Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) defines formative assessment as “evaluating students in the process of “forming” their competencies and skills with the goal of helping them to continue that growth process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an
Mind’s Eye strategy could be one of their best ways to solve this problem. This strategy can develop students visualization and improve students reading comprehension as the technique includes students memory and asking them to be more critical in giving their perception and prediction. According to Silver, Strong and Perini (2007) mind’s eye is a reading strategy that is used by the teacher to improve students critical skill of the words on the page into memorable images. When the students read about a text the students will combine their background knowledge with the information that is gotten in the text. In addition, Sejnost (2009) states that this strategy is started by the students who listen to the keywords which are mentioned by the teacher and then attempt to visualize what are they hearing by making pictures in their minds.
The evaluation was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science . and Formative assessment to evaluate the students everyday learning situations during teaching to help identify gaps to help provide feedback to teachers to take remedial action which was done through various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and the various techniques used were like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars whereas the life skills looked at enhancing the thinking, social and emotional skills . The summative assessment are to assess skills like teamwork ,leadership skills , memory and understanding along with
It comes from the root word “meta”, meaning beyond. It can take many forms; it includes knowledge about when and how to use particular strategies for learning and the lesson log in teaching performance. It is also refers to a level of thinking that involves active control over the process of thinking that is used in learning situation. The teacher must know the strategies on how to use and delivered the lesson to the student using the daily lesson log in which the students can easily cope up. Since the lesson log was now implemented, the teacher required discussing the lesson effectively and efficiently.
Various strategies can be used in the classroom to work on student’s oral language development. Tompkins, Campbell and Green (2012, p. 8) highlights that teachers who understand language as a social purpose tend to plan instructional activities with social components. Thus, within a classroom, teachers can implement play-based learning to encourage and promote oral language. Utilising shared, guided and modelled reading can further assist in developing oral language. These strategies can include additional elements of a balanced approach.
Generally, one or two students do raise their hands to pose a question for clarification. However, to make sure the directions are understood I will call on a few students, one at a time, to tell me what I need to do in order to accomplish the task. My view has changed some about how to perform better with diverse students in the classroom as well. For instance, to work with students and parents I will post daily homework assignments on the class website. This approach is helpful to students if they need to confirm the assignment given.
We were able to see what he understood and what he was having difficulties with (Schwartz, 2015, p. 1). By giving students independence on homework, it allows teacher to see what the student has obtained from their lesson the previous day in class. Homework also extends learning outside of the classroom, and is proven to help students learn quicker. When doing homework after school, the students brain is reminded if what they learned during class that day. Homework also gives parents an insight on how their child is doing and gives them a deeper understanding of their struggles.
After the feedback, teacher distributes the papers and parents will attach it in student’s exercise book before they come to school on the following day. The teacher also records the result in a specific document file provided by the grade coordinators. This class test is designed with the following types of question. • Short Answer • Draw and Naming • Long Answer • Matching Analysis of the assessment instrument To analyze this assessment, it is important to identify what opportunities are provided for the students to manipulate their cognitive process at divergent levels. Moreover, how much emphasis is made on to have balance is also a key aspect of this canalization.
After much investigation, I have come to the conclusion that your program best suits my research interests. I hope to employ the methodology of conversational analysis to study classroom interactions and examine how the details in conversation can influence learning motivation. I also want to look into how teachers can increase students’ learning motivation by acquiring knowledge in TESOL classroom practices, pedagogical English grammar, and second language
By allowing my students to have an input to the activity that is to be completed by them, will give them a sense on importancy in my classroom. This artifact addressed FEAP 4 in specific to the FEAP indicators by incorporating assessment data tables and analysis' of students’ performance in a variety of assessment tools to measure student comprehension and apply opportunity to introduce technology in the classroom. I will continue to grow as an educator by utilizing some of the strategies I have learned through this lesson to help students increase their reading comprehension and