Teachers know what main topics will most likely be on the STAAR test, and to prepare their students for the test can be teaching scripted curriculum over things like class projects and activities. Standardized tests judge where a student is based on what they score on a single standardized test. When we value a higher test score over leadership, persistence, and creativity we present the argument that memorizing test answers is more important than individuality and the other qualities a student may
When formative assessment is employed before, during, and after instruction, both teachers and students have a measure of progress” (p.2). This statement shows that formative assessment, also called assessment for learning, is the process of monitoring the students learning to provide a continuous feedback that can be used to improve the learning experience by making them aware of their strengths and weaknesses and focusing on areas that need more work. In the meantime, formative assessment helps the teachers to recognize where students are struggling and repair these problems
Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
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.
INTRODUCTION The paper focuses upon the significance and the quality of English language learning assessment and evaluation process in the educational system. Evaluation is a wider concept than testing and measurement, and is designed to judge the worth of all the educational outcomes brought about as a result of teaching learning process. Inthis process the students come to know their own drawbacks and try to improve. Thus, it helps the teacher in diagnosing the difficulty in learning. Because in a continuous assessment of the student day-to-day progress it helps in determining the potentialities and interests of every student, on the basis of the day-to-day records of students it becomes easy to know the present status of the student
In the present day scenario, in teaching-learning process, most of us use bilingual, direct, indirect or teacher-centred methods, where teacher’s exposure towards language is more rather than the learner. This may not be that effective for a learner to acquire the language. Another problem is that in most of the institutes English has been taught as a subject rather than a language. If you ask any student how many subjects does he has? He includes English also as a subject.
SUMMATIVE ASSESSMENT Summative assessments are used for the learners’ skill acquisition, and their academic success. They are graded with points or percentages like exams, papers or graded projects. Generally, they are used at the end of a school term, program or unit. There are three important principles for summative assessments: • Summative assessment are used at the end of the period, for this reason they are evaluative. The goal of summative assessment is to grade the progress of learning and assess the learners’ improvement level.
For example, a classification approach is used (Minaei Bidgoli et al., 2003) to classify students to predict their final year performance based on different parameters derived from the data in an educational web-based system. A clustering algorithm is used (Tsai, Tseng, & Lin, 2009) to categorize students with similar behavioral characteristics. Association rule mining techniques have frequently been used to solve educational problems and carry out critical analysis in an academic environment for improving the learning process of student. These efforts are carried out in order to raise the standards and administration of educational processes by investigating the learning systems, learning resources arrangements, and students’ results, curriculum restructuring, and institutional websites (Damasevicius, 2009; Talavera, & Gaudioso, 2004; Erdogan, & Timor, 2005). A very comprehensive review of data mining in education from 1995 to 2005 is published in 2007 by Romero and Ventura.
This one takes observation, self-assessment, student-to-student assessment, and journal as the assessment types to be operated. With the purpose of observing students affective factors, the instrument used is the observation guideline containing the observed behavior indicators. This observation instrument can be used by teacher to note students’ progress throughout the learning process. Besides observation conducted by teacher, affective competence assessment is also handed to students by getting them write self-assessment. The instrument for this type is self-assessment worksheet which needs to be used by students to tell their strength and weaknesses in learning.
As a student faces increasingly complex activities, the teacher must ensure through examinations and assignments the student is performing at their correct grade level. If a child is performing below expectations, a successful strategy to assist the child is to place them with a peer who is excelling in the program as they can help the child complete and understand activities. Many students who study ESL through school are preparing themselves for either the IELTS or TOEFL which are international examinations that certify an individual’s fluidity in English (CITE). This two-and-a-half-hour exam is often the determining factor for non-native English speakers and their opportunity to attend a high-tiered English university. Due to this examination, many ESL teachers are expected to teach concepts which are on the test.