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Classroom Assessment Report

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Introduction Classroom assessment practices conducted by teachers is one of the integral parts of teaching and learning .Teachers may not know if students are learning or progressing without assessment. Lloyd (2011) explained that these classroom assessment standards comprise a set of criteria and related guidelines accepted by professional organizations as indicative accurate classroom assessment practices. At the heart of assessment system is a clear understanding and connecting to the knowledge and skills and their range of complexity as required by the standards, grade level expectations, and span expectations (Brown, 2011). These standards should be focused in all assessments, instruction, and professional development related to teaching …show more content…

Cosares (2006) in his recommendation stated that there is a dire need for administrators to give their full support to the teachers to participate in the seminar-workshops and trainings conducted not only in the division but also in the regional and national levels. Since they are in the position, there is a need for them to encourage and motivate their teachers to pursue graduate …show more content…

In a constructivist classroom the teacher is perceived as one of the learners who is more experienced and acts like a ‘guide’ to enable the students to explore some new fields of knowledge. According to Brooks and Brooks (2012) the teacher tries to understand the way learners’ brains work, and she or he leads them to construct and combine the newly-gained knowledge with what students already know from the previous experience. Experiential learning, made by American theorist David Kolb is learning through reflection on doing and which is often contrasted with rote or didactic learning. It is related to, but not synonymous with, experiential education, action learning, adventure learning, free choice learning, cooperative learning, and service learning. While there are relationships and connections among all these theories of education, importantly they are also separate terms with separate meanings (Nsamenang & Tchombe 2011) Thus, one makes discoveries and experiments with knowledge firsthand as a result of assessment, instead of hearing or reading about others' experiences. (Brown,

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In Tovani’s Chapter 8, “What Do I Do with All These Sticky Notes?” Assessment That Drives Instruction, the focus is on assessment methods in the classroom. Tovani starts off by introducing a story about her students’ curiosity regarding tests, and she responds by explaining what she expects from her class. Moreover, the chapter explains an educator’s outlook on tests and how they are applied. Aside from the views, the process for selecting assessments is also mentioned.

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495 Words | 2 Pages

Assessments are a teacher’s tool that builds a profile on student’s growth and are the “tell-tell” detectors that provide the with teacher information on a student who may need additional services in and beyond the

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902 Words | 4 Pages

Assessment in learning and development plays a key role in any education as it allows the assessor to keep track of learner’s work they have completed or completing which then can allow for targets to be set for the learner. This is where the assessment cycle comes in – Plan, do, review. This can then motivate the learner and also provide the learner with feedback and constructive criticism when

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530 Words | 3 Pages

Teachers can use these standards to acquire ideas for expectations and instruction, to guide development in their courses, and to evaluate their

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831 Words | 4 Pages

The Constructivist theory is based upon the principle that students can build upon their previous knowledge to encourage a more profound understanding of the lesson. It also emphasizes the belief that learning requires further exploration and that students can learn from each other in cooperative learning groups. The Constructivist theory often incorporates Socratic seminars or discussions within a unit of study and it emphasizes the importance of the students’ interests and questions (Hackman,

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2507 Words | 11 Pages

Introduction The ACCESS for ELLs 2.0 is a large scale test, designed by WIDA, to assess the English Proficiency Levels of English Learners (ELs) in grades K-12. The intended purpose of this report is to evaluate a specific grade cluster and language domain test in regards to its effectiveness in accurately determining the proficiency level and growth of numerous ELL students. In order to do so, it is important to address important aspects of the exam, such as the purpose of the exam and the scoring procedures that are associated with it. After a brief introductory of the exam, the remainder of this report will evaluate the reading test for the 4th – 5th grade level cluster. The strengths and areas of improvement will be addressed, as well

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370 Words | 2 Pages

Evaluating individual sudents through standardized tests is a poor way to evaluate a students knowledge and should be replaced with performance based assessments. Standardized tests are used in most schools and institutes. These are tests that are designed and graded in a consistent and standard method. In standardized tests, all participants are required to answer the same set of questions. The exams are usually multiple-choice or true or false questions, the participants are given a certain amount of time to complete the test in.

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861 Words | 4 Pages

LCB400 Classroom Assessment Practices: Assessment 2 The task of assessing students learning can be a complex and difficult job. There are many definitions that identify the purpose of assessment. Some key beliefs include: to facilitate and support improvement in learning, inform and guide teaching, monitor students learning progress, and report on achievement (QCAA, 2013; Prants, 2009). For the Year 2 class being assessed in the Mathematics strand measurement, specifically ‘Time’, the assessment has been linked to “real-world tasks” (Brady & Kennedy, 2012, p. 18) by relating some of the questions to the up-coming excursion of Year 2 to Australia Zoo.

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545 Words | 3 Pages

However, she notes that the educator must grapple with all of these concerns and have a “thorough understanding of assessment issues and the means both for understanding school and districtwide assessment practices” (p. 334). Therefore, she lays out criteria to guide assessment, including: (1) assessment should be focused on learning, (2) should be equitable, (3) should be congruent with the aims of curriculum, (4) should recognize the limitations of assessment methods, (5) should reduce competition and increase cooperation in the classroom, (6) should include participation by students, and should include consistent and meaningful reporting (Ruddell, 2008, 334-336). Additionally, Ruddell (2008) lays out assessment tools for educators to employ to evaluate their subject area reading and writing, as this can provide important data about mastery of content knowledge through an understanding of how the student comprehends and utilizes the literacy behaviors specific to the

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902 Words | 4 Pages

Classroom assessment and grading practices have the potential not only to measure and report learning but also to promote it. Indeed, recent research has documented the benefits of regular use of diagnostic and formative assessments as feedback for learning (Black, Harrison, Lee, Marshall, & Wiliam,

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497 Words | 2 Pages

When a students energy is sparked by a teacher's genuine love for learning, the student become engaged in the learning and is more likely to retain the appropriate information. To achieve this active learning, a teacher must demonstrate enthusiasm and confidence in the students' abilities to learn and be successful. Employing constructivist methods of teaching in the classroom gives the students the opportunity to take an active role in their education. For instance, discussions, projects, and experiments ensure student achievement because students must make choices and assume responsibility for their learning. This approach easily creates differentiation and connects the subject matter to the students life, generating maximum academic

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480 Words | 2 Pages

I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.

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765 Words | 4 Pages

Some learning approaches that could harbor this interactive learning include reciprocal teaching, peer collaboration, cognitive preparation, problem-based teaching, web quests, anchored instruction and other approaches that involve learning with others. In fact, there is much pedagogy that leverages constructivist theory. Most approaches that have developed from constructivism suggest that learning is achieved best using a hands-on approach. Learners learn

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1160 Words | 5 Pages

Besides observation, questionings and feedback, when asked to talk about other assessment tools that teachers use in their classroom, most of the teachers expressed their confusion. Almost all the teachers said that they used quizzes and short tests to check their students. Teacher D, for example, said: I usually assign whole class multiple choice quizzes and have my students raise their hands to indicate their answers. From that, I can immediately see how well my students understand the lesson. It is time-saving and suitable for my teaching context.

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939 Words | 4 Pages

(Cambridge Assessment Network Keynote, 2006). Students have different learning skills and it will be important for teachers to take into considerations to recognize them and balance the assessment of their need. This study found out that when the strategies used are effective for all students. Furthermore, assessing students is necessary measure the effectiveness of instruction, good assessments are constructed based on what works for students (Regier, 2012). However, research has shown that assessment instruments need be to appropriate to the materials or subject being taught.

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