Assessments: peer and self-assessment are crucial in providing opportunity to metacognitive thinking about education, in addition to assess own progression for meaningful productive feedback. 5. Established learning: teacher and student roles in the learning process should be established. Teachers need to create an environment where student can establish trust and mutual respect, as well as experience harmless constructive feedback. As defined by Bell & Cowie (2001), there are nine characteristics of formative assessment: responsiveness; source of evidence; tacit process; use of professional knowledge and experience; integral measures between teaching and learning; assessments by teacher and student; purpose; appropriateness of process; and predicaments.
As a beginner teacher you will encounter many contradictions and challenges in school; you will learn to teach in a particular context but will need to be able to transfer your learning to new contexts. Critical reflection will help teachers to do this and further allows us to synthesize different perspectives to help explain, justify or challenge what we have encountered in our own or other people’s practice. It may be that theory or literature gives us an alternative perspective
Introduction Classroom assessment practices conducted by teachers is one of the integral parts of teaching and learning .Teachers may not know if students are learning or progressing without assessment. Lloyd (2011) explained that these classroom assessment standards comprise a set of criteria and related guidelines accepted by professional organizations as indicative accurate classroom assessment practices. At the heart of assessment system is a clear understanding and connecting to the knowledge and skills and their range of complexity as required by the standards, grade level expectations, and span expectations (Brown, 2011). These standards should be focused in all assessments, instruction, and professional development related to teaching
Whether it being traditional or contemporary, teachers have a various tactics such as rational arguments and creative ways (McBer, n.d.) to leave an impact on students and to influence them in bringing about positive outcomes. Petty (2009) supports the importance of teachers having an impact and influence on students and adds that effective teachers can first of all recognize the potential of the students. After recognizing the potential of students, teachers now should think analytically and conceptually as discussed earlier and develop a lesson plan that encourages students to reach their full potential or even challenging students to reach a higher level of learning. In addition, McBer (n.d.) and Petty (2009), share that there are informal ways of influencing students. When a teacher has a closer proximity with a student, the teacher will understand the student better which lead to a better understanding of the students learning styles.
Assessment and evaluation is an instrument that is used to measure the performance of teachers and students. It is an integral part of teaching and learning process. Assessment aids in decision making as it determines whether or not the goal of education are being met. It plays a major role in how students learn, their motivation to learn and how teachers teach. It also enables one to think: “are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” These are relevant question that one should ask when it comes to assessment; therefore, this essay will highlight on the role of assessment in teaching and learning.
Feedback can provide students with information about strengths and weaknesses of responses, the outcomes achieved and students’ performance in relation to standards and to other students. For students, effective feedback on responses to assessment tasks should include: what was expected from the task? Like meaningful information about the quality of work, clear statements about how to improve, correction of misunderstandings, reinforcement of what has been done well. For teachers, effective feedback enables them to evaluate: teaching and learning programs, teaching strategies, assessment strategies, assessment task design, marking guidelines. (John Gore- CEO,
It is important that a teacher gain her students ' attention and provide clear instructions at the beginning of the lesson. I found this quite helpful when allocating individual or group work. The students were able to make the lesson their own. I tried my best to encourage learning from peers and forwarded student questions back to the students. This enabled students to share their knowledge, agree and disagree with each other while learning to respect the ideas of their classmates.
The above trends are valid as they define principles one needs to consider while rethinking leadership qualities and provide guidelines to help one define and set goals in their own context for school improvement process. We all agree that schools are complex dynamic systems that have an influence on the students’ academic, social and behavioural learning. Since there are so many changes in society, economy, etc., but also in the school system, the individual school must become a “learning school” in a twofold sense. Besides promoting the learning processes of individuals, the whole school, as an autonomous organizational unit, must learn, which means that it has to flexibly adapt to social, economic, and cultural developments, sometimes even
Second important thing that I learnt is how to craft a proper assessment task (traditional assessment). Assessment might be vary for different level or ability of students. It is the responsibility of a teacher to find out how to bring out the best in every child by designing a reliable assessment task. Third important thing that I learnt is how to analyze and interpretate
It can also pinpoint areas of strength and weakness within student learning (Supovitz, 2009). The professional practice of teachers is continually concerned with understanding and interpreting information collected from assessment, and using it to steer meaningful learning (MacMillan, 2008; Meiers, 2008), suggests that teachers need to focus on making more purposeful use of the results collected by assessment, rather than ways of collecting more