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Student centered teaching philosophy
Student centered teaching philosophy
Compare the different types of assessment
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In this assignment I will be analysing the purpose of assessment whilst demonstrating my understanding of the different assessment methods used. I will also be giving a brief explanation of my understanding of VACSR describing my understanding of what each element means and its importance when used in assessment. Furthermore I will be describing two assessment methods that I have used whilst teaching evaluating each method using VACSR identifying strengths and areas of improvement. Finally I will justify the reasons for using the two assessment methods chosen. The purpose of assessment is to ensure that the tutor has a clear understanding of their learners and their individual needs. In education there are two different terms of assessment Norm-referenced and criterion-referenced assessment. An example of Norm-referenced assessment is an A-level or GCSE format which compares other candidates with each other and the marks being compared with the norm or average. Where Criterion-referenced assessment is measured on what the learner can do for example a Btec level 1 is a pass or fail. 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... ... middle of paper ... ...roughout the session. “Good teachers are not born, nor are they made by tutors. They make themselves. Whats more, anyone can teach well. Research shows that there is no personality type that makes a good teacher. Whether you are a shy introvert or an enthusiastic extrovert, you can teach effectively, but only if you know how to learn from your mistakes and your successes”. (Petty 2009 pg.516 2009) In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve. Works Cited Petty, G. (2009) Teaching today, a practical guide (4th edition). Nelson Thornes
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
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
Informal assessments provide the most useful, practical information about the learning processes of a student. Informal as...
Assessment is defined in the Merriam – Webster Dictionary as “the act of making a judgement about something” and thus connotes a worthwhile activity based on sound, careful thought. In Education, assessment has been variously defined as “any systematic method for obtaining information from tests and other sources, used to draw inferences about characteristics of people, objects or programs” (AERA, APA, & NCME, 1999, p.172); “any purported and formal action to obtain information about the competence and performance of a candidate’ (Schuwirth & van der Vleuten, 2014. p.243). Generally, assessment has three purposes. First, to determine what students do and do not know,
These authors highlight two different purposes in assessing students. One purpose of assessment is collecting data and information in order to measure students’ progress and achievement. Teachers also collect data from students’ work in order to give them feedback on their learning. Therefore there are t...
Assessment as learning encourages students to take responsibility for their learning and reflect upon how they can move forward in their learning (Earl, 2013).Unlike formative and summative assessment, assessment as learning takes into account the way pupils participate in the assessment process. The conceptual underpinnings of assessment as learning lie in the process of self-assessment. Accordingly, student self-assessment is the guiding principle in assessment as learning. In contrast to formative and summative assessment where students are usually receptacles of assessment information which they receive in the form of oral or written feedback, assessment as learning encourages the student to develop
Assessment methods – some centres would have standardised format in place for you to follow when assessing learners. This will usually tell you what methods to use to assess various units and what level of flexibility you are allowed as an Assessor to make changes where required.
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.
Assessment for learning informs and promotes the achievement of all pupils, as it encourages them to take responsibility for their own learning. It focuses on the learning process and how to improve a child’s academic progression, finding out where pupils are within a learning range, where they need to go and how best to get them there. Lots of different assessment for learning strategies can be used to help pupils in their learning, and these can be adopted by teachers to gain an understanding of what has been achieved and what steps should be taken next in order to progress learning forward.
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.
According to Grevells (2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent, accessibility, detailed, earned and transparent. Think about these theories and principles of assessment I designed my assessment strategies. For example, in my teaching practice I use assessment strategies resembling to
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.
In their 1998(a) paper, Black and Wiliam refer to assessment as any activity undertaken by teachers or students to provide evidence of the progress in learning. There are two types of assessment, summative and formative. Summative assessment is a clear method in which to record a pupil’s progress. This form of assessment is usually carried out after a certain period of time, usually in the form of an exam, to determine how well a pupil has understood the required information and they are then assigned a grade. Formative assessment, on the other hand, focuses on assessing pupils throughout the learning process so that teachers can make any possible changes to the teaching methods being used and can provide pupils with the necessary feedback
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