Classroom Assessment Practices

Taking learner feedback helps teachers to identify individual or group needs of learning. It helps the teacher to apprehend the prior knowledge of the learners and accordingly she determines the next steps. It informs parents and children about the targets and next steps for further progress. Assessment information helps school leaders to plan professional development needs of the teachers to support them. It also helps Board members to decide and plan the resources needed for making further progress.

Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized. These are the concepts of explicit and implicit curriculum, and they help educators think about the different ways students learn so they can design more effective methods of teaching.

I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski.

Teachers can learn about different cultures through many resources, but the most useful way to learn about students’ cultures is to look to the community. Students, parents, and community leaders are all useful sources for information about a student’s home culture. Information that is important for creating a culturally responsive learning environment include values, attitudes, and habits. Once a teacher has familiarized themselves with their students’ cultures, there are several strategies that can be used to create a responsive learning environment. Self-Assessment According to Anderson & Madigan (2005), the first strategy or step that should be taken in creating a culturally responsive learning environment is teacher self-assessment.

This study will help examine the implementation and effectiveness of formative assessment and show its significance. Additionally, this study helps shed light on teachers’ understandings, beliefs, knowledge, attitudes and practices relevant to formative assessment. Teachers will get insight on how to assess their students’ performance. They have better conceptualization of formative assessment. They may apply the practice of formative assessment in their English classroom.

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.

They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.

Assessment for Learning Align assessment with the constructive, student-centred learning models. For instance, self and peer assessment. Formative assessments must connect the teacher–student communication in learning and providing instruction. There is a requirement of timely and understandable feedback in order to better lead the students in future learning. (Carless 2005).

For example, they conduct formative assessment. Formative Assessment is part of our instructional process. It provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame.

Reflective teaching is a process of self- assessment and self- observation. Through reflective teaching, the teachers can explore and discover their own ideas and practices, which can make the teachers more proficient and skilled in teaching. Teaching is an intricate and highly accomplished process, and teachers must implement self evaluation (reflection) to make learning effective. The paper highlights the importance of reflective teaching and its impact on pedagogical process as well as language learners. It focuses on the teacher’s ideas; classroom practices to make teaching more refine and acquire a rich experience by amending the drawbacks.

The application of proper research findings to develop measurable outcomes for school counseling programs and interventions need to be mastered in this program. Also, is expected that the counselor works with parents, guardians, teachers, families, also peer programs and community resources to best act on behalf of their children. Focus on addressing problems that affect student’s performance in school. Leadership skills are also expected from School Counselors. The ability to demonstrate leadership qualities by accepting responsibility and valuable feedback to promote rational methods and professional and personal growth.