Educational assessment is a valuable tool for observing and assessing the results obtained by the students, as well as for checking the efficiency of the teaching process and consequently the improvement of it when necessary.
On the one hand, the teachers evaluate the learning process. They analyze it in order to detect if the objectives and key competences have been achieved. A recording of the student’s progress also provide students, parents and other teachers with some feedback on how well they are doing. When doing this, the students’ motivation increases as they have an evidence of their progress.
On the other hand, they evaluate the teaching process. The teacher evaluates its own teaching practice, the materials and methods used in relation to the achievement of the educational objectives established in order to review and update the teaching structure of work. Moreover, children who need special support can be identified to plan immediate remedial action. In one of the activities the teacher saw that one of the students has language problems.
Students are required to fulfill the minimum objectives for the level of 2nd Primary Education and the key competences designed to be able to promote to the next year. Those students with special needs have an adaptation of these objectives according to their problems, but in general, the whole class has to achieve these objectives.
In order to carry out the evaluation process a wide range of tools, materials and techniques are used. They are adapted to the specific needs of the class and of the students as individuals. Two kinds of assessment are considered:
Informal formative assessment. Based on daily observation and recording of students’ performance. It can check students’ prog...
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...epared to do it. On the one hand, it is difficult to treat students with the same criteria and satisfy the needs of each student due to the fact that there is a great quantity of students with each own personal characteristics. Furthermore, at the beginning I found difficult to deal with the students who are less able than others and need special help.
Looking back I would say that all my expectations haven’t been fulfilled. Apart from that I could say that this internship has been very useful and I have definitely learned a lot. During the internship I met a lot of people. I met teachers, other students from the university that like me, are in their internship and a lot of students. I am very grateful for the support of all of them that help me since the beginning, they integrate me in their group as one member more and they help me to solve different conflicts.
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct, but teachers also need to provide students with feedback.
Assessment is the process of observing, recording and documenting a child’s actions and behavior to measure a child’s development. Assessment is an essential part of teaching and educating, because it can provide a record of cognitive, physical/motor, and language development. Records of this documentation can help identify strengths and weaknesses of the child as well as a helpful tool for the families to see the development of their child. There are different types of methods to use for assessment. Observations, portfolios and standardized test are some of the methods I would incorporate in my teaching. An observation is simply observing what the child is doing and recording what you see. A portfolio is a folder filled with different recorded
It is required that the student be placed in the setting most like that of typical peers in which they can succeed when provided with needed supports and services (Friend, 2014). In other words, children with disabilities are to be educated with children who are not disabled to the maximum extent appropriate. Removal may only occur when education in regular classes, with the use of supplementary aids and services, cannot be achieved satisfactorily (Yell, 2006).
The tools and techniques used are comprehensive which helps assess a learner’s development in the area of learning like the ability to understand, analysis, and apply knowledge acquired through creative process that are evaluated. The evaluation section was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science and Formative assessment were to evaluate the students everyday learning situations during teaching to help identify gaps which help provide feedback to teachers to be able take remedial action through the use of various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and implementation of various techniques like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars. While the life skills activities looked at enhancing the thinking, social and emotional skills, the summative assessment looked at assessing skills like teamwork
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
Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. â€oePupils with moderate learning difficulties will have attainments significantly below expected levels in most areas of the curriculum, despite appropriate interventions. Their needs will not be able to be met by normal differentiation and the flexibilities of the National Curriculum.
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.
Educational assessment typically is recommended when a student has not met academic expectations. There are various standardized tests and methods that can be useful identifying a student’s academic strengths, weaknesses, competence with specific material, yet other factors may explain a discrepancy in ability-namely limitations resulting physical or cognitive impairments. As such, nonacademic functional tasks should be included in an assessment of a student’s educational difficulties and incorporated into the educational plan (Pearson Education, Inc., 2008).
Assessment, in the context of education, was defined by Lambert, D (2000, pag 4) as the processs of gathering, recording and using information about pupils' responses to educational tasks. Despite some can consider that assessment is separated from the learning process, assessment is, in fact, an essential part of the learning proccess. Maguire, M. and Dillon, J. (2007, pag 213) pointed out that assessment is intrincately bound-up in the teaching-learning cycle.
“Since the last 100 years, it seems like the learning has changed the educational system. Within these changes our country has been changing the way they teach; students because they have ways many new methods to help increase the student’s education levels. More likely, the new education system works for students who are failing behind and for the students are struggling a little in their learning. Foremost, education has changed because every child receives the same education; and gets to be although in the same classroom. For instance, the special education gets a chance to learn the same as the regular students; but still get assistance in class. Furthermore, special education has changed over years because the
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.
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...