Outcome Assessment: Assessment And Evaluation

Assessment is an important element of the classroom procedure. Birenbaum (1996) claimed that assessment not only serve as feedback on the learners’ success or failure in the learning process, but also it provides valuable insight into the effectiveness of the teaching practice and indicates the areas that need further development and improvement. Therefore, the problem is that how a teacher can assess the activities and performances of the learners during instruction by using some tests or quizzes. Is it possible to assess the ongoing activities of the students with these forms of assessment? How is it possible to evaluate the students' activities in a formative way by using some tests or quizzes?

Reflection Paper 1 About the explicit curriculum Vs implicit curriculum In order to clarify about preferring of explicit curriculum or implicit curriculum, the learners must be understood how both curriculums works as a field of education. Teachers designing their curriculum must consider how the environment of the classroom will impact students. A student will learn from what is taught in a class and from how that class is taught. That student will also take lessons from how her/his class and school are organized. These are the concepts of explicit and implicit curriculum, and they help educators think about the different ways students learn so they can design more effective methods of teaching.

Additionally, the classification system created a common language about learning goals across subject matter and grade level. This standardization in language was effective in increasing the ability to assess what learning outcomes were measuring and illustrating the breadth and or lack of breath of learning outcomes across different learning dimensions for different courses, as well as help teachers focus on developing students’ cognitive processes and knowledge types rather than teaching to statewide standardized tests. Despite these advancements, the one-dimensionality of the

Introduction Effective teachers can be defined as teachers who have the ability to generate active learning that is beyond the students’ background and ability (Eggen & Kauchak, 2014), in addition to being able to create a learning environment to aid students to achieve the learning outcomes that the teachers have set and are well-defined (Darling-Hammond & Baratz-Snowden, 2005; Kyriacou, 1997). It would be a difficult task for one to describe an effective teacher. Hence, this essay will examine two areas in which are attributed to effective teaching – teaching skills and professional identity - for various theories of learning, concentrating on behaviourism and considering social learning, constructivism and social constructivism. Both teaching

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.

In their works, both Freire and Edmundson describe what they see as learning influences within educational standards and concepts today. One makes the determination that it is communicative approaches “Education thus becomes an act of depositing, which the students are the depositories and the teacher is the

Grouping can have far-reaching effects on students learning and thus careful decisions should be made. More than just, flexibility should be allowed in ability grouping so that the need of different students could be catered. For example, it is suggested that the high-achieving and low-achieving homogeneous groups can interact occasionally so that students are able to learn from each other and acquire non-academic skills. In this way, a more positive image of ability grouping and education can be created in

Students become self-reflected learners; they take responsibility for their own learning. The key to assessment as learning enables students to develop the capacity to monitor their own work in progress which the teachers support through encouragement and monitoring. ( Dear Hammond, L. (2012) Based on curriculum expectations and the achievement charts, the students are taught to use rubrics, samples and models as a good practice. In addition, formative assessment is a procedure utilized by instructors and students amid guideline that gives unequivocal input to alter progressing educating and figuring out how to enhance students ' accomplishment of planned instructional outcomes. Formative evaluation is a technique for persistently assessing students ' scholastic needs and advancement inside the classroom and goes before nearby benchmark appraisals and state-commanded summative assessments.

In this assignment I will be discussing the methods of assessment. There will be analysis of what methods teachers have and how the types of methods impact and support the learners in their education and learning experience. According to Gardner (2012) the most vital aspect within education is assessment. There are four key areas of assessment. These areas contrast and are intended to assess a learner’s knowledge and understanding.

Both declarative knowledge and procedural knowledge are intertwined to a certain degree as shown in figure 1.1 below; Fig 1.1 (Nickols, 2000) While procedural knowledge is dependent on a certain level of declarative knowledge, the outcomes of teaching and learning of each are very distinct. Used together in a positive learning environment yields positive outcomes. Conceptual knowledge Conceptual knowledge is students ability make the relations between definitions, concepts and facts. The difference between procedural knowledge and conceptual knowledge was defined by Rittle-Johnson and Albali in their seminal work, “Conceptual and procedural knowledge: Does one lead to the other? Journal of Educational Psychology”.

Dewey has me believing his theory of this is that the students come into a classroom with a problem that is “living up to a teachers requirements” as students call it. The problem is that the teacher wants us to know what they know and for us as a student to be able to satisfy them with the knowledge teachers believe we have. Dewey has a similar article to Freire they both believe in a type of educational tool for students. Dewey perspective is broader, that we have a well maintained standard of learning and the educational system should continue these methods because by adapting to the teacher’s requirements in order for use to learn what needs to be