Essay On Classroom Assessment

Classroom assessment can be defined as the procedure used by teachers to monitor students progress, but it is a concept with a broad array of categories with their own specialties and, therefore, it would not make sense to talk about a best type of classroom assessment. There is no such a thing, although dome specific situations will benefit the most with a specific kind of assessment than with another one.

I agree with most of the observations exposed in the discussion topics and think about them as examples of common sense: of course, children like to draw and colour, students who have good marks tend to have a higher concept of assessment than those who struggle, some learners are afraid of assessment due to excessive parental pressure, it is rewarding and motivating to see good marks as a result for the work made,

It could be that the student is overloaded with homework and the last thing he/she wants to do at home is writing sentences in English or that not having a problem with the subject he/she simply is shy or afraid of speaking in public. These are elements which cannot be successfully addressed if we only pay attention to the students abilities, so affective considerations are, indeed, very relevant in good assessment practice.

But regardless of the preferences of every teacher at the time of choosing and shaping a performance profile, the importance of classroom assessment in the learning process is not a recent realization, and a lot of progress has been made regarding how to apply it in diverse and effective ways.

One of those forms of applications is portfolio assessment, which is not only a very complete way of making the student an integral part of the process of checking is/her own progress, but it is also convenient in the sense that it is itself a form of instruction. Portfolio assessment is a learning experience, and there is not a single correct way of implementing