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Role of assessment in teaching
Role of assessment in teaching
The importance of assessment in education
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An ongoing feature of life, from the day we are born to the day we pass we are assessed, from birth, we are measured against benchmarks. I believe any assessment conducted to help improve a student holds the most value.
The focus of assessment is to measure and evaluate student progression and development. The process of assessment involves collecting information, organising tasks, evaluating knowledge and skills, interpreting results and reporting findings (McMillan, 2007). Killen
(2005) declares assessment encourages student learning, determines what targets need to be re-taught or amended and helps to identify ways of improving teaching and learning. For teachers to measure progress and development they need to assess the cognitive and affective domains to identify what knowledge and skills are understood when learning. Therefore, by placing significance on affective learning targets, through attitudes, values, motivation,
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As a teacher I hope to adopt both methods to assist my students in achieving the outcomes set for them across all areas of learning, however I must keep in mind the reasons why some students may not be meeting outcomes.
Diagnostic assessment is a relation to formative assessment; however as a teacher I need to remember the difference between the two. I will use formative assessment to show progress of learning. I need to beware that diagnostic assessment is a process where I find out why or how a student is struggling with a concept and support that so it does not impeded on their understanding. To do this I may make modifications to my lesson, change my instructions to strengthen concepts and break down barriers for success in learning.
I believe, with the support of formative assessment to monitor, diagnostic assessment to intervene if needed and summative assessment to gage understanding a unit of work is
There a three main stages to assessment the start of a course when Initial and diagnostic assessments should take place these methods are used to identify the learners suitability learning levels and learning needs for their chosen course. The second stage would be the middle of the course where I would want to use continuous assessment methods such as peer assessment and self assessment too ensure that the learners are making the correct progress, all of these methods have formative assessment roles that allow the learner to improve whilst learning. Finally there would be a final assessment this could be a written exam end of module test or performi...
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
This piece of work will be based on the pre-assessment process that patients go through on arrival to an endoscopy unit in which I was placed in during my second year studying Adult diploma Nursing. I will explore one patient’s holistic needs, identifying the priorities of care that the patient requires; I will then highlight a particular priority and give a rational behind this. During an admission I completed under the supervision of my mentor I was pre-assessing a 37 year old lady who had arrived to the unit for an upper gastrointestinal endoscopy. During the pre-assessment it was important that a holistic assessment is performed as every patient is an individual with unique care needs as the patient outline in this piece of work has learning disabilities it was imperative to identify any barriers with communication (Nursing standards 2006).
Behavioral Interview – Clinicians gather the pinpoint information about client and response their consequences. This is a type of Structured Interview.
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
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.
Miller, Linn, and Gronlund (2009) pointed out the general principles of the assessment process. The first principle is the specification of what is to be assessed and of what are the intended goals to be achieved, before the selection of assessment pro...
As a psychologist, I was asked to evaluate the state of a mental we—being of a man, who was charged with murder. However, he was evaluated as a person, who suffers psychological and even psychiatric problems. That is why he was released from the trial case. He was sent to the forensic hospital where he was supposed to get the necessary treatment and medications, which would help him to get rid of his mental problems and issues.
Affective variables are variables such as values, self-esteem, and attitude towards learning. Though cognitive variables are necessary for teaching, many forget the importance of affective variables while planning and implementing instruction or curriculum. While teaching content is important to student education and learning, without assessing affective, students will not benefit as much from the content learned. Assessing affective variable in the classroom allows students not only to grow as learners, but as people and citizens, which is equally as important. Intellect is not how one succeeds. According to Popham, Motivation and hard work are also needed to be successful (p.230). It is important for students to have these kinds of traits because students who are not brilliant can be successful with better developed affective skills.
1. Professional Interest: Clinical Counseling and Forensic Psychology (Granted permission, however, to evaluate a test used primarily in Educational Psychology.) 2. Brief Description of Test & Construct Measured: An 80 question, 10 scales (including anxiety, attitude & interest, concentration, information processing, motivation, self-testing, selecting main ideas, study aids, time management and test strategies diagnostic tool to help identify shortcomings in students’ learning skills and study patterns that may be improved through educational interventions. Can be administered individually or in groups.
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.
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
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.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.
Formative assessments require the educator to be organised and efficient as there is many record keeping processes going on at one time, with the whole group of students. Summative assessments are pre-planned, making them time efficient but they often lack the flexibility to ensure all students’ learning styles are catered for. Standardised testing allows the relevant government authorities, school stakeholders, family, and community to observe student achievement on a whole, but there can be a lot of pressure to perform to the expected level and again, this method does not account for students individual learning differences. Non-standardised testing varies as each school will have their own work plans devised for the year, these plans will vary between schools and may disadvantage a student who has to change schools during the year. Authentic assessments and assessments for learning are aimed at teaching real life skills, which are useful in everyday life. This includes incorporating literacy and numeracy, as well as other topics, into assessments and lessons in a meaningful way. Formal assessments include summative and standardised testing, they are assessments which are fixed in context and not modified to suit the individual learner. Informal assessments include formative assessments and assessments for learning. These assessments are focused on the individual and making the most out of learning opportunities. There is some advantage to using a combination of assessment styles, an educator must consider what rules and regulations must be followed whilst ensuring that each student receives a quality education, using methods that suit each