It also enables one to think: “are we teaching what we think we are teaching?” “Are students learning what they are supposed to be learning?” These are relevant question that one should ask when it comes to assessment; therefore, this essay will highlight on the role of assessment in teaching and learning. To begin with, assessment has its three forms: assessment for learning; where
Role of Feedback Feedback can provide students with information about strengths and weaknesses of responses, the outcomes achieved and students’ performance in relation to standards and to other students. For students, effective feedback on responses to assessment tasks should include: what was expected from the task, meaningful information about the quality of work, clear statements about how to improve, correction of misunderstandings, reinforcement of what has been done well. For teachers, effective feedback enables them to evaluate: teaching and learning programs, teaching strategies, assessment strategies, assessment task design, marking guidelines. According to QQI guidelines, when developing their quality assurance system, providers'
(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.
Peer assessment aids students to develop their judgment skills, critiquing abilities, and self-awareness. They learn to be more responsible while striving to figure out their points of strength and weakness. Peer assessment lifts the role and status of the students from passive learners to active leaners. What are the advantages of peer assessment? There are many advantages for peer assessment.
ASSESSMENT AND ITS IMPORTANCE Assessment Assessment can be defined as the systematic collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decision about how to improve learning. Term assessment is used to describe the tests,surveys and exams. It aims at the continuing improvement of student development. The purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. Importance of assessment in teaching learning process Assessment is a key component of learning because it helps students learn.
Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course. Brown (2004) 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 process”. Cowie and Bell, (1999) adopt a narrower definition of formative assessment by using the definition “the process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning”. This definition requires formative assessment to take place during learning. That is, focusing the unplanned an
Assessment for Learning Align assessment with the constructive, student-centred learning models. For instance, self and peer assessment. Formative assessments must connect the teacher–student communication in learning and providing instruction. There is a requirement of timely and understandable feedback in order to better lead the students in future learning. (Carless 2005).
As the review of the literature has shown, there are a number of key skills which learners are able to employ if they successfully assume full control of the learning process. This section of the paper addresses these methodological aspects of self-directed learning, offering concrete ideas for teachers wishing to help their students develop these skills. To lend a degree of structure to the introduction of activities to help learners acquire these skills, four phases of a self-directed learning cycle were identified and are used as a basic framework. These have been developed and adapted from Holec’s (1981) account of autonomy and Chamot et al.’s (1999) strategy inventory: planning, implementing, monitoring, and evaluating. Planning Analyzing
Recognition Network- for you to recognize something example, person, sound you rely on the recognition of your brain, It helps you identify patterns coming to learning it helps with the process on what should be learned. Affective Networks-can influence one's motivation for and engagement particular goal medium, cultural backgrounds and e.t.c. Universal Design in the classroom - How to use your knowledge about these three networks in your classroom. Three aspects of teaching cycle: • Setting learning goals • Taking action by providing learning activities • Assess student progress to monitor and evaluate student growth. Assisstive Technologies-Need to receive specific technologies some students may need technologies in order for them to understand how to use this technologies in order for students to achieve their
PART C The Teacher’s Role, Student’s Role, Content Organisation, Delivery and Assessment in Learner-Centred Teaching Learner-centred teaching focuses on the process of student learning. It is based on the constructivist learning theory that emphasizes the student’s critical role in constructing knowledge through gathering and synthesizing new information and prior experiences. Furthermore, learner-centred teaching focuses on skills and practices that could be integrating in the general skills of inquiry, communication, critical thinking, problems solving and so on. This is to enable students to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. As a result, students are developed