Due to the limited and often contradictory empirical evidence about “alternative assessments” such as self- and peer assessment of oral presentation skills, it prompted the author of this paper to design a study in which self- and peer assessment was examined and contrasted with teacher assessment. Thus, the objective of this paper was to understand the effects of peer-assessment and self-assessments in English oral presentation classes as compared to teacher’s assessments after having instruction and guidance. Comparison of the teacher assessment scores with those of peer assessment scores showed a positive relationship in the Final Exam. These positive correlations can be attributed to the fact that students in the Experimental group had …show more content…
In the Final Exam, when instructions have been implemented, the results showed that SA accuracy increased in two of the five categories. In this case, the Experimental group had decreased the gap in the Final Exam due to the fact of having assessment instructions, plus “practice” rehearsals before the Final Exam took place. However, various problems have been found to associate with the introduction or use of self-assessment for evaluation purposes. Among these were students’ lack of accuracy between teacher’s rating and students’ self-rating. Thus, the findings that the self-assessment scores are, somewhat, higher than the marks given by the teacher is consistent with the results reported in the literature (Patri, …show more content…
Price and O’Donovan (2006) mention tacit knowledge that is experience-based can only be made explicit through the sharing of experiences. In that sense, this study has the merit of paying attention to the inter-rater reliability of the teacher. Other factors that may have played a part in these differences include: nature and background of the participants, duration of the instructional intervention, and scope of the skills to be mastered and the complexity level of the competencies. Yet other factors also come to mind: the fact that there are different students, from different majors of varying English abilities and personalities, student’s passiveness, attitude and motivation could be contributing factors, along with the dynamics among group members (males/females ratio) may also be another factor. Nevertheless, when setting up assessment related research in a normal instructional setting, teachers need to be aware of bias potentially caused by assessors (Topping,
In Tovani’s Chapter 8, “What Do I Do with All These Sticky Notes?” Assessment That Drives Instruction, the focus is on assessment methods in the classroom. Tovani starts off by introducing a story about her students’ curiosity regarding tests, and she responds by explaining what she expects from her class. Moreover, the chapter explains an educator’s outlook on tests and how they are applied. Aside from the views, the process for selecting assessments is also mentioned.
Assessment Planning Social worker conduct bio-psycho-sociocultural-spiritual assessments to gather information regarding all of the different dimensions of a client. This will allow the social worker to examine every factor that may or may not be contributing to the presenting problem the client is being treated for. For the purpose of this assignment, I will use the provided case study “Peter” as if I were conducting a bio-psycho-sociocultural-spiritual assessment.
Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,
Figure 1 is a summary of the students’ learning throughout the learning segment. I administrated this test as a pre-assessment prior to the lesson one and administered it again after the completion of lesson 3. This test is a compilation of students’ learning and it demonstration how they met the standards and objectives that were set out for them to achieve. The evaluation criteria in which this assessment and all other assessment in the individual lessons did was not altered. Even though the students have different learning needs, the assessment met all of the needs for all learners.
Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the
Beyond this many teachers gave poorer evaluations of students due to their race or ethnicity (Egalite et al.). By having more racially diverse teachers we can help students achieve and pursue success. Integrating this diversity is also important for white students because it allows the students to understand and value equal and fair opportunities for themselves and their peers. These pieces of evidence support that students' test scores are positively skewed when a teacher shares the same race and culture with the student. While test scores are important they are not
However, Alonso bases her argument on inferences she has drawn from her own personal experiences. For example, a professor will not always admit when they have failed to teach a topic, or acknowledge when they are grading with frustration behind their red pen. Alonso’s conclusions would carry more weight if she were to base them on research. Overall, Alonso has constructed a strong argument about the advantages to examinations that accounts for the different points of view teachers and students
This assessment measure allows the client the opportunity to enact how she would typically behave in situations which she fear the most, such as the fear of abandonment. The therapist is able to play the role realistically while observing the client’s behavior. This assessment not only provides important information regarding client’s behavior, but also assessing her social skills and assertive behavior. Based on the information, Robin’s assertive behavior can appear to be aggressive as she continue to alienate her friends and family. Her inability to understand how to be assertive as oppose to being aggressive towards others, has led too much of Robin’s distress.
2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations
Smarter Balanced Assessment: Pro or Con? Smarter Balanced Assessment, who is it truly assessing, the teachers or the students? Smarter Balanced testing contributes to the teacher’s performance, but is it beneficial or does it have unintended consequences? Students are ultimately grading the teachers by taking these tests and they are not even aware of it. The disadvantages may outweigh the benefits for this topic, but teachers must look past the disadvantages and do what they were meant to do, teach.
For students and educators all over America, “standardized testing” is a commonly heard phrase. Students from grade school to high school are typically assessed each year with a state-created test, designed to measure a year’s worth of knowledge in the form of pencilled-in bubbles. Standardized testing has been a routine practice for years, but both students and teachers have recently began questioning if too much emphasis is placed on standardized testing in schools, and if the test is able to fulfill its purpose in the first place (Bhattacharyya, Junot, and Clark para. 2). Standardized testing is an impractical, superficial, and restrictive method of assessment, which suggests that it is not a reliable tool for education and the success of
It is generally accepted that testing encourages and gauges students’ learning, although most students would agree that education would be a little bit more enjoyable if they took fewer tests, given that the tests contain a lot of marks at stake (Dunlosky et al., 2013). Hence, the idea of self-testing as a form of practice testing is a reasonable idea. When students do self-testing, they test their memory, what they have learned, what have they revised; anything they can recall from memory. Through this, they can gauge their own performance and where they stand in terms of comprehension and understanding, much like how teachers do when testing students. Hartwig and Dunlosky (2012) believe that “self-testing by recalling the target information boosts performance on subsequent recall and multiple-choice tests of the target information, and it also boosts performance on tests of comprehension” (p. 131).
These assessment not only provide teachers with information about a child’s skills and needs, but are also
Curriculum and Achievement Testing Interview A first-grade teacher and recent graduate from college participated in an interview with the author. The interview questions concentrated on the curriculum utilized in the classroom in conjunction with the achievement screening instruments employed within the Allen Independent School District (AISD) to determine the placement of students. In conclusion, the author deliberates on the curriculum and achievement tests practiced in the classroom and proposes a recommendation that offers a more suitable match between the curriculum and assessments. Background
Standardized testing may be able to save time and consume less effort but this is an unfair way of measuring one’s intellectual and academic capability. There are many factors—the student’s background, the external factors affecting him/her, the non-academic factors and the like—to be considered in evaluating such performances especially in the forming years of a child. Standardized tests may be unbiased but it is not the perfect yardstick for