Disadvantages Of Assessment In Education

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

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

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).

2006, P. 31). I learned from this article that it is important to use alternate assignments to assess an ELL. I think alternate assignments will be a more effective tool for me to use in my classroom to assess ELL’s because it effectively shows what the child is learning. Alternate assignments are based off of regular classroom activities, so I think it will be simpler for the ELL student to complete. I think that I will definitely be using alternate assignments in my classroom to assess ELLs because it will show me their progress better than a test that they may not understand will (Lenski.

“One obvious purpose of effective questioning is to minimize teachers’ and students’ errors by focusing on a particular fact, issue, skill, belief, or whatever” ( Wragg & Brown, 2001, p.27). Hence, questioning effectively can make students become more curious and actively participate in learning process (Fusco, 2015). There are some tactics that teachers need to use in order to question

The instructions are repeated a few times but with variance in order for all students to gain an understanding. Then I ask the class to reiterate the directions to me. Additionally, directions are written on the board as they are given in a step-by-step method (McGrath, 2007, p. 67). Students are then asked if they have any questions about the lesson. Generally, one or two students do raise their hands to pose a question for clarification.

Assessment plays an integral role in the teaching-learning cycle (DES & NCAA, 1999). This comprehensive process is a fundamental accountability measure for students and teachers in Physical Education (P.E). Ultimately, assessment in the P.E. environment should serve the purpose of enhancing and enriching the learning experience for students. It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development.

2. The Advantages of Treffinger Learning Model The advantages of applying Treffinger learning model according to Huda (2013: p. 320) are as follows: a. Make the students more active in learning and have confidence to speak their ideas. b. Develop students' thinking skills because it presented a problem in the early learning and provide flexibility to students to find their own solutions.

Each part of the Conceptual Framework is essential and important to being an educator. Being a Reflective Practitioner means that the educator is prepared and knowledgeable in the content that is being taught. Some that is a Transformative Practitioner seeks to motivate students to learn and is creative with study materials. The Culturally Responsible Practitioner looks to all of the national, state, and local materials and standards to educate students. This individual provides order, commitment, and knowledge to students.

In the contemporary perspective, formative assessment feedback is used to improve learning and performance by correcting what is wrong and to encourage pointing out things a student had not discerned. This is to say that formative assessment intended to contribute to learning by integrating a feedback cycle regarding the students’ current performance. This requires summative assessment, the judgment of a students’ mastery of content against a criteria or standard at a certain point to take place prior to feedback being able to be given. This, therefore, causes a summative assessment to be necessary to all assessments since judgment according to standards or criteria is needed to occur so feedback on how knowledge or work can be improved is required. This interdependency allows for many assessments to be both simultaneously formative and summative in nature.