Planning is very useful to us teachers. When we prepare to plan our lesion our planning will be very meaningful and we will achieve the learning out comes from our students. Again, planning help us teacher to understand what we are teaching about and helps the student to learn even better. So everything we to daily in life must go through the process of planning. Therefore, before the teacher gives an assessment to the students he or she must cover a lesion and prepare to plan what question he is going to give to the students.
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.
From the above discussion, it seemed to be clear why I chose 'Social Cognitive Theory '. This theory seemed to be supported to my study because it focused on observation which plays fundamental role to learn English. This theory believs that learning takes places through direct observation, modeling, social environment, skills, stratigies, and attitudes. In EFL classroom, teachers exhibit different behaviors (verbal and nonverbal), skills, and attitudes by creating learning environment which may influence students to learn an English language.This theory helped me to see what types of nonverbals behaviors teachers demonstrate through modeling while teaching. Similarly, this theory gave me insight to explore the aims of this study.
In my written feedbacks, students are mostly engaged in lessons and there is a positive atmosphere with good involvement. In addition, as in my peer feedbacks, I could prepare clear and relevant materials to my learners. I gave importance to the learners’ needs and interests. According to my peers ‘oral feedback, mostly my lessons are student-centered.
He stressed that asking daily questions was imperative. The teacher should check student understanding informally by asking open ended questions about their performance at the end of the class. Each student should respond to the question on a piece of paper. Rubrics are very important in the self-assessment process. 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.
Assessment also helps the students know how they progress in class. Assessment is a process that includes measuring improvement overtime, motivating the students to study, evaluating teacher’s method and ranking student’s capability in relation to the whole group evaluation. Assessment is of 2 types: - formative assessment (assessment for learning) and summative assessment. The purpose of assessment is to assess and identify how much the students have understood what was taught in the class. It also helps the teacher to demonstrate achievement of the learning outcomes.
The results obtained were used to confirm learners difficulties on literal reading comprehension and to plan an accurate intervention. Before starting the pedagogical intervention, learners were informed about the process they were to start. Teacher- researchers presented and explained the importance of the project and encouraged them to participate in the process to improve their reading. The starting point for this stage was a session devoted to present and explain the importance of the project and motivate learners to participate in a process to improve their reading performance and become self-directed readers.Besides, instructions about the questionnaires and test development were given to
4. Use the Result: Using the resulting information to understand and improve student learning. ASSESSMENT AND EVALUATION IN CLASSROOM In the educational system classroom teachers, more than anyone else, are actively and continuously involved in assessment and evaluation. Students can alsoparticipateactivelyin assessing their own achievements and in planning how they will study and learn the second
The factors include, the strategies that are employed in reading, the type of vocabulary that is in the text, phonological awareness, the attitude of the child, the motivation to read, knowledge of the article, ability to recognize work, the working memory of the child and comprehension awareness (Sanford, 2015). . Teachers can employ strategies of instruction which involve explaining to learners in different ways that they can be able to utilize and use comprehension strategies. This is always the first step in three phase instructional framework. The teacher then proceeds in giving support to the students at different levels as they practice.
Formative assessments are used throughout the learning process to allow teachers to know if the students are understanding the lesson and make adaptations it as necessary. Formative assessments can be in the form of question and answer, observation, discussion, student self-assessment and many others. Formative assessments are a continuous on going daily analysis of the students’ progress throughout a lesson or unit. The other type of assessment we use is the summative assessment. This assessment is used at the end of a lesson or unit to measure a