Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress. According to Biggs (1999), two major functions can be pointed out for classroom assessment: One is to show whether or not the learning has been successful, and the other one is to clarify the expectations of the teachers from the students. Assessment is a process that includes four basic components: 1) Formulating statements of intended learning outcomes. 2) Developing or selecting measures. 3) Creating experiences leading to outcomes.
“The quality of the questions has a great effect on the quality of the assessment. Therefore, questions should be planned and prepared so that they can elicit an appropriate response from the students”. (Harlen, 2007) o Self/ peer assessment: is another key aspect of the teaching and learning process. Assessment can contribute powerfully to the educational development of students if students
The answer to the question how to evaluate heavily depends on what should be evaluated. Teachers must ensure that teaching, learning, assignments, assessment and feedback are constructively aligned, and demonstrate the evidence of student’s achievement of the intended learning outcomes. Figure 1 shows how learning outcomes, evidence of achievement, assessment criteria and feedback linked with each other. Hence, based on how well learning outcomes have been achieved by a learner, assessment along with the feedback should be given to a student. In the following paragraphs we will discuss various formats and types of assessments.
Remedial tutors , therefore, should design multipronged teaching plan and bring into practice various teaching methods to help students maximize their potential and remove the hiccups in learning. Remedial Teaching Objectives Each student is different in terms of ability to learn , standard of academics , learning in class and his performance in academics,
In this phrase, learners will construct new knowledge on top of prior experiences. In addition, the Know/Need to Know chart encourages students to share their prior knowledge and arouse their curiosity, thus creating some questions for further investigation. In groups, students will discuss and finalize the question(s) to investigate. The teacher will then guide them to do up a hypothesis based on their question. At the end of the lesson, the worksheet will be collected in order to monitor the students’ progress, and check
Firstly, Assessment For Learning to determine next steps and are designed for diagnostic purposes. Secondly, Assessment as learning provides opportunities to students for self evaluation and reflection on their learning. It also enables students to evaluate themselves and become self regulated learners. Assessment as learning keeps students motivated as they start thinking assessments as a tool for measuring progress toward their goals instead of focusing scores so they stay motivated till success. Thirdly, assessment of learning certifies student’s proficiency in relation to curriculum learning outcomes designed to provide evidence of
It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide
Ideally this should be done using formative assessments, and this definitely relates to a principle of CBE, stating that assessment provides meaningful information to both students and teachers. Assessment is supposed to be a positive experience for students. It helps them to know exactly where they are and exactly where they need to go next on their learning paths. In this tutorial, we identified the elements of constructivism in the classroom, and we discussed some habits and techniques of constructivist teachers. So here's a chance for you to stop and reflect.
For this to take place, the teacher should understand the central concepts, tools of inquiry and structures of the discipline he or she teaches and creates learning experiences that make these aspects of subject matter meaningful for students (INTASC Principles). This is because