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.
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 a process of gathering and interpreting evidence to make judgments about student learning. It can be used to practice, plan curriculum, and to reflect on teachers teaching method. It also help us to provide information to parents, children and also administrators. Different ways of assessment are being used to allow the teacher to decide which instructional strategies are essential and which need to be changed. Formative, summative, traditional, alternate are ways of assessment.
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
Case Study Taking this as the central idea, we designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and motivate them to involve in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating
School based assessment implementation could be present through the different manner such as, hand on education materials, involve students in preparing a presentation or assignment that requires them to relate to the outside world. In addition, teachers need to explain the objective of the course to the students. It helps the students to understand the requirement of the course and enable them to connect the academic studies in a new approach. Teaching using technologies also improves learning among the students. For example, presentation software like PowerPoint that enable to embed photographs, diagrams, videos and sound file to augment text and verbal lecture content.
This study is essentially an exploratory research that intends to explore teacher recruitment procedures in practice and measure its effectiveness on student learning outcome. This study uses the mixed-methods for collecting and analyzing the data. The nature of the study entails using both quantitative and qualitative methods (mixed methods); as the study determines, measures and examines teacher effectiveness inside classroom as a result of current recruitment procedures and practices. There are a few advantages in using the mixed-methods in this research. A few includes, as Creswell & Clark (2011, pp.
It also raises learners’ awareness about their current abilities and achievements. The authors further add that FA can be a diagnostic tool for students, which helps them to recognize their weaknesses, solve their problems, and make realistic decisions. Additionally, assessment lets students know how they are making progress and gives teachers feedback on their teaching. According to Young and Kim (2010), “using assessment and other data to improve instruction is a powerful proposition” (p. 28). McMillan (2007) also believes FA provides students with ongoing corrective feedback, improves learning, and encourages student involvement.
Teachers play a crucial role in second or foreign language learning. Their characteristics, personality traits, behaviors, strategies and teaching methodologies along with other related factors determine their effectiveness in class and the impact they have on their students' attitudes and achievement. Some of the features that contribute directly to effective teaching are feeling responsibility for the classroom and students’ success, using personal experiences as examples in teaching, being not only planned but also flexible and spontaneous when necessary, be responsive to situations and students’ needs, and looking for the best solution in conflict situations. Effective teachers know about how each student perform in class that they
There are a number of advantages of a lesson plan both internally and externally. Internally, by using a lesson plan a teacher will have both a framework and a guideline for teaching activities (Brown, 2001). By using this guideline, the teachers will at least know what kind of activity that they will ask their students to do and how long each activity should last. At the end of the lesson, teachers should have an expectation of what their students should accomplish, and lesson plan is a guide that will assists them to realize such expectation. In other words, a lesson plan may function as a proposal for action in classroom teaching and learning process (Harmer, 2007b).