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The key element of formative assessment
The key element of formative assessment
The key element of formative assessment
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Marshall and Drummond (2006) states that the King’s Medway Oxfordshire Formative Assessment Project (KMOFAP) work examines the four major areas are related to formative assessment including questioning, feedback, sharing criteria with pupil, and peer and self-assessment. The assessment are closely associated with the ‘classroom practices’ that stands for everything that teachers and learners actually do in the schools (Drummond, 2003). Black and Wiliam (1998a, p.16) argued that ‘the quality of interaction learning between [ learner and teacher]...is heart of pedagogy. Teachers need to know their learners’ progress and obstacles in their development, it is necessary for instructors to reroute their work to raise progression and tackle these
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
William Lyon Mackenzie King, Canada’s longest serving prime minister, is known for both the great contributions he brought to Canada and for the scandals he was involved in. The one event that makes him most famous to Canadians is the King-Byng Affair of 1926. During this event, Mackenzie King asked Lord Byng to dissolve parliament in order to force a new election as he had lost with a minority. Because King’s intentions were to regain a majority government, Byng refused out of distrust for King’s plans and King was replaced in power by the Conservatives. While William Lyon Mackenzie King’s actions were in accordance with all the laws regarding his power as Prime Minister, he acted for selfish reasons thus putting him in the wrong. Mackenzie King’s and Lord Byng’s histories will be quickly analyzed to understand their actions in the affair. Right after, King’s options and reasons for dissolving parliament will be analyzed. Thirdly, Byng’s options and reasons for refusing King’s request will be researched. Once enough evidence has been collected, the end results of this affair will be discussed and the conclusion as to whether or not King was right to go against responsible government will be made.
The idea of belonging is primal and fundamental. It is human nature to want to belong. In Medicine River, written by Thomas King, the desire to belong is crucial to the character development of the protagonist, Will. Belonging is represented in various ways throughout the text but the changes to Will are mainly conveyed through two channels: from community and from family.
During the late nineteenth- and early twentieth-century, King Leopold II of Belgium invaded the Congo and used it to procure more wealth for himself and his nation. In doing so, as many as ten million Congolese were decimated, and they faced unspeakable horrors. Hochschild argues in King Leopold’s Ghost that all actions taken by King Leopold II were done out of nothing more than sheer greed and selfishness, and he used any means necessary to get what he wanted, and manipulated others into following suit by exploiting their own greed and racism. The only way the brutality was combated, Hochschild further goes on to describe, was through the actions of the few with a higher moral character.
Rick Reilly, within his weekly Sports Illustrated column, “The Life of Reilly” sheds an interesting light onto the LeBron James controversy. LeBron James is considered, possibly, the greatest high school basketball player ever and will, in most scouts’ opinion, will be the first player selected in the 2003 N.B.A. draft. However, after a chain of events involving a gift of $845 worth of free basketball jerseys, James was ruled ineligible for two of his team’s high school games. Reilly explains the benefit another player receives from James’ error. Junior Brandon Weems has the chance to step in the shoes no one can fill and play in front of full crowds expecting to see LeBron. This paper will discuss briefly Reilly’s background as well as whom he has intended to read his piece. Furthermore, it will also discuss the rhetorical appeals Reilly has used and the argument structure that is taking place.
For the most part, Beowulf’s characteristics describe those of a triumphant warrior who played a major role in defending the lives of his fellow citizens, while leading a thriving country. Although Beowulf soon became king, he died for his people, and was remembered as a victorious fighter. Beowulf is at least in part a study of kingship because it discusses the qualities that produce a good king, the disadvantages during his rule and how he overcame them, and the problems that arose upon his death.
“For an overseer, as God’s steward, must be above reproach. He must not be arrogant or quick-tempered or a drunkard or violent or greedy for gain, but hospitable, a lover of good, self-controlled, upright, holy, and disciplined” (The Holy Bible ESV, Titus1-7). The influence of J.R.R. Tolkien’s Roman Catholic faith is evident in “The Return of the King” through the descriptions and roles of the stewards. Gandalf, Faramir, and Denethor are the three main characters that Tolkien uses to describe stewardship and the effects of different leadership characteristics. While Gandalf and Faramir emanate the values of good stewardship through altruism and wisdom, Denethor contrasts them through his lust for power and inability to resist the temptation
There was once a Persian king who ruled the land on the south west coast of the Caspian Sea. He lived in a huge palace on the edge of a cliff that allowed him to oversee his kingdom. The land he ruled had gone unbothered for many years, and the people who lived there were quite content with their lifestyles. The king rarely ever left his palace, unless escorted by a few of his very best knights. These knights lived in the palace with the king and stood guard on all hours, along with many others. However, there were three knights in particular that changed everything.
6.1 – The teacher candidate understands multiple methods of assessment including formative and summative assessment strategies to assess the learner’s progress and how to use them in a variety of ways
Learning how to learn involves reflecting on evidence of learning. It is a part of the cycle of continuous assessment. This is where students and teachers set learning goals, share learning intentions, evaluate their learning through dialogue and self assessment and peer assessment. Through this learners become aware of what they learn, and how they learn. Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher. Therefore teacher supplied-feedback should give way to self assessment and self monitoring. Some of what the teacher brings to the assessment act itself must become a part of the curriculum for the student. Sadler
Buckingham Palace is best known as a residence of the British monarchs located in the City of Westminster. Today, the palace is the administrative headquarters of the Monarchs. It was originally built for the Duke of Buckingham in the early 18th century and has been in a private ownership for at least 150 years. However, during the 19th century, the Palace was enlarged by two British architects, John Nash and Edward Blore. Only few additions to the Palace were made in the late 19th and early 20th centuries, including the East front, which contains the balcony on which the royal family traditionally greets the crowd.
The statement which we will evaluate in this essay provokes the reader to use if self-assessment in their classrooms to help students to become lifelong learners. The question is how we as teachers bring self-assessment into our classrooms. To begin this section this we will look at the way in which teaching methods in post-primary education have developed since research into formative assessment outlined that student self-assessment was becoming a key part in the learning of students in post-primary schools. Formative assessments such as AFL have become key components in the classrooms of post-primary schools, ‘Sadler’s conditions as represented in these three questions frame what is called “Assessment for learning”-formative assessment practices
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.
However, for the successful adoption of formative assessment practices, change is required in teachers’ attitudes and beliefs towards students. In order for teachers to overcome the tension that exists between high-stakes summative assessment and formative assessment, effective teachers must strive to amalgamate the two forms of assessment into their practice. Consequently, teachers must possess certain skills and expertise. As Margaret Heritage asserts ‘four basic elements of teacher knowledge are critical: 1) domain knowledge, 2) pedagogical content knowledge, 3) knowledge of students' previous learning, and 4) knowledge of assessment’ (Heritage, 2007, p.144). The skills that teachers must have include: teaching students how to assess their own learning and the learning of others, establishing a classroom culture that supports peer and self-assessment, and drawing inferences from students’ responses and carefully analysing them in relation to the success