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Classroom Assessment Practices

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Unfortunately, findings from classroom assessment research has revealed a gap between the recommended and the actual assessment practices regardless of teachers’ gender and teaching experience (Alsarimi, 2000).
Brookhart (2001) stated that “grading theory and practices will be better connected once the role of classroom assessment and grading practices in student achievement motivation and, it seems reasonable to argue that to be able to understand and make sense out of the gap between assessment experts’ recommendations and teachers’ assessment practices, it is important to find out the possible effects of these practices on students’ achievement goals as one aspect of student motivation for learning.
Improved tests can still be improved further …show more content…

(Ritualo, 2000).
This work would serve educators, particularly in assessing students, Supervisors and Curriculum Planners to find understanding the outcome of assessment (traditional and authentic) on science appreciative and learning conclusions of scholars. Classroom assessment practices are based on teacher beliefs, training, knowledge and skills in educational assessment. Understanding teachers’ classroom assessment practices remains pivotal for informed educational decisions that can be made about students’ learning outcomes.
The results of this study may provide valuable insights for understanding teachers’ classroom assessment practices and needs for teachers in and other parts of the world. Information obtained in this study can also be used for decision making such as evaluating the effectiveness of classroom assessment practices that teachers adopt as they evaluate student learning. Findings from this study may also add to a body of knowledge to the exiting assessment theory and practice within the education system and act as a framework for developing teacher preparation and professional development in the use of classroom …show more content…

The science curriculum envisions an individual learner as one who: 1) Learns science concepts which revolve around socially relevant issues and concerns; 2) Possesses manipulative and thinking skills, particularly higher order thinking skills; 3) Develops desirable values and attitudes about life and the environment; 4) Applies acquired concepts and skills in a social context, motivated by positive values and attitudes; 5) Knows how to access, process, organize, and communicate information; and 6) Is motivated to learn his/her own and to continue learning throughout

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In “From Degrading to De-Grading,” Alfie Kohn criticizes current grading systems and their alleged harm to students. Kohn first lists three main problems with grading and then adds seven more. In summary, grading results in students showing little interest in learning, students choosing easier assignments, and less creative students (p. 254-255). The next seven points expose grading as unreliable, distracting, and tedious. Grading also incites cheating and ruins relationships between students and teachers (p. 255-257).

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This diversity can be a challenge; covering the breadth of knowledge necessary within the given time constraints (Stephen P Day, Scottish Education). This can lead to a propensity for lecture like lesson plans which emphasise content rather than process. This fails to convey the kind of hypothesis based enquiry which is so key to every aspect of science as a whole, and ultimately diminishes learning outcomes (Armbruster et al 2009). “By placing students at the centre of instruction, this approach shifts the focus from teaching to learning and promotes a learning environment more amenable to the metacognitive development necessary for the students to become independent and cr Therefore in order to help children develop their ideas and conceptual understandings it is essential to provide opportunities to make links between their own ideas and other alternatives (Russell & Watt, 1992).

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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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771 Words | 4 Pages

From studying education, I have noticed how many school districts teach based upon what the students will be tested over. As a future educator, I feel as if a standardized test cannot determine what a student is capable of. The individuals creating the test often don’t realize that many students suffer from test anxiety, in fear of failing the test and what is more fearful is how the school districts pressure the teachers to stress to the students the importance of passing the test. Also, in this chapter Boaler describes assessment for learning as having three components clear communication about what students have learned, a way to help students understand where they are on their journey to mastery and where they still need to improve, and information on ways to get from where students are currently to where they need to be to meet success criteria. This chapter offered several strategies that will help students have a better grasp of where they are in the learning process and that will help them develop and maintain a growth mindset.

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Many people today may say that grade inflation is a problem that needs to be changed, while others may say that it is only a myth. Alfie Kohn in his essay, “The Dangerous Myth of Grade Inflation” opens a window for readers to see his personal experiences and issues with grade inflation. Kohn expertly argues his points, so as not only to provoke thought, but also to invite change. It is important to understand that student’s motivation towards grades has shifted in the past few generations. Most are no longer reading, writing, and submitting assignments to learn, they are completing homework merely to receive a grade.

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Smarter Balanced Assessment: Pro or Con? Smarter Balanced Assessment, who is it truly assessing, the teachers or the students? Smarter Balanced testing contributes to the teacher’s performance, but is it beneficial or does it have unintended consequences? Students are ultimately grading the teachers by taking these tests and they are not even aware of it. The disadvantages may outweigh the benefits for this topic, but teachers must look past the disadvantages and do what they were meant to do, teach.

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One way Tomlinson (2001) suggests that grading should be changed is by implementing a “new grading system based on individual goal setting and progress in reaching those goals, and that students [should] be ‘graded against themselves’ rather than in competition with other students” (p. 93). Tomlinson (2001) offers several ways the system could be changed but concludes with “any system that encourages personal growth in every student should be the goal and may be achieved, at least in part, in a variety of ways” (p. 94). To follow up, Tomlinson (2001) offers five ways to modify traditional record keeping of grades to match a differentiated classroom: rename the columns in the grade book to be less specific, instruct students to keep their work as a record keeping form, teach students to maintain their own record of their learning, don’t formally grade all work, and use goal setting in student-led conferences to communicate

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1130 Words | 5 Pages

There are also much better ways to test a student’s capability to learn; a 2006 Center on Education Policy conducted a study and found that a curriculum that follows state standards and uses the test data as feedback led to higher scores than those that prioritized test-taking skills. When teachers are more focused on teaching material rather than test strategies, their students benefit from it (“Do Standardized Tests Show an Accurate View of Students’ Abilities?”). Several alternative methods to state assessments for measuring a student’s academic success include comparing high school graduation rates and the number of dropouts, offering advanced placement courses, and looking at the percentage of the former students that are admitted to colleges. State assessments are more harmful than helpful to students; they are a large cause of test anxiety and a majority of teachers can never fully prepare their students. Although state assessments are an easy way to be able to see the growth of students, that does not mean that they are the best

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1128 Words | 5 Pages

Attending each 12-step meeting was interesting, yet frightening too. Surprised at how different the population was among each meeting. In the Alcoholics Anonymous meetings there were more of an older generation, where in the Narcotics Anonymous there were more of a younger generations. I noticed in the Narcotics Anonymous meeting there were a lot of people who were wearing ankle monitors from the justice center, but out of the three Alcoholics Anonymous (I know we only had to attend two AA meetings-long story on how/why I ended up attending three) meetings I attended there were only two people I recall seeing with ankle monitors compared to four or five to the one Narcotics Anonymous meeting.

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748 Words | 3 Pages

This is a key part in schools today because it’s enforcing a higher bar of achievement for teachers and students (Catapano, 2018). Implementing standards into a school system that are internationally benchmarked means all states and countries have a way of measuring their academic performance. They can use this also as a tool to compile scores and understand the weaknesses to improve students’ knowledge. This provides teachers with various ways to assess their students more frequently through observations and informal assessments to understand the student’s comprehension level of the lesson material. It will help the teachers to strive to improve her test scores by adapting lesson materials to the needs of each

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1573 Words | 7 Pages

2:1 Compare the strengths and limitations of assessments of a range of assessment methods with reference to the needs of individual learners. Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements. A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used. Workplace observations

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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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866 Words | 4 Pages

In his passage, Henry David Thoreau utilizes various literary devices, such as irony, imagery, oxymoron, and many others to develop his attitude towards visitors. Thoreau's attitude towards visitors is very particular, showing that he doesn't not like visitors, but rather is careful about the way he approaches conversation. He is unconventional in the way that he doesn't enjoy small talk, but rather enjoys deep, meaningful, and thoughtful conversation. Throughout his passage, Thoreau uses examples of irony to help show his attitude towards visitors.

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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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912 Words | 4 Pages

Evolving methodologies for curriculum and instruction are essential to improving how we educate. McMillian positions that essential to this is understanding the value of scientific inquiry. He explains, “the principles of scientific inquiry provide the foundation for conducting studies…analyzing educational problems, making decisions, and designing, conducting, reporting, and evaluating” (McMillian, 2016, p. 7) to provide significant benefits for engaging students and affecting achievement. Among the changing methodologies is the consensus that the use of STEM-education concepts are necessary to prepare students for 21st century skill-building. Subsequently, this has led to an instructional methodology that highlights math-centered curriculum, and the instruction of science and technology as independent of core content.

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