(Ritualo, 2000). This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes. The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world.
Bilingual Instruction is implemented in United States schools to afford students the opportunity to acquire the English slowly. Various programs are employed such as: dual language, immersion programs, and Fifty (McKeon, 1987). These programs have been implemented in some districts and schools in the United States allowing bilingual students the opportunity to learn a second language commensurate with their abilities. Some of these programs are successful; others fail due to the deficiencies in bilingual teacher preparation. One reason for inadequate bilingual teacher preparation is the fact that some teachers use the transmission as part of their teaching-learning process instead of applying correctly the bilingual program that the school has.
I found it difficult to formulate questions from each level of Bloom’s taxonomy, consequently, I may have devised questions to simple, or unclear to truly evaluate the comprehension of the student. For example, one of the questions I asked was “can you think of extra personal connections to the book?” I mistakenly asked the question in such a way that the student could simply say no (which is what happened). In the text “How to Take Running Records” the importance of comprehension is emphasized (Alphakids Assessment Kit Teacher’s Guide, 2002, p.10). Aiding students as they become critics and analysts of written work is part of the role of the teacher. If I expect both an accurate view of student abilities and a comprehensive running record, it is my duty to practice creating effective questions addressing all levels of comprehension!
I found that it is important that I assess ELL students when they come into to my classroom because I need to know what that ELL student already knows, so that I can effectively understand how to move on instructing and assessing the ELL student (Lenski. 2006, P. 25). This article has also taught me that it is important to include parents in their child’s education. Parents can help in completing predictability logs, which can be very useful for me to use when figuring out how much the child already knows. The predictability log will help me to understand the ELL’s prior literacy experiences (Lenski.
Not all emergent bilingual students come from the same background or speak the same language and through this article and class discussion, it has become evident just how important it is to find a way for both cultures to co-inhibit the students’ educational experiences. This realization about the different levels of English Language Learner’s discussed in chapter one of Foundations for Teaching English Language Learners, explains that there are a wide variety in the types of English Language Learners. As mentioned previously, as ELL’s can come from all different cultures, they can also come from different levels of educational experiences. The levels of experience do not diminish the educational
One way to challenge learners in the classroom is through the use of Bloom’s Taxonomy. According to Heather Coffey (2004), Bloom’s Taxonomy can be used across grade levels and content areas. By using Bloom’s Taxonomy in the classroom, teachers can evaluate learners on multiple learning outcomes. Within each level of the taxonomy, there are a number of tasks that move learners through the thought
Introduction Classroom assessment practices conducted by teachers is one of the integral parts of teaching and learning .Teachers may not know if students are learning or progressing without assessment. Lloyd (2011) explained that these classroom assessment standards comprise a set of criteria and related guidelines accepted by professional organizations as indicative accurate classroom assessment practices. At the heart of assessment system is a clear understanding and connecting to the knowledge and skills and their range of complexity as required by the standards, grade level expectations, and span expectations (Brown, 2011). These standards should be focused in all assessments, instruction, and professional development related to teaching
Building acceptance, in which the teacher checked one solution chosen by each group. Based on the major component of Treffinger and steps from expert, researcher adapted some ideas on how to use Treffinger in learning speaking. a. The first step is setting goals where teacher informs competency to be achieved in learning. In this research, teacher wants to improve students’ speaking skill in asking and giving opinion.
Some instructional practices are taught through reading or math activities given in the classroom to ultimately benefit each student’s individual needs (WWC Intervention Report, 2010). An example of how teachers use reading peer-assisted learning strategies in the classroom is by using “peer-mediated instruction” which is a method where students are split up in pairs or small groups and provide help to one another on areas of reading such as retelling, paragraph shrinking and prediction relay to improve reading comprehension. Students are also required to check each other’s work, look for mistakes as well as correct answers and provide positive feedback where necessary (WWC Intervention Report, 2010). An example of how teachers use math peer-assisted learning strategies in the classroom is by pairing students up, passing out PALS tutoring folders that contain materials such as gameboards, number lines, ect. to each pair and then conducting math activities for the students to solve by working together and working with the
Case Study Taking this as the central idea, we designed class lessons that asked students to use their intuitional knowledge and comprehension about percentages and proportions to relevant problems. Real and conceivable settings were developed that we hoped would connect with students’ familiarity and motivate them to involve in problem-solving behaviours. Most significantly, we hoped that classroom dialogue (of both students and teachers) would demonstrate and support self-regulating