This systematic scoring system will ease and minimalize teacher time and enable them to fix areas for improvement in future. It help them to identify the root of the problem (particular question-difficulty rate).As I am going to be a teacher, It is important for me to learn how to analyze and interpretate the scoring systems as it will allow me to identify areas in the curriculum that are need to be improved as well as to eliminate ambiguous or misleading test
The teacher can regulate instructions rapidly during learning development, allowing students to benefit from these rapid adjustments by means of regulating and emerging own learning progress. Feedback occurs while learning takes place, and effective feedback identifies the gap between where student remains at and where student desires to be. The teacher can be confronted with predicaments performed during formative assessments. There remain no obvious solutions to a situation, and a decision made, exists dependent on the individual situation, appropriate to the teacher and student involved. The teacher relies on professional judgement, formatively assessing the purpose of provoked action.
Although teachers may recognise the need for learning which demonstrates the qualities discussed earlier, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognise that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan, 1997), and that measures to enhance learning will need to assist students across this range. This becomes of crucial importance when the classroom extends across campus and national boundaries. This study will be beneficial for both teacher and students, this reflective practice help them to become more aware of how they make things, teacher as a facilitator will give an activity which give improvement to the students learning and students experiences, although students have a different point of view and styles in learning, it is important as they reflect on evidence of student learning, and on students’ perceptions about it, to recognize that there is likely to be a wide range in students’ learning orientations (Beaty, Gibbs, & Morgan,
The teacher in a classroom that uses formative assessment must give up some control and encourage students to participate in developing learning goals and outcomes. In addition, they stress that there is a need for teachers to pay close attention to the nature, contextualization, and timing of formative assessments. If implemented incorrectly, they can have negative outcomes. The authors make several suggestions for effective implementation of formative assessments: 1. Formative assessments should not include too many recall/rote activities.
(Vygotsky, 1978 : 86). Within the general cognitive heading, the cognitive developmentalists attribute these effects to processes outlined by scholars such as Piaget (1926) and Vygotsky (1978). Vygotsky’s (1978) work stressed benefits of collaborating with a more expert peer because what a student carries out jointly with another could be incorporated into his or her individual repertoire. Piaget’s work stressed the benefits of cognitive conflicts among students that expose students’ misconceptions and lead to higher-quality understandings. Work from the cognitive elaboration perspectives asserts that learners must engage in some manner of cognitive restructuring of new materials in order to learn them.
Teachers look for ways of making learning a pleasant experience. They adopt different strategies to cater to the needs of their students and one of these many strategies is cooperative learning. Johnson and Johnson (2016) give us a very comprehensive description of the nature of a cooperative task. Accordingly, constructive controversy theory posits that conflict among ideas, theories, or conclusions leads to uncertainty about the correctness of one’s views, which leads to epistemic curiosity and the active search for additional information and perspectives, which, in turn, leads to reconceptualized and refined conclusions. This process results in constructive outcomes when it occurs in a cooperative context, when students are skilled in
They defined formative assessment as a concept that teachers use information from activities to determine the next steps in learning and teaching. In their viewpoints, the information from a formative assessment actually is used to adjust instruction ‘to meet students’ needs”. In other words, these adjustments were not only to be made in the instruction but they needed to work. Likewise, Brown (2004) also stated this point in his definition. He defines formative assessment as “evaluating students in the process of ‘forming’ their competencies and skills with the goal of helping them to continue that growth
Instead, rubrics are provided to be more objective when deriving a final summative grade. Through my teaching experiences, I find rubrics are very useful in marking essays as it is clearly differentiated. On the flip side, rubrics helps to give a precise feedback to students. Therefore, this rubric can help students to improve on the area that has been highlighted for their next assessment. Therefore, rubric can be used for summative assessment or formative assessment.
By specifically attempting to be extroverted and outgoing to improve my learning process, I was yet impotent in acquiring guidance and assistance or being socially active with peers and teachers. “Help seeking can avert possible failure, maintain engagement, lead to task success, and increase the likelihood of long-term mastery and autonomous learning. Indeed, adaptive help seeking is a strategy of self-regulated learning. When engaged in difficult task on their own, students often must take the initiative to enlist the help of teachers and peers.” (Newman,2002). My concern being that help seeking is a vital component of learning as in interacting and engagement in class content.
Assessment is the process of gathering data to determine students’ knowledge, skills and attitude within a certain area of a school program (Schnitzer, 1993). To become a successful entity, a school should assign high priority to implement definite procedures for frequent systematic assessments of (and for) student learning (Chappuis, 2004). Judgments made on the performance of senior school students in assessments have far reaching implications and can influence access to university and/or workforce. Therefore, it is essential that judgments are accurate, based on authentic and original assessment submissions. Educational research suggests that poor assessment design is still commonplace due to the simplicity of knowledge-based assessment