This means that learning outcomes are clear, learning experiences are designed to assist student achievement of those outcomes, and carefully designed assessment tasks allow students to demonstrate achievement of those outcomes. Assessment is a process that focuses on student learning, a process that involves reviewing and reflecting on practice as academics have always done, but in a more planned and careful way (Ewell, 2000). According to Cox and Godfrey (1997) the process of utilizing assessment and evaluation within the context of education relates to the principles of good teaching and classroom management. Assessment and evaluation are necessary aspects of the teaching process because educational objectives are often very broad in their scope and, as such, are often vague. The teacher must therefore interpret these broad objectives and establish specific and tangible
In accordance with Piaget’s theory, the learner interacts with objects and events available in the physical and social environment and therefore comprehends the objects or events using the process of assimilation, accommodation and equilibration. The learners, therefore, construct their own conceptualizations and use them to generate solutions to problems. This theory also suggests that humans create and construct knowledge as they try to bring meaning to their experiences. In the differentiated classroom, teachers should facilitate the learning process by organizing learning activities and using variety of aid material according to the level of students’ cognitive structure to enable them to construct knowledge through their
Therefore, teachers must create an ideal classroom environment that is encouraging to learning. Also, teachers should be trained to support expanded role for class interaction to make effective. Teachers should consider various strategies that can capitalize on student engagement and success in the classroom. As instructors, we can create an ideal classroom environment that is favorable to learning. Learning is intrinsically hard-work; it is pushing the brain to its limits, and it can only possible with the help of motivation.
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.
What might work for one batch would not work for another. It also depends on the activity (individual, pairs, small groups or whole class). Hence, I need to understand the purpose of my assessment strategy and what is best suited for my learners. I include strategies such as questioning to gauge whether my learners have understood or not. During group activities, I constantly observe and jot down the points for my reference to understand whether class is moving in the right direction [Ref.
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
The student who has an awareness of how he or she learns is better able to set goals, develop a variety of learning strategies, and control and evaluate his or her own learning process. The strategies are essential for the process of learning because they help students to adapt their learning to particular features of the task on which they are working. Schools have appointed holistic teachers to give more attention to students to manage and control their learning. This will help them to learn new aspects in their learning at school but also to help them with the tools to manage their learning later in life. Thus, the key role for teachers is to help children build confidence, and develop a variety of learning strategies and motivate them to
It is important to establish a new learning environment so that they may assess preparedness. The main need of the curriculum is to be given appropriate levels of work and to know about what is to be learned and to set realistic short term targets and to have support in the acquisition of component of pre-requisite skills. This is one of the needs that learners face in the classroom. This need should be addressed accordingly. Maslow’s hierarchy of needs also involves the subject of needs in a classroom., where it involves physiological need ,safety and security, love and belonging ,self-esteem and lastly self-actualization .with this it reveals that learners have needs as learners and their needs should be addressed individually by the teacher to avoid failure amongst learners and to also avoid bad outcomes to learning.it is also important to know learners
Teachers these days are indubitably facing many challenges regarding their students’ attitudes and behaviours towards learning and managing a classroom. Teachers have an important role to play in creating a positive classroom environment that is conducive to learning, keeping their students engaged and motivated to learn. There are many things to take into account on a student’s level of interest and engagement in learning, and teachers have very little control over these aspects. Teachers can influence student motivation by using certain practices (Anderman and Midgley, 1998). Under the tenets of operant conditioning originated by B.F Skinner, it has been described as a process which modifies behaviour through the use of reinforcements.
It is therefore crucial that student teachers are given quality practice areas. So as to learn from field experience it is necessary to look back at it and reconstruct it through interaction between the individual, objects and other persons. In this way, the experience can prepare the individual in the long run. Systematic reflection in dialogues with neers, mentors and supervisors prepares student teachers for the real and complex classroom and provides future teachers with tools for developing confidence to act professionally in unique situations. Thus, I much more refer to MSTESOL programs of US rather than any non-US