, p.654). They are also popular as they establish an ongoing circular association among three significant aspects of education: teaching, assessment
Besides a score, which gives quantitative data about how much of the material tested a student has mastered, information about student misconceptions can be determined by analyzing which distractors they chose and why. Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught. Research indicates that assessment and accountability systems are most effective when internal and external measures are coordinated by schools and districts to improve student achievement. The entire assessment and accountability system must be interconnected and aligned – assessments aligned to the standards, which
An additional ciriterion used to evaluate assessment which has earned increasing attention in the past decade is the extent to which a test is aligned with the curriculum learners are expected to learn in schools. However, determining the significance of these tests requires more than just a score. For instance, what is the content of the test? To what extent is that content part of the curriculum? Moreover, although standardized, norm-referenced tests are designed to provide information about individual learners in relation to a comparison group, these tests are often used to make inferences about the effectiveness of education.
When formative assessment is employed before, during, and after instruction, both teachers and students have a measure of progress” (p.2). This statement shows that formative assessment, also called assessment for learning, is the process of monitoring the students learning to provide a continuous feedback that can be used to improve the learning experience by making them aware of their strengths and weaknesses and focusing on areas that need more work. In the meantime, formative assessment helps the teachers to recognize where students are struggling and repair these problems
In this regard, most teachers try to build upon their knowledge of teaching and learning both in practical and theoretical terms. Training courses focus more specifically on the practical and real class situations and is aimed at providing teachers with techniques, strategies and skills on how to teach languages effectively. On a broader scope, however, teacher education and development go beyond this and get English teachers to reflect and theorize based on their extensive experience. In this vein, professional development models have gained significance over the years. According to some recent research, there is a strong correlation between teachers’ teaching and students’ school success (Diaz-Maggioli, 2004; Sparks, 2002).
CHAPTER 5 DISCUSSION OF FINDINGS 5.1 Introduction In this chapter, data presented in the previous chapter is discussed and findings are considered in relation to the aims and objectives of this research. The discussion of findings, hence, is laid out in two main parts including findings on the benefits of differentiated instructions on learners’ speaking in mixed-ability classroom as well as the challenges teachers may have while using it. According to the data analysis of questionnaire, and the interviews, some points are drawn out as follows: 5.1.1 Findings on the learning and teaching conditions: This research was completed with considerable results achieved from the students’ feedbacks through questionnaires and interviews. The result revealed that because there was not very significantly effective in applying differentiated instruction due to the low ratio of using it, the improvement of the speaking was not much recognized. From the results of questionnaire and interview, almost all teachers and students affirmed that the students at Viendong College did not have the same English ability.