The Four Key Principles Of Formative Assessment In The Classroom

They are turning around their approach into a focus on creating positive school climate and responsive classroom as part of holistic quality education based on child rights where there is effective teaching and classroom management, thus enhancing students’ learning experiences. The motivational psychology researchers discovered several useful approaches and practices that can be implemented in the classroom for effective learning to take place (Miller, 2012). Teachers are using differentiation to support teaching and learning. Differentiation can vary in pace, activities, resources, teaching and learning styles in an attempt to best meet the needs of individual student. Various teaching strategies such as cooperative learning, active learning, role play and games and pedagogic tools are being integrated in educational theories in meaningful and useful ways to encourage task or learning achievements.

Communication with students I chose this criterion because teachers communicate with students for several independent, but related, purposes: they convey that teaching and learning are purposeful activities; they make that purpose clear to students, and they provide clear directions for classroom activities so that students know what to do; when additional help is appropriate, teachers model these activities. ---One example of a good classroom practise is: In the course of a presentation of content, the teacher asks students, “Can anyone think of an example of that?” 2. Using Questioning and Discussion Techniques I chose this criterion because it is important that questioning and discussion be used as techniques to deepen student understanding rather than serve as recitation, or a verbal “quiz” and because high-quality questions encourage students to make connections among concepts or events previously believed to be unrelated and to arrive at new understandings of complex material.---One example of a good classroom practise is: The teacher poses a question, asking every student to write a brief response and then share it with a partner, before inviting a few to offer their ideas to the entire

It should provide them with feedback on their skill progression, motivate them to improve and contribute greatly to their overall development. It also guides the teacher, showing them both how and what the children are learning. This, in turn, enables them to adjust their lessons to account for all students in the classroom and self-reflect on their teaching practices for future planning. Given the wide

Nicol and Macfarlane-Dick (2006) indicate that “formative assessment can promote the development of capacities and attitudes used in lifelong learning. Assessment-centred or student-centred learning environments also emphasize congruence between learning goals and what is assessed”. Formative assessment is going on all an ideal opportunity to give feedback on what understudies are figuring out how to distinguish accomplishment and areas for further work. Additionally, for the educator or teachers to evaluate effectiveness of instructing or teaching and provide a feed forward or to centre feasible arrangements. “Good feedback practice is not only about providing accessible and usable information that helps students improve their learning, but it is also about providing good information to teachers” (Nicol and Macfarlane, 2006, p. 214).

In conclusion, motivation and affect should be improved within students in the classroom. In order to be successful, students must be motivated and excited to learn. Since improving motivation and affect is important, there are a set of goals and objectives to improve it. To achieve the outcome of improving motivation and affect, teachers should include activities that are interactive, fun, and include movement. In addition, to assess and evaluate the activities chosen, teachers should see if students look like they want to know more and if they are actively

For a teacher to be successful assessors, a deep understanding of assessments needs to be developed, and the following questions are able to be answered: why do assessments; when to do assessments; and how to assess in ways that have an impact on students learning in a positive way. Once a teacher has the knowledge to make meaningful decisions based on these questions, assessments that are planned, designed and implemented can be used to provide formative, meaningful information and support learning

Holistic teaching focuses on preparing the learner to meet any challenges they may face in life and within a work setting. They can learn about themselves, develop resilience and develop social and emotional development. A learner who feels confident and valued will be more able to absorb new knowledge and apply to real work settings and is more likely to continue their studies when they see it affecting them in a meaningful way. If as an assessor you are mindful to the learner as an individual and take into account their learning style and abilities it aids you in tailoring your teaching manner and methods that give all the best chance of success. It is good to show they are being stretched and challenged and evidence this in their feedback to aid their professional

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.

Engage and encourage your students. The performance of "field-dependent" students, those who tend to think more holistically than analytically, is greatly influenced by faculty expressions of confidence in their ability (Anderson, 1988). 6. Interpret assessment results appropriately. There are several approaches to interpreting assessment results; teachers and trainers should choose those most appropriate one for them in decision making.

Here, people understand things through reflection and by analyzing changing social patterns, which in turn influences their view of the world. In this respect, Rigoni recommended that the curriculum should take this approach to enable educators to understand the struggles students experience while learning and develop mechanisms that will streamline the learning process. The approach makes it possible for teachers to identify essential content areas that would benefit students and include them in the curriculum. It also reinforces the concepts and skills of self-disclosure, professional use of self, critical self-reflection, and narrative inquiry that would enable educators to develop curriculums that would make the learning process easy for students and improve the quality of educational outcomes. Moreover, social learning promotes the development of wisdom and intuition in students, which is vital for their understanding of the world.

This demonstrates my understanding of effective learning though appropriate instructional strategies because is displays how I implemented a variety of materials and technological resources to support my instructional strategies and reinforce student learning. It also conveys my ability to assess student’s through both formal (activity sheet) and informal (thumbs up) assessment techniques. These techniques help me evaluate the student’s strengths/weaknesses and the effectiveness of my instructional strategies. This particular skill outcome is important to early childhood education because implementing instructional strategies that reach the diversity of our students is going to promote overall student success. We, as early childhood educators, have to use a variety of strategies to discover more about the student’s developmental process and adjust our instruction in a way that will promote students to become self-directed