Another quote is " Assessment has several important purposes, including informing how teachers plan learning experiences, identifying areas of learning and development where children may need support or extension, to make valued learning visible, and integrating learning with curriculum and program provision" (Mclachlan). The author is making clear with assessments it is helping everyone because there is a major meaning to having them. It shows the way teachers communicate planned learning experiences to prepare for test. To represent how the teacher prepares the students to learn the components that are going to be on the test. Like stated before, it gives the teacher to see where the students ' strong points are or where their weaknesses are and need to work on that specific topic.
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
So, any communication method that serves the learning needs of their students. Effective teacher uses techniques that best serve the learning needs of their students. Teachers should explore, study and implement the students based learning and teaching techniques in the development of the curriculum, creating a creative learning environment and implementing the planned lesson in their classroom. The teacher should know their duties and responsibilities favourable the students. Effective teacher should help their students to learn on their own as well as with and from others.
Pedagogy is important because it demonstrate how the teaching and learning occurs. Students must build up their own understandings through teachers’ and their own considered learning experiences. Teacher’s subject matter knowledge and pedagogical knowledge are vital to good teaching and student understanding (Buchmann, 1982, 1983; Tobin & Garnett, 1988). In Shulman's theoretical framework, teachers need to master two types of knowledge: content and knowledge of the curricular development. Teacher must integrate teaching strategies that will help students to assimilate knowledge such as supportive classroom environment, recognition of difference and connectedness to the wider world.
But it also involves the reasons or goals that underlie their participation or nonparticipation in classroom activities. Although students may be equally motivated to perform a task, the sources of their motivation may differ. That is, students should have many sources of motivation in their learning experience in each class. (Palmer, 2007; Debnath, 2005; D’Souza and Maheshwari, 2010). Motivation to learn is characterized by continuing, quality involvement in learning process.
Nicol and Macfarlane-Dick (2006) indicate that “formative assessment can promote the development of capacities and attitudes used in lifelong learning. Assessment-centred or student-centred learning environments also emphasize congruence between learning goals and what is assessed”. Formative assessment is going on all an ideal opportunity to give feedback on what understudies are figuring out how to distinguish accomplishment and areas for further work. Additionally, for the educator or teachers to evaluate effectiveness of instructing or teaching and provide a feed forward or to centre feasible arrangements. “Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214).
Through this professional development both general education and special education educators would gain knowledge that ensures deepening understanding of the High-Quality Education Standards and Universal Design for Learning. These educators would be coached by effective, experienced, education professionals on how to align curriculum and instructional strategies to meet needs of students with learning disabilities. They would also learn to use valid appropriate assessments that reveal student’s strengths, needs and achievement levels taking into account accommodations and modifications that are reflected on their Individualized Education Plan (IEP) or 504 Plan. With this professional development and changes in instruction Gartland & Strosnider advocate that learning-disabled students would be able to reach
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
they care about their students’ personal issues or challenges that they face in the classroom or even outside. therefore, if students recognize their teacher’s enthusiasm to the task, they, too, will be enthusiastic. 2)Another motivational condition is classroom atmosphere. Students’ anxiety is one of the most recognized factors that undermine learning effectiveness and second language motivation. 3)The third basic condition is concerned with creating a cohesive learner group with convenient group norms.
These features of independent learning need to experienced, constructed, and discussed. They are driven by individual and situational interest. In education we strive to extend the learner which starts at novice knowledge and skills content to expertise and life-long learning. The teacher can promote mastery goal orientations, time and resource management. Self-regulation can be taught with various tactics such as direct instruction, metacognitive discussions, modelling, and self-assessment of progress.