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.
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
Assignment 1 Understand types and methods of assessment used in education and training. 1.1 Explain the purposes of types of assessment used in education and training (500 words minimum). There are quite a few types of assessments used in education and training. These include classroom assessments such as group discussions and tests. Self-assessments, journals and continuing professional development.
(2.1) Explain the importance of involving the learner and others in the assessment process? When students are actively involved they can participate in selecting evidence (for example, samples of their work) that best demonstrate the intended learning outcomes. The process of assessment develops students’ understanding of the desired outcomes and success criteria. Making judgments is closely linked to developing the skills of self and peer-assessment.
1.1 The function of assessment is to ensure that learning is taking place. It measures the learner’s skills, knowledge and learning pattern/styles. Its main purpose is to assess and measure a learners understanding of the subjects against the anticipated outcomes set by the criteria. It is also used to measure a learner’s ability to perform skills set against a set standard which can help to identify what skills the learner already has, as well as identifying any gaps in skills to highlight areas that needs more work on.
33) if taught correctly. It is an interdisciplinary topic that many of the students are aware of already but might have misconceptions that need to be clarified, which can be determined through a pre-assessment. By completing the Stage 1 and Stage 2, it made me realize how important it is to match our assessment measures with our goals (Tomlinson & McTighe, 2006, p. 34). As a teacher, I need to be aware that there is an AP test but how the students get the knowledge is totally up to me and we need to make sure that we differentiate with ultimately the same goal in mind for every student. Every student learns differently, but if you are a responsive teacher, you should be able to tailor the assessment to “accommodate the uniqueness of students”
The effort needs to focus on every child and their needs. In his work as an education guru, Robert Marzano offers guidance that could lead us toward curriculum and instruction that celebrate student learning and achievement, but more importantly, growth. Formal assessments are good if they reflect points in the students journey, not as a one and done grade (Marzano, 2013). Formal assessments for students should only represent points on a performance scale. Marzano noted that "characteristics of sound feedback" include that it should be frequent, give students a clear picture of their progress and how they might improve, and provide encouragement.
ANALYSE THE EFFECTIVENESS OF ASSESSMENT METHODS IN RELATION TO MEETING THE INDIVIDUAL NEEDS OF LEARNERS. UNIT 2, 6.2 Race, P. (2009) says “we need a richer mix of high-quality assessment formats, and we also need to decrease the overall burden of assessment for ourselves and for our students. We need to measure less, but measure it better.' Using a variety of assessment methods gives students more scope to demonstrate their knowledge and skills across a range of contexts. By adopting a wider catalogue of assessments I can also help support students who may for one reason or another be underprivileged by the extensive use of particular assessment formats.
Discussion: Mrs. C meets this criterion since she used different forms of assessment, such as giving a spelling quiz and handing out math worksheets. Through homework and tests she is able to see if her students are understanding the material and developing the critical thinking skills that are needed in a democracy. Mrs. C also assessed the students by asking questions during a classroom discussion on the different addition and subtraction strategies. 4. Integration of Family and Community Criterion: “Build relationships with school colleagues, families, and agencies in the community to support students’ learning and well-being, and work to foster an appreciation of diversity among students and colleagues” (Portrait of a Teacher,
Being able to use data from students’ progress or lack of progress is something that all teachers should be able to do well. It is important to be able to draw conclusions about how well or how bad I have taught a lesson. Based on this student growth assessment, I am able to see a few of my strengths and weaknesses. I have also noticed a few strengths and weaknesses from my time spent at N.R. Burger Middle School. I have learned so much in this second experience.
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
Validity, reliability, fairness, and positive consequences (for the student and teacher) influence my assessment portfolio many different ways. The validity and reliability was important for my test development and to give clarity. I constructed “Table of Specifications for Test” as a blueprint in Section III of my Assessment Portfolio. As McMillian (2014) emphasized on the terms validity of the test “is used, but it is more accurate to say the validity of the interpretation, inference, or use the results” (p. 65). To be sure that I have created assessment that allow me to make appropriate inferences regarding to the dental hygiene student performance in a content area; I should feel confident that I can attribute as a teacher contribution to this performance.
Grading and scoring these tests is crucial, yet often an inaccurate representation of a student's and a teacher’s performance to display of the given knowledge. There is a great possibility that these tests do not accurately measure a student’s and teacher's performance. This could lead to some complications regarding students grades. Failure to process correct testing results can jeopardize a student's proper grade placement attending a conventional
“ Assessment is a way of finding out if learning has taken place, it enables you to ascertain if your learner has gained required skills, knowledge and/ or attitudes”. By creating an individual learning plan the student can be involved in an organised plan of assessments throughout the course that are relevant both to the student and the course. At the end of the course this culminates in a formal evaluation of the students portfolio of work, which will be graded and accredited. However assessments at the end of each unit could help the student reach a higher level by addressing difficulties early but also improving on student strengths within the programme. The teacher must also record and assess their effectiveness allowing for improvement of the course.
Curriculum and Achievement Testing Interview A first-grade teacher and recent graduate from college participated in an interview with the author. The interview questions concentrated on the curriculum utilized in the classroom in conjunction with the achievement screening instruments employed within Allen Independent School District (AISD) to determine the placement of students. In conclusion, the author deliberates on the curriculum and achievement tests practiced in the classroom and proposes a recommendation that offers a more suitable match between the curriculum and assessments. Background
