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,
The student who has an awareness of how he or she learns is better able to set goals, develop a variety of learning strategies, and control and evaluate his or her own learning process. The strategies are essential for the process of learning because they help students to adapt their learning to particular features of the task on which they are working. Schools have appointed holistic teachers to give more attention to students to manage and control their learning. This will help them to learn new aspects in their learning at school but also to help them with the tools to manage their learning later in life. Thus, the key role for teachers is to help children build confidence, and develop a variety of learning strategies and motivate them to
Therefore a good and effective teacher’s evaluation process should be potent in order to promote, repeat and place students in various learning stages. In evaluating the students the teacher collects, analyze and produces judgments. Based on the results the teacher then decides on actions that must be taken into consideration, including changes in aims or goals. It is the source of data on which the teacher will base his/her judgments about improvements and “fine tuning” to be made. The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not.
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.
To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
From this programme, I have got a lot of knowledge about how to develop our teaching and learning skills. I have developed the knowledge of engaging with key learning theories to how learners learn. My own professional practice is developed with SMART lesson plan, teaching methods, and learning activities. I can engage and motivate the learners to learn by using reasonable teaching methods and learning activities. Bloom’s taxonomy and Solo taxonomy are widely used in my teaching practice.
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
It is important that the teacher practice diagnostic assessment, formative assessment, summative assessment and informal assessment in the classroom so that it can be used throughout the learning process, so that the students are able to explore and use a wide range of assessment methods to monitor their learners’ learning and progress. Gibbs (2003) states that assessment has six main functions: 1. Capturing student’s time and attention. 2. Generating appropriate student learning activity.
Each informs the other. It helps me in modifying my teaching strategies and helps my learners in modifying their learning strategies. Therefore, learning and assessment are like two sides of a coin, one cannot exist without the other. I feel that formative assessment in constructivism works best rather than summative because the focus is to improve the quality of a learner than creating evidence of their grades. It assists my learners in learning and helps in identifying their strengths and weaknesses.