To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
This can help show teaching confidence and encourage the smooth running of lessons. Moreover, Mento et al. (1999) announced that mind mapping is an intense intellectual apparatus which can be used as a part of an assortment of routes as a result of its capacity to bring out affiliated and non-straight considering. Utilizing mind maps additionally offers teachers some assistance with varying their showing strategies which can probably achieve diverse learners. It was observed to be particularly effective for case educating where students are required to accumulate, decipher and convey extensive amounts of complex data.
It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students. This creates good classroom rapport. Students who are experiencing difficulties in learning may gain from the administration of a analytic test, which will be able to notice learning issues such as reading comprehension problems, an inability to remember written or spoken words, hearing or speech difficulties, and problems with hand–eye synchronization (Lynch,
Therefor; reflective teaching approach may help to foster the learning of the students, and reflective teaching approach is not only for the students it also help for the teacher to further improve their teaching. Reflection help both student and teacher to improve their critical thinking skills. According to John Dewey who is often considered to be the originator of the concept of reflection defines reflective practice as an ‘active persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support in, and the further conclusions to which it tends…’(1993, p. 6). Reflection is a continuous process, Statement of the
Introduction Recent research on classroom assessment focused on the interactions between assessment and classroom learning with a hope that improvement in classroom assessment will result in effective learning. As a result, a variety of alternatives in assessment were proposed and researched. Alternatives in assessment have become popular for that they require students to perform, produce, and create; focus on processes as well as products; tap into higher level thinking and problem-solving skills; and provide information about both the strengths and weaknesses of students (Brown & Hudson, 1998, p.654). They are also popular as they establish an ongoing circular association among three significant aspects of education: teaching, assessment
Introduction & rationale Assessment is one of the most important determinants of student learning. Teachers communicate to learners their values, priorities and expectations through assessment. It is an essential component of the educational process. It provides evidence of how well the declared learning outcomes have been achieved and how effectively the teaching standards are being maintained. It provides subjective as well as objective measures with qualitative and quantitative approaches (Reynolds et al., 2010).
Good teachers put in practice critical thinking at every stage of the learning process of application. The key is that the teachers who foster critical thinking foster reflectiveness in learners by asking questions that stimulate thinking essential to the construction of knowledge. According to Beyer(1995) Critical thinking means making clear, reasoned judgments. While in the process of critical thinking, your thought should be reasoned and well thought out and judged. In the same stand of critical thinking experiential Learning as a consolidating process to critical thinking is an undeniably important learning strategy which has currently evoked the assumption that people learn more
Assessment: meaning According to me the term “assessment” is defined as the process to check how much a student has understood based on the lesson that was taught to them in class. Assessment also helps the students know how they progress in class. Assessment is a process that includes measuring improvement overtime, motivating the students to study, evaluating teacher’s method and ranking student’s capability in relation to the whole group evaluation. Importance of assessment in the teaching learning process. The assessment can benefit the students as well as benefit the teachers in many ways: For students, assessment can mean: ■ clarifying their instructors’ expectations for them ■ focusing more on learning as they
In other words, formative assessment is used to assess students learning. I believe this the most effective way of assessing students because a teacher can modify teaching and learning activities to improve student's achievement in the process of
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.