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.
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
In other words, students learn by fitting new information together with what they have already known. Ross (2006) stated that constructivist teaching approaches play an important role in developing students’ conceptual understanding and ability to communicate learned ideas. These approaches include teacher encouragement of student independent thinking, creation
8.2 What is the level of communicative competency of the secondary school students by using English language? 8.3 How does the teacher’s practice on the approach in the classroom can influence the speaking competency level of the secondary school students? 8.4 What are the appropriate methods can be used to improve the speaking competency level of the secondary school students? 9.0 Significance of the Study The purpose for this research is to find out the main problem of what makes the teachers’ practice on Communicative Language Teaching Approach (CLT) in helping the students’ communication skill constantly failed. The most beneficial person would be the teachers.
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
Therefore a good and effective teacher’s evaluation process should be potent in order to promote, repeat and place students in various learning stages. In evaluating the students the teacher collects, analyze and produces judgments. Based on the results the teacher then decides on actions that must be taken into consideration, including changes in aims or goals. It is the source of data on which the teacher will base his/her judgments about improvements and “fine tuning” to be made. The habit of evaluating over time will help the teacher develop a well-founded professional expertise because of the way in which they test out and check what they did, and as a result they can be more accurately informed about what works and what does not.
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.
Educational Research Educational research investigates the behavior of the students, teachers, parents and administration who interact with educational institutions. Learning, attitudes, aptitudes, abilities, interests, practices, processes, emotions etc. come under this category. Educational research helps people to decide which opinions are correct by providing evidences. It also helps to develop better ways to think about the field of education.
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.
Is it possible to assess the ongoing activities of the students with these forms of assessment? How is it possible to evaluate the students' activities in a formative way by using some tests or quizzes? Is there any opportunity for the students to work with each other collaboratively in this way of assessment? Is there any place for the creativity of the learners in this way of assessment? Since teachers usually apply such paper and pencil tests to examine the outcome or (product) of learning, so how do such tests assess the process of learning?