Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
There are modifications of ranking methods which are time consuming procedures. The advantage of ranking method is that it requires the rater to differentiate among pupils being rated and place them in relative order from high to low. Anecdotal Records: Anecdotal records are factual description of the meaningful incidents & events that the teacher has observed in the pupils lives. Each incident should be written down shortly after it happens. The descriptions may be recorded on separate card or as running accounts one for each pupil, on separate pages in a notebook.
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.
Pham & Buyukkarci highlighted the principles for developing a contextualized formative assessment practice framework. In contrast, Wubshet & Menuta emphasized the implication of formative assessment practice in the classroom. The reasons for these differences are these studies are conducted in different contexts and they serve different purposes. This makes a strong case for investigating EFL teachers’ practices of formative assessment into some high schools in Vinh Long so that we can verify the usefulness of formative assessment in teaching and
At the secondary level the basic curriculum stressed by essentialists consists of history, mathematics, science, languages, and literature. Basic Education is another name for Essentialism- concerns itself with subjects that have “generative power”. Generative Power means subjects that have the potential to endow students with the ability to learn the higher more complex developments of these master subjects Discipline and necessary for systematic learning to occur in school situations. Expectations from a learner as stressed under Essentialism - the mastering of a skill or a subject requires effort and diligence on the part of the learner. Expectations of the role of a teacher under Essentialism- The teacher needs to be mature and well educated in terms of knowing his
Part 3 (60%): General Essay What are considered to be the key purposes of assessment and how might these purposes support or impede pupils learning? The role of assessment in teaching and learning Introduction Studies over many years have shown that assessment is a main ingredient for teachers to improve their practice and enhance the learners’ achievements. For most of the teachers and learners, the term “assessment” is often correlated with “testing”. Testing is a method to determine a student’s ability to complete certain tasks or demonstrate the understanding of a skill or knowledge of content. On the other hand, Lambert and Lines (2000) go further to suggest that assessment is a constant ongoing process rather than a onetime thing and
Stuthers, Perry and Menec (2000) claimed that coping strategies influence students’ course grades. One of its structure, the problem-focused, targets on the causes of stress in practical ways that intend to remove or reduce the causes of stressors. Additionally, Doron et al. (2011) found an association between mastery goals and problem-focused coping. This finding is supported by a study conducted by Elliot, McGregor and Gable (1999) that showed the linkage between mastery approach goals and positive processes in the academic setting.
Critical Reflection Various definitions can be provided to explain the word “learning”, it is the attainment of knowledge or skills over study, experience, or being taught or as …. says “ ..process of acquiring new skills and knowledge”(*). As Richard S. Newman states “Dealing with academic adversity is a critical part of learning” (Newman, 2002). Which conveys that to learn, it’s a necessity approach academic difficulties. There are numerous techniques of learning which each individual confronts when encountering academic study complications.
Vygotsky's (1978) and Gardner's (2006) theories underlie differentiated instruction, which accommodates the learning according to students individual needs to maximize students' potential (Burkett, 2013; Tomlinson, 2014; Tomlinson & Moon, 2013; Watts-Taffe et al., 2013). While differentiating, Tomlinson (2014) states that teachers address students' varied points of readiness, interest and learning profile by providing appropriate alternatives and choices for students in four areas of differentiation: the content, the process, the product, and the
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