The most important part of the assessment is the interpretation and the use of the information that is gleaned for its intended purpose assessment is embedded in the learning process, it is tightly interconnected with curriculum and instruction. As teachers and students work towards the achievement of curriculum outcomes, assessments plays a consent role in informing instruction, guiding the student’s next steps, and checking progress and achievement. Teachers use many different process and strategies for classroom assessment, and adapt them to suit the assessment purpose and needs of individual students. Research shows that students learn best when assessment are based on clear learning goals. It differs according to students learning
The CAPS strives towards a classroom environment where learners are able to work as individuals as well as part of a team. Constructivism states that learners should participate in cooperative learning so that they can be able to learn from their More Knowledgeable Other (2016:61). The CAPS promotes the use of different communication methods in the classroom in order to teach efficiently. In addition, teachers should make use of visual, symbolic and language skills simultaneously. Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98).
Assessments: peer and self-assessment are crucial in providing opportunity to metacognitive thinking about education, in addition to assess own progression for meaningful productive feedback. 5. Established learning: teacher and student roles in the learning process should be established. Teachers need to create an environment where student can establish trust and mutual respect, as well as experience harmless constructive feedback. As defined by Bell & Cowie (2001), there are nine characteristics of formative assessment: responsiveness; source of evidence; tacit process; use of professional knowledge and experience; integral measures between teaching and learning; assessments by teacher and student; purpose; appropriateness of process; and predicaments.
This involves taking the information that your audience has to learn and changing it into material that is both meaningful and clear. As an instructional designer your work should help learners to see the bigger picture, which is accomplished by putting the various bits of information together in a coherent manner. In short, as an instructional designer your job isn’t simply to present people with information, but to help them make sense of it. What Duties Might I Have As An Instructional Designer? One of your primary duties as an instructional designer will be to identify the learning needs of students by working with subject matter experts.
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
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.
My concern being that help seeking is a vital component of learning as in interacting and engagement in class content. This problem can be encountered by conducting the atmosphere in the classroom to concentrate in positivity and providing inclusion. As Newman writes, “teachers and peers can facilitate adaptive help seeking by providing students with involvement, support for autonomy, and support for competence” (Newman,
By comparing their level after engaging in some study with their skill, learners can determine whether the way they have been learning that has had the effect on their language proficiency in the focus area. If this is not as their thoughts, they will have to examine their study plan and change it to better fit their goals. Evaluation can work well in the context of classroom activities where teachers can ask learners on completion of a task to evaluate their own performance and to suggest ways in which they could improve in the future. This is particularly useful if learners have the chance to re-do the task. By taking the time to introduce this element to a classroom task,
Besides, the student in a learner-centred classroom needs to develop in his or her communication skills and work in collaboration with other learners in completing learning tasks and assignments that demonstrate authentic learning. He or she has to understand the expectations or learning outcomes and encourage self-assessment to measure and evaluate own learning, peers, and the teacher in order to develop new strategies for future
Recognition Network- for you to recognize something example, person, sound you rely on the recognition of your brain, It helps you identify patterns coming to learning it helps with the process on what should be learned. Affective Networks-can influence one's motivation for and engagement particular goal medium, cultural backgrounds and e.t.c. Universal Design in the classroom - How to use your knowledge about these three networks in your classroom. Three aspects of teaching cycle: • Setting learning goals • Taking action by providing learning activities • Assess student progress to monitor and evaluate student growth. Assisstive Technologies-Need to receive specific technologies some students may need technologies in order for them to understand how to use this technologies in order for students to achieve their