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Importance of assessment to teachers
Roles of assessment in teaching
Importance of assessment in teaching and learning
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Assessment is used in multiple ways in a classroom to help evaluate the student in their learning. Within the book and article, assessment has a wide variety of ranges and uses in determining a child’s level of understand a topic. In the book, McAfee and Leong, explains how assessment when used responsibility when evaluating a child. Whereas in the article, Stockall, Dennis, and Rueter explains the use of progress-monitoring portfolios in assessment for special need students and variety information on progress-monitoring portfolio.
The topic within the book and article is assessment, which can be defined as any form of measurement and evaluation of what the student knows and is able to perform. This can be through observation, testing, interviews, and other means (McAfee, 2002, p. 2). Some of the key points that the article has made about assessment is making sure to follow the correct guidelines when making a progress-monitoring portfolio on a student, always allow for parental input, and progress-monitoring portfolios are an effective way to show growth of the student in mastering of skills. Another key word that was defined in the article was portfolio.It is a way to collect meaning work designed to represent the child’s efforts, progress, and achievements throughout a period of time (Stockall et al., 2014, p. 1). Portfolio is used throughout the article as a key form of assessment for special education students in the classroom.
When following the correct guidelines and when making a progress-monitoring portfolio (PMP) on a student, it can help assessing the student’s progress. This is done through gathering the correct amount of data on the student throughout the school year, through curriculum, and any information on the...
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...to struggle when they learn or have a learning disability (McAfee, 2002, p. 14). The progress monitoring portfolio has a great use in helping to involve the parents through having them also collect data on their child, to help watch their child grow and assist the teacher in the collection of data. I would use progress monitoring portfolio assessment in my classroom someday because it an easy way to show parents visually the growth of their child’s improvement.
Works Cited
McAfee, O and Leong, D. J. (2011). Assessing and Guiding Young Children's Development and Learning. (5th ed.), Upper saddle River, New Jersey: Pearson Education.
Stockall, N., Dennis, L. R., and Rueter, J. A. (2014). Developing a progress monitoring portfolio
for children in early childhood special education programs. Teaching Exceptional
Children, 46(3), 32-40.
The piece of work I have choosing to reflective upon is an Initial Assessment of a family of asylum seekers from Pakistan. The family consisted of a father, mother and their five children ageing from 12 years old to 2 years old. “An Initial assessment serves as a blueprint it will be mortified as ideas are tested out and new data and information is gathered. The social workers will continually reassess the nature of the problem, and the need for support when doing an initial assessment” (Pincus and Minahan, 1973 p 116). This essay will examine and reflect on my organisations practices and policy procedures when dealing with service users SU also discussing my own personal reflection whilst on placement.
It is how you make many educational decisions regarding the classroom. My CT stated that she knew how most of the students would do but there were a few that surprised her. Having this digital way of assessment is also convenient for parent reference. The students individual scores are easy to print and also the classroom scores are given to the principal for review. It is a smooth, efficient and manageable way to assess the students equally. Assessments like this could also be helpful in creating a seating arrangement or partner system. I think it is beneficial to pair lower and higher skilled students together. You could use the higher skilled students to help teach other students. Students teaching students can be a valuable resource to struggling
I have written a introduction letter that explains the purpose of portfolios as well as the requirements. I will send this letter home with my students the first week of class. I have designed pre and post-tests for reading and writing. We will use these assessments to measure student growth. These assessments will be part of the student portfolio. I also wrote a list of reading and writing activities for the students to choose from during independent work time. My plan is to reserve each Friday for independent work time. In the beginning of the year I will teach the students my expectations for behavior on Fridays. In the beginning of the year, I will use a teacher-managed approach with the intent of transitioning to student-managed time. On these days students will conduct reading and writing activities of their own choosing. They will self-evaluate their work and record in on a skills tracking form, the same form they used to record their pre-test scores. I will also conduct one-on-one conferences with students during independent work time. The first few weeks of school I will meet with each student to review their goals and their choice of activities. After that, I will let the students sigh up for conferences. As a part of their portfolio students will have to include evidence of self-reflection as well. At the end of the semester, I will sit down with each student and
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
I always help students identifying their learning and progress and give them feedback. Students need to be aware of their achievement and progress. I adapt practice and plan further learning, this will make the assessment meaningful and effective as it will answer to the learner needs. 6.3 Use types and methods of assessment, including peer and self-assessment, to: - Involve learners in assessment - Meet the individual needs of learners - Enable learner's to produce assessment evidence that valid. Reliable.
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners. What is pivotal in assessment is that it enhances teaching and learning; it is also the crucial link between learning outcomes, the content that is taught and learning activities. Furthermore, Sieborger (1998) states that assessment is a reciprocal process; as it is used by both learners and teachers to decide where the learners are at in their learning and where they need to go and how best to get there. The characteristics that Sieborger identifies to be contained in assessment are made up of: tasks, exercises, tests and exams, which are set and assessed by educators. There are different methods and uses of assessment that are used in the Education system, the reason for this, is that not all assessments serve the same purpose for its methodologies, the feedback that learners receive needs to correspond with the purpose of the assessment.
This is an essay about assessing children's learning through play, Kei Tua o te Pae/Assessment for learning: Early Childhood Exemplars, learning stories and how beneficial Kei Tua o te Pae and learning stories are to early childhood teachers.
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
Next I will be talking about another type of performance assessment; Projects. Projects are activities completed over an extended period of time that result in a student product of some kind. Examples include a model, function object like a map or diorama, reports, or a collection of artifacts.
Assessments are according to Edglossary.org (2014), “the wide variety of methods that educators use to evaluate, measure, and document the academic readiness, learning process, and skill acquisition of students”. Assessments can be used to identify several important aspects of learning and development. First, they can be used to distinguish a child’s strengths and weaknesses as well as measure specific knowledge and skills. Assessments can also be used to demonstrate what a child has learned and what they understand (“Assessment,” 2014). My opinion of assessment has not changed; however, now I understand how to use assessments that will help ensure that I am providing the most benefits for my students.
It is important that teachers give children a fair chance to show their knowledge when assessing. “The purpose of assessment is to provide feedback that can be used to improve student performance” (Orange 2000). Teachers assess children to ensure that they are understanding the material, and to make sure they are learning. For young children, tests should never be the only criteria for assessment. Instructors should always make sure that their assessment is fair.
As teachers, we have to monitor the progress our students make each day, week, quarter and year. Classroom assessments are one of the most crucial educational tools for teachers. When assessments are properly developed and interpreted, they can help teachers better understand their students learning progress and needs, by providing the resources to collect evidence that indicates what information their students know and what skills they can perform. Assessments help teachers to not only identify and monitor learners’ strengths, weaknesses, learning and progress but also help them to better plan and conduct instruction. For these reasons, ongoing classroom assessment is the glue that binds teaching and learning together and allows educators to monitor their efficacy and student learning.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of