(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.
Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, making questions for discussing with learners, and providing feedback on student work. This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain. The results will be improved attention to detail, increased comprehension and prolonged problem solving skills.
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.
Constructivism promotes the use of technology in the classroom in order to support teaching (2016:98). By using technology, the teacher can ensure efficient communication in a visual and symbolic way. Constructivism also states that learning should happen through social interaction (2016:62). This aligns with the fact that the CAPS promote the use of language
Communication theory is a driving force behind instructional design. Instruction is designed so that its objectives can be properly communicated and received by the learner. Both the learner and the designer receive feedback about the instructional process. System theory System theory is an inter-disciplinary theory which consist a set of concept, construct, facts and terms which describe and explain the characteristics and phenomena affecting with any system. Thinking instructional design as a concept of system or ‘a set of interrelated and interacting parts that work together toward some common goal’ (Smith & Ragan, 2005, p. 24) Instructional designer should be aware of other system discipline.
176). Sheets are typically in the form of instructions and steps to complete a task. Student sheets activity contains a set of basic activities that must be performed by students to increase the understanding of the formation of basic capabilities corresponding indicators of achievement of learning outcomes that must be taken. In the development of these materials, Student sheets activity contain contextual problem-solving activities that assisted fraction card media to find the solution or other possible strategies. Test The Test is done to measure the standard to which learning outcomes desired behavior change in the learning objectives have been achieved by the students (Purwanto, 2009, p. 67).
It is an on going process in educational practice, which involves a multitude of methodological techniques. A test may be assessed formally or informally, subconsciously or consciously, as well as incidental or intended by an appraiser. Assessment tools, whether formal tests or informal assessments, serve multiple purposes. Commercially designed and administered tests may be used for measuring proficiency, placing students into one of several levels of course, or diagnosing students’ strengths and weaknesses according to specific linguistic categories, among other purposes. Classroom-based teacher-made tests might be used to diagnose difficulty or measure achievement in a given unit of a course.
Reliability talks about fairness and the condition in which an assessment is given. And lastly purpose, it is important to ensure that you as the teacher know the purpose behind your assessment tool. The purpose of an assessment can be diagnostic, formative – assessments for learning or summative – assessments for certification. Assessments must be used as tools to support learning not hinder it. During TE my supervising teacher asked me to moderate her cycle tests as she believed it was a necessary skill to learn.
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
Different forms of technology integration will be examined to find if the technology can help educators take technology integration to a level that supports what research has shown to be beneficial. Using technology, teachers should be able to create a classroom and promote learning to diverse learners. This literature review focuses on different technology programs and models used for the enhancement and building of emergent literacy skills. Effects of different programs and the practicality of the technology in a classroom setting are discussed. Literature Review The literature review focuses on different technology programs and integration.