Students are actively involved in the process of assessment as they assess the performance of their peers carrying out a particular task or skill. It has gained much importance in educational learning and educational research in recent times with several studies denoting this alternative form of assessment as extremely effective in improving learning in students (Patton & Marty-Snyder, 2014). It has also shown to help increase motivation and engagement levels, improve communication and self-regulation skill as well as helping to empower students (Azarnoosh, 2013; Harrison, O’hara, & McNamara, 2015; Karami & Rezaei, 2015). One example of a type of peer assessment is a check list handout. Attached to this document is an example of a peer assessment checklist that could be used for the chest pass lesson demonstrated in the video.
These areas contrast and are intended to assess a learner’s knowledge and understanding. One type of assessment is called formative assessment. This is used as a method of learning to review what the learner has done and what work they have produced. Irons (2008) believe formative assessment provides the opportunity to students to showcase attain the level of learning they have gained. Irons (2008)
An authentic assessment goes beyond the constraint of a pre-set questions and allows students to make decisions and demonstrate their skills and knowledge in different ways. Although, the students are hypothetically being applying their knowledge to real-life situations, the nature of it in real life would be more complex. For question 20b, ask students to calculate amount of paint required, in real life there are many factors that will affect that the amount of paint needed, such as type of material or type of paint. Additionally, in real life situation task majority of the time task are performed as groups and a variety of tools that can be used (Lajoie, 1995). Authentic assessment is a powerful tool for engaging students in learning.
Careful thought of learning assessments are grouped into four types: observation, conversation, student self-evaluation and artefacts, all of which can take form in numerous assessments: - Checklists: learn student behavior by keeping a record of pre-selected learning actions to be observed, with use of indicators to assess e.g. particular strategy to use or type of question to
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
When engaged in instructional design, it is less common for the designer to have affective objectives than cognitive objectives (Smith and Ragan, 2005, pg. 266). In the program, observation will be used to assess affective objective. As for summative assessment, learners must accomplish at least than half for the multiple choice theory test 50% and minimum 3 supervised practices during on-the-job training under appointed trainer. At the end, statement of achievement will be given and it is valid for 1
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.
Therefore, it is usually observed, that primary school pupils, struggling to take part in classroom activities, turn to discouraged young adults, who aim to finish schooling as soon as possible. The author claims that the major reason for that is the lack of connection between their curriculum and real-life. Hall enabled us to expand readers’ knowledge in practical usage of this assessment type, providing reasonable clues. It is highlighted, that unlike ongoing assessment, which takes place before and after each unit or language item, affective assessment can take place at any time of the lesson, if teacher finds it appropriate. As she sees it, the educator will definitely see the beneficial changes in students’ behavior, academic success and performance.
The are the ones who are responsible for the instructional encounter where learning, teaching and assessment meet within the context of the curriculum (Smith, Klenowski, & Colbert, 2014). Assessment is one of the fundamental responsibilities of classroom teachers which impacts on almost everything that the teachers do. Assessment literacy is important as it helps to connect student achievement to the quality of assessment. In addition, assessment literacy is also important a sit enables the teachers to fully comprehend, assess, and apply information related to student performance in ways that improve the quality of classroom instruction (Bayat, & Rezaei, 2015). Besides, appropriate assessment literacy enables a teacher to interpret assessment data, communicate properly with students, and use the assessment information to set relevant learning
ASSESSMENT OUTLINE – KINDERGARTEN Assessment is an important component in the teaching and learning process because it helps us measure whether students are achieving at levels commensurate with their potential. Assessment helps us measure student progress and attainment. It also allows us to differentiate instruction based on these results. It is essential that there is a diverse approach to assessment. In order to achieve a thorough knowledge of student achievement, it is essential to vary the type of assessment.