They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process. 2.6 Distinctions between Self-assessment and Self-evaluation Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills.
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.
The answer to the question how to evaluate heavily depends on what should be evaluated. Teachers must ensure that teaching, learning, assignments, assessment and feedback are constructively aligned, and demonstrate the evidence of student’s achievement of the intended learning outcomes. Figure 1 shows how learning outcomes, evidence of achievement, assessment criteria and feedback linked with each other. Hence, based on how well learning outcomes have been achieved by a learner, assessment along with the feedback should be given to a student. In the following paragraphs we will discuss various formats and types of assessments.
Recent education reform demands a highly skilled teaching profession and it is widely accepted that a teacher’s development spans an entire career (Court, 1991). Therefore, teachers must be immersed in the subjects they teach, and have the ability both to communicate basic knowledge and to develop advanced thinking and problem-solving skills among their students (Loucks-Horsley, Hewson, Love, & Stiles, 1998; National Commission on Teaching and America’s Future,
As a teacher, it is my responsibility to aid my students in developing the necessary skills that will further their self-regulated learning experience, and allow them to comprehend that using self-regulation strategies can directly influence their learning and grades. To do this, I would first have to select a behavior that I would like my students to be able to self-monitor, then collect baseline data to act as an objective benchmark for comparing pre and post strategy work, motivate my students to actively participate in self-monitoring, introduce the necessary procedures, allow my students to independently practice the strategies, and then evaluate how effective the strategy was for my students (Zimmerman, Bonner, & Kovach, 1996). These six stages of implementing self-regulation strategies into a classroom setting are vitally important as they benefit new teachers, such as myself; actualize the process of self-regulation among
Today’s typical classroom is far more diverse and complex than ever before. With the ever changing standards, methodologies and strategies, teachers breathe life into them and navigate a lot of distinct personalities and various backgrounds, interacting with each other, in any way. (Sagor, R. 2000) It is always important for us to assess and take into account the characteristics of our students before and after creating the instructional plan. Effective teaching and learning might not happen without the alignment of objectives, learning activities or teaching strategies and assessment. There must always be a connectivity and harmony between what we want, what we do and how we determine the results – a coherent and cohesive set.
The concept of learning is changing from lecturers teaching to student learning. The assumption of this shift is based on students who are expected to improve their ability in enriching knowledge, attitudes and skills based on competencies in the curriculum. Thus, it can be said that student activeness is an indicator of meaningful learning. Meaningful learning is an approach in the management of learning systems through active learning ways toward independent learning. The ability to learn independently is the ultimate goal of meaningful learning.
These teachers might attend workshops or seminars to discover new methods of teaching proven to increase student development. The pedagogic tools in teaching strategies aims to provide opportunities for all students to learn, based on their current skill levels. Teachers adjust lesson plans to address learning styles of individual pupils after assessing their home environment, interests, level of ability, and culture. With the use of pedagogical tools in teaching strategies can foster respect for students from different ethnic backgrounds and religions. Teachers might become creative in devising lessons to keep struggling students from falling
Assessment is an essential component of teaching. Recently, the importance of assessment has increased even further. Genesee and Upshur (1996) refer to students’ achievement as one of the most important focus of classroom-based assessment. They believe that “teachers need to know what and how much students have learned in order to monitor the effectiveness of instruction, to plan ongoing instruction, and for accountability purposes” (p. 47). Assessment can be done at different stages: Assessment at the end of each unit of instruction is probably useful for both internal and external purposes; in other words, it is of interest to, teachers for planning instruction, students for organizing their own learning, school authorities for accountability,
In education, the ultimate purpose of the teacher is to help students to learn, often in a school. The aim is a course of study, planning of lesson, including learning and thinking skills. All these skills referred to pedagogical skills of a teacher. The teaching profession demands full devotion towards continues learning. The effective learning depends upon quality of teaching which requires individuals who are academically able and who care about the well-being of children and youth.