It helped the children learn new things and fill out the empty space that the children need their parent to fill out, but their parent were so busy with works
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
This gives single parents the opportunity to work, go to school and/or receive training for
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.
It advances family prosperity by permitting parents to focus more on their employment. In addition it supports child defense, child care and preventive administrations, and serves families that are destitute or need of child watch over restorative or social reasons. In the meantime, it gives the childrens a strong establishment for proper advancement and training. Instructors and assistants work to help kids grow physically, socially, and inwardly, and every system worked by an associated patron has an instructive segment to advance in school. This is very useful in getting rid of poverty in the bronx.
If they are successful in this, it is then evident they learned something from the unit and what was taught. For the second assessment, it asks many different types of questions, including true/false, multiple choice, open ended, and word problems. By doing this, students are having to use their knowledge and understanding of the material and apply it to many different types of
Educators worried that Common Core assessment in the classroom would take away from instructional time for students. Teachers also wondered if in early education, children would be tested like older children through pencil/paper or computer-driven assessment. Another point brought out by teachers was if results of Common Core assessment would be used for high-stakes including accountability systems for teachers and programs. Lastly, there was the question of whether or not decisions about students, mainly retention in grade, may be based solely on the results of Common Core assessments. To answer these questions, Common Core researchers reminded teachers that assessment is an ongoing process and in order to improve teaching and learning, teachers must continually engage in assessment for the purpose of improving teaching and learning.
The net result is less wasted instructional time and a simplified way of timeline management. It also gives parents a good idea of how their children are doing as compared to students across the country and locally. This can also allow students’ progress to be tracked over the years. However, when this test is as a tool or indicator to evaluate education performance and to have some sort of accountability for schools and teachers. The problem arises when teachers have "added" pressure of making sure everyone succeeds because of these tests on top of the normal stress and pressure of educating their 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.
The way we test takes up time that could be used to learn something new. The first piece of evidence that I have, is that the tests cause stress to many people. The text stated, “Tests cause lots of stress and anxiety to people.” Some reasons are that parents believe that teachers have been “teaching to the test” throughout the years.
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,
• Help children to enjoying their life • Assisting children in their journey to succeed • Helping in contribution – a positive contribution – to the lives of every children • Help to achieve economic stability for the children’s futures •
Its also helps children to overcome traumatic experiences which is always when children in situation frightening experiences they play role as the powerful
Authentic assessments should be tied to real-world contexts and require the student to “do” the subject. For example after a Math lesson on telling time to have the students complete a “time” worksheet. Tell each child to write their beginning time and once they
It is not only helping children develop cognitive skills, problem solving skills and concentration, but also generating social experiences, and helping children to express possible stresses
