It occurs as a part of everyday teaching and learning and uses information from ongoing assessment to shape classroom teaching and learning. Assessment as learning puts the students in active role as learners, using assessment information to self-assess, regulate and monitor their learning progress. Assessment is important for several reasons: 1. Assessment result provide qualitative information that helps faculty determine how they might improve courses and/or programs through changes in curriculum, teaching methodologies, course materials or other areas. When integrated into the planning cycle for curriculum development and review, assessment results can provide powerful rationale for securing support for curricular and other changes.
To apply formative assessment effectively in the classroom, teachers have to know about formative assessment principles so that they can optimize the opportunities for gathering evidence. In so doing, it helps improve students’ learning process. Black and William (1998a) “set out four main headings for formative assessment practice: sharing learning goals, questioning, self/ peer assessment and feedback”. o Sharing learning goals: teachers give students an opportunity to get involved in what they are learning through discussing and deciding the criteria for success, which they can then use to recognize proof of improvement. Hence, information about learning objectives as well as success criteria needs to be presented in clear, explicit language which students can understand.
These standards and related guidelines identify the issues to consider when exercising the professional judgment required for fair and equitable classroom assessment for all students. The results from classroom assessments that adhere to these standards and guidelines can then be used by teachers, students, and, where appropriate, parents/guardians, to better foster student learning. Accurate and true evidence on student achievement is widely understood to be important for effective teaching, as it become an
At school, teachers have to encourage students to take up extracurricular activities, as well as to excel in their studies. Hence, verbal ability, content knowledge, pedagogical knowledge, certification status, ability to use a range of teaching strategies skillfully, and enthusiasm for the subject characterize more successful teachers. The effectiveness of teachers can be identified by different factors. Firstly, it is good to look at their performance at work, including what they do in classrooms and how much progress their students make on achievement tests. For instance, teachers can adopt various teaching
CHAPTER 1: Introduction A. BACKGROUND OF THE RESEARCH Teachers play an important role in the trajectory of students throughout the formal schooling experience. Teachers have the unique opportunity to support students’ academic and social development at all levels of schooling. Teachers who support students in the learning environment can positively impact their social and academic outcomes, which is important for the long-term trajectory of school and eventually employment. Students who have positive relationships with their teachers use them as a secure base from which they can explore the classroom and school setting both academically and socially, to take on academic challenges and work on social-emotional development.
Introduction Enhancing learning for students involves more than just being able to apply general learning and teaching principles or guidelines. In Educational Studies 1: Classroom Learning and Student Development, we have been learned about how students learn. Most importantly, it involves inquiry-based activities which familiarize us with the roles of teachers in promoting learning and catering for student diversity and individual differences. Throughout the past lessons, one of the most influential, inspiring theories is the theories of motivation to understand and improve educational processes, which means helping our students see the true value of what they are doing and giving them reasonable expectation of success in achieving it.
In addition, the role of a teacher is to reach the heart and mind of the children, expand their intellect and knowledge. Build a holistic individual who can face the unknown future ahead of them. Assessment is something we can't ignore. As mentioned above using effective teaching method we can assess students. In other words, formative assessment is used to assess students learning.
Each student is expected to present his/her own reflection on how far tackling of task 1 to 4 will help in making him/her become an effective teacher. Broadly, an effective teacher does not only involve having a deep content knowledge but also organisational, management and communication skills. He/she must be able to organise instructions, provide relevant assessment and fair evaluations. In addition, an effective teacher is responsible to create a warm classroom climate to promote enthusiasm, motivation and an interactive teacher-student relationship. It also implies to be caring and understandable and above all enhance learning.
Since reflecting is a good teaching approach, is it really effective to the learning of the students in the College of Industrial Education. Background of the Study Reflective teaching or reflective method is like dependent learning it requires the learner to be aware of his/her learning. Study and learning of the students comes from the different approaches, strategies, methods and even principles. Learning is said to be the change in behaviour of the learner or a students. Therefor; reflective teaching approach may help to foster the learning of the students, and reflective teaching approach is not only for the students it also help for the teacher to further improve their teaching.
In classrooms, formative assessment refers to frequent, interactive assessments of student progress and understanding to identify learning needs and adjust teaching appropriately. Teachers using formative assessment approaches and techniques are better prepared to meet diverse students’ needs – through differentiation and adaptation of teaching to raise levels of student achievement and to achieve a greater equity of student outcomes. The principles of formative assessment may be applied at the school and policy levels, to identify areas for improvement and to promote effective and constructive cultures of evaluation throughout education systems. More consistent use of formative assessment throughout education systems may help stakeholders address the very barriers to its wider practice in classrooms. This overview shows how formative assessment promotes the goals of lifelong learning, including higher levels of student achievement, greater equity of student outcomes, and improved learning to learn skills.