The plan includes description of current situation and suggests the idea that it is necessary to make some steps in order to improve it. However, the given teaching plan not only outlines the necessity of some actions, however, it also suggests certain steps which can help to do it. First of all it suggests several aspects which can help to determine the targeted audience. This list is the important aspect of the plan as it also underlines risk factors for people to know about them. Than the plan suggests certain learning theory which should be utilized during the course.
It can be defined as the systematic process by which the worth of teaching and learning is judged (Bastable 2014). There are two main evaluation models when evaluating Karl’s learning; they are the formative and the summative. The formative evaluation is integral to the education process itself, this on-going evaluation helps the nurse prevent any problems which may occur during the teaching. To evaluate the teaching it is important to know what Karl has learned, ask questions to discover if the information provided has been effective. The summative evaluation is to determine the effects of the teaching efforts.
Students are the best group who knows their actual level and teachers are the best group with regard to specifying educatonal goals. The following is a way of assessment in which teachers give student the opportunity to make their educational objectives based on their current situation.This can be done through the following steps: Student Created Rubrics of their success with the help of teacher. Learning Contract that specify the objectives of each educational process by specifying the current situation and the final product of that process. Muddy Point Board in which students discuss certain points or ask questions about a certain point. This gives them active role in their learning.
Introduction A lesson plan is defined as a plan that a teacher makes use of for an individual lesson. (Hornby, 2015) Lesson planning is of importance when a stucture of a class needs planning or directing into the right direction. During any educators teaching career they will be assessed by an administrator who will in turn need to assess the lesson given to students as well as the lesson plan, which the educator will need to produce to the administrator before the lesson starts. (Lewis, 2018) A lesson plan is a map that leads an educator to what students need to learn during the lesson he or she presents and how it will be done to achieve effectiveness of a lesson. (Skowron, 2010) This paper will focus on the different aspects of a lesson plan, namely the lesson objectives, context, learning content, strategies, assessment and reflection of a lesson.
A test or an examination is sometimes regarded as an assessment because it is standardised and convenient, but it does not accommodate the special needs. The appraisal should assess the total child and not just one aspect of the child. It should be developmentally appropriate to be credible and valid. Often times learners are assessed on their cognitive skill and what they are able to do in written form, whereas their oral eloquence and their practical demonstration of skills is not assessed at the same level. The methods of assessment need to impartial.
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. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom
Significance of the Study The crucial role of assessment in teaching and learning has been well recognized by many researchers. For instance, Anderson (1990) puts forward that assessment plays a critical and leading role in pedagogy. In other words, assessing studentsʼ achievement and learning is an essential prerequisite for every educational system. The view is echoed by Black and William (1998b) who remark that assessment is integral to learning. Likewise, Brown (2004) states “assessment is an integral part of teaching-learning cycle” (p. 16).
But a single score in traditional tests may reveal students’ different understanding of the subject matter and may show that they have employed different strategic processes. Sole dependence on tests consisting of response-choice items may lead to instruction that emphasizes recall of facts and the application of memorized routines or procedures. Cowie and Moreland (2015) in his book stated that for students to become discerning, classroom assessment needs to ensure students experience and exercise individual and decision making. It must be applied to their everyday life and used for a long life learning. However, if assessment requires synthesis of information, divergent thinking and evaluation, instruction is more likely to include activities that promote these skills.
It is a process of gathering and interpreting evidence to make judgments about student learning. It can be used to practice, plan curriculum, and to reflect on teachers teaching method. It also help us to provide information to parents, children and also administrators. Different ways of assessment are being used to allow the teacher to decide which instructional strategies are essential and which need to be changed. Formative, summative, traditional, alternate are ways of assessment.
He pointed out that assessment should concentrate on assisting teachers to amend the direction they use assessment results, they should improve the character of their classroom assessments, and adjust their assessments with valued learning goals and district standards. Assessment of learners is serious because decisions are made on the capability of teachers to know their learners and to match activities with exact assessments. When teachers ' classroom assessments become a vital component of the instructional process and a key component in their attempts to help scholars learn, the benefits of appraisal for both scholars and instructors will be unlimited (Gonzales, 2015). The efficiency of assessment is attained if it is specific (Sarwar, 2010). Student’s strengths and weaknesses must be known in order for the teachers to help learning.