According to these principles, assessment for learning should be: (1) part of effective planning of learning and teaching, (2) concentrating on how students learn; (3) central to classroom practice; (4) considered as key professional skill for teachers; (5) sensitive and constructive because of its having an emotional impact; (6) taking account of the importance of learners’ motivation; (7) promoting commitment to learning goals and a shared understanding of the criteria; (8) helping learners to receive constructive guidance about how to improve their learning; (9) improving learners’ capacity for self-assessment in order that they can become reflective and self-managing; and (10) recognizing the full range of achievements of all
Listening comprehension is one of the important skills that learners must master for communicating in English. Without good listening comprehension skill, learners will find difficulties when they engage in the daily conversation using English. However, eventhough every learners knows that listening comprehension is an important skill, many of them do not feel determined to hone it. The possible cause might be the tedious learning atmosphere in the class. Being a student who attended the listening comprehension class, I felt the atmosphere of learning was dreary.
Moreover, teachers decided their assessment types basing on its convenience for management. They prefer using tests or quizzes-traditional assessment to other kinds of assessment. It seems to the researcher that some of the tools used are beneficial for the teachers rather than the students. Teachers’ attitudes towards formative assessment seem to be a significant obstacle to implementation of formative assessment. Although all teachers held positive views of formative assessment, they did not use formative assessments on a regular basis or in an effective way.
Teachers are faced with these challenges on a day-to-day basis and therefore need to slowly detach themselves from certain traditional teaching methods and attach themselves onto some modern teaching approaches which use technology in the classroom environment. There are a few step-by-step approaches teachers can use in order to step away from the traditional methods they are comfortable with, this will therefore all teachers to start creating advantages for their students as well as themselves instead of creating disadvantages by not incorporating technology in their lessons. Most teachers have a fear of incorporating technology in their lessons and that is why they tend to stick to their original teaching methods. This is step
“Formative assessment is a process used by teacher and students during instruction that provides feedback to adjust on going teaching and learning to improve students’ achievement of intended instructional outcomes (Caroline Wylie and Christine Lyon, 2013).” I believe that formative assessments are essential for both students and teachers to inform instruction within lessons and they confirm how much students know about the lesson and how teacher can support to engage in their learning. I approve that asking better questions affords students an opportunity for deeper thinking and provides teachers to know the levels of students’ understanding. In my class, when I started the lesson with inquiring based questions by eliciting learners’ level of background knowledge, the students promptly gave feedback or response quickly to me. It was so notable that I could make
There are many solutions to curbing the negative attitude towards students like incorporating technology in curriculum to increase students’ motivation to learn and improve their grades and talents. The significant influence in classroom performance is teacher’s attitudes (Forlin, Loreman, Sharma & Earle, 2007). For example, previous research has shown that negative attitudes can lead to low expectations of a student and
In addition to that, the teacher may speak or read too fast for the level of the learner`s understanding. As a result learners suffer from lack of knowledge while all the due requirements at school are provided by the parents such as fees. It therefore implies that while interpersonal communication is vital to teachers, the competence of the teacher may determine the academic
Education is very essential to you as an individual. This is the reason why most people go to school. You will realize that once you go to school, you normally learn several things. You are bale to learn new concepts and so forth. However, all students are not the same.
CHAPTER 5 DISCUSSION OF FINDINGS 5.1 Introduction In this chapter, data presented in the previous chapter is discussed and findings are considered in relation to the aims and objectives of this research. The discussion of findings, hence, is laid out in two main parts including findings on the benefits of differentiated instructions on learners’ speaking in mixed-ability classroom as well as the challenges teachers may have while using it. According to the data analysis of questionnaire, and the interviews, some points are drawn out as follows: 5.1.1 Findings on the learning and teaching conditions: This research was completed with considerable results achieved from the students’ feedbacks through questionnaires and interviews. The result revealed that because there was not very significantly effective in applying differentiated instruction due to the low ratio of using it, the improvement of the speaking was not much recognized. From the results of questionnaire and interview, almost all teachers and students affirmed that the students at Viendong College did not have the same English ability.
Issue 1 – Overcrowded schools In Malaysia, many of government schools have risk of overcrowded pupils in one classroom. For example, in one classroom there are more than 40 pupils which is quite a lot for a teacher to teach in that classroom. The pupils also will not feel comfortable during learning and teaching process. There are more enrolment of pupils than it was designed to accommodate. The classroom supposed to be filled by the pupils that fix the classroom itself.