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Essay teaching grammar
Essay teaching grammar
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Taking both the idea and the grammar is very essential during assessment
Idea.
For the idea, you will have to consider innovative idea and take some critical ingredients into consideration. Some of this ingredients include but not limited to: being coherent, sufficient, relevant, and indeed the aspect of being elaborate. (Assessment Resources Banks, 2016)
There is need for consideration of the writer’s sense of meaning and concrete idea not just being verbose in the structure of idea.
What should be considered too is the abstraction which is largely a good connection to the idea especially when such is nonfiction in text.
Grammar’
Assessing poor grammar makes the reading clumsy and contorts the originality of idea. It makes for slow reading the assessor finds it difficult if the grammar is poor. Taking a bold consideration while writing is very important.
Grammar, spelling and
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When assessing a student, the following would be taken in to consideration:
a. What is idea in the work how rich and accurate?
b. Standard of the work and consistency
c. Instruction and guidelines of the tutor or institution
d. Looking at the requirement that is needed so in the work
In my country, the assessment by peers is not very common as most studies and not are not computer-based. But in some cases, the assessment on papers are done by peers. In this case, paper are randomly distributed answers and guide provided for the assessment to for the said pattern. In an instance, cluster (Onuka, 2006) sampling was utilized and six students were called out of 70 in a state at the time of studies were on going and two of them were in a quasi-experimentation, to ensure two subject taken as a case study.
Reference:
Anikweze, C.M. (2005). Assessment and the future of schooling and learning. A paper presented at IAEA 31st Annual Conference, Abuja, Nigeria. Sept.4-.9
Onuka, A.O.U. and Oludipe, B.D. (2004). Feedback as poor performance remediation. In Education For Today 4(1).
Since the beginning of the 19th century, America has had to deal with the on going
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.
Grammar Matters “People are judged everyday by their grammar.” suggests Lynne Truss, the bestseller of Eats, Shoots, and Leaves: The Zero Tolerance approach to Punctuation. People are downgraded in the workforce or just in school if someone uses incorrect grammar. In spite of critics, grammar is critical to learn in school. Even though Brock Haussamen says grammar isn’t important, Mignon Fogarty, Douglas Rushkoff, Lynne Truss, and Kyle Wiens think otherwise.
Exams: Summative assessment as represented by exams is the most common feedback understood by students. Ensure that students are familiar with the marking criteria and the type of exam it will be, e.g. whether it is an open or closed book exam. Peer assessment: Peer assessment can encourage students to engage with their learning more directly. It helps students develop a deeper understanding of their discipline and builds their reflective learning abilities as they review, assess and provide feedback on the work of their peers. Guiding students in peer assessment is essential with clear criteria for grading; they may also be involved in establishing criteria. Ensure that students have guidance on feedback to avoid overly harsh marking or negative comments. Walklin, L. (2000)
Teachers are able to examine a student’s learning and determine what additional steps to embark upon through assessments of student’s performance. However, analyzing only student’s data and performance will not provide an overall picture of a school’s educational system. “Assessments provide more than just data for a point in time, but serve as actionable information for all individuals—from students to teachers, administrators, and community stakeholders” (Newman, 2013, p. 11). Evaluation and assessments provides significant information that can ultimately improve the overall quality of education. Quality education is the end result of dedication, persistence, and sacrifices from everyone including students, teachers, parents, and leaders within the school system.
An element that I do well is write simple sentences. I write simple sentences containing a single subject and verb. The subject can be a noun - person or place, the verb is an action or doing word. Grammar is a weakness for me when writing academically. This is evident as my assessment academic writing marks are never perfect.
INTRODUCTION 1.1 .Background of the Problem Assessment in Education is an important element as it provide information about possession of knowledge and skills gained over a learning period (Cowie and Bell,2010).This is because it focuses to tell the evidence that student master the content also focuses to identify the deficiency on the technique used for teaching and learning (Schuwirth,2013).If student perform well in the activities they given in task such as individual work, presentation work, group work and test, inference are made that student master the content tested and therefore he or she acquired the intended learning. In fact, assessment provides students and teachers with learning approaches and learning strategies
... by the instructors to the students. When comparing results, students accept their grades because there is evidence of reliable computation and any complaints on grades is justified. Assessment methods where students are comfortable or are in favor of, may urge students to acquire new knowledge and gain understanding and values.
1. What criteria do you consider to be of more importance? Ideas, proper English grammar or both? Support your answer.
Also, peer assessment would partly address the ethics issue because, even if the tutor is compromised, this would be partly countered by the assessment done by the students. One of the short comings of peer review which is often cited is that students are unlikely to be experts in the same field they are studying bring to question the quality of their feedback and the reliability of their grading. To counter this, the final assessment would be an average of the grades given by at multiple students and would be moderated by a qualified
This allows planning and ample preparation of the assessment write-ups by students. The continuous assessment tasks also encourage students to read and prepare themselves for the subsequent lecture sessions on an on-going basis, something that maximizes the benefits of learning during contact sessions. As pointed out earlier, such continuous assessment also counts towards the final grade and this motivates students to put their best into the papers. Thus, there is an apparent shift in the university from summative, judgmental assessment towards formative, diagnostic assessment which allows corrective measures to be implemented by both the course provider and the student before the latter completes a program of study. It is worth noting that, of the two institutions, University A is exceptional in terms of the high degree of congruence that prevails between its policy and the actual assessment practices on the ground, particularly with regard to linking assessment to teaching and learning. Continuous assessment is linked to specified course outcomes and feedback on course papers has to be timely enough for students to use the feedback for
Examinations have been a form of assessment implemented in most academic institutions over the years. Assessments identify the level of progress of students and define their rate of academic success by testing their general or specific knowledge regarding a certain topic. Whether or not examinations are an accurate reflection of academic success is arguable. This essay will observe the effects of examinations on student performance and academic progress. Firstly, there will be an analysis of assessments, particularly examinations, and their effects on student progress. Secondly, examples of the impact of examinations on academic success will be discussed.
Thornbury (2001:18) defines assessment as “different ways of collecting information about learner’s progress and achievement”. In other words it is the process of gathering, describing or quantifying information about performance (Coombe & Hubley: 2007). Assessment is not only gauging learner’s ability but also about measuring the quality or success of a teaching course, etc. (Richards & Platt: 1992). However, assessment is mistakenly restricted to testing which is, in fact, a component as are interviews, and observations. Assessment can be informal such as based on teachers’ observation of learners in pair/group work or it can be ongoing that can be done anytime during the course. Brown (2004) considers assessment a process rather than a product with the prime objective of ensuring if the course objectives have been met.
Using Effective Methods to Teach Grammar to the Adult ESL Learners Language is one of the fundamental traits distinguishing human beings from the lower orders of life on earth. Most people agree that the ability of language use has helped mankind to climb the evolutionary ladder; therefore, language use is an essential component to people's life in society. Grammar is a part of language and it plays an important role in language use. According to Weaver (1979: 3), the study of grammar will not only help people become better language users, but also effective listeners, speakers, readers, and writers. As a result, grammar has a traditionally central role in language teaching.
As I reflect on my past assessment process, I realized how much my assessments have changed over the years. In my early years, I used tests for informational recall as my assessments. I felt these were appropriate guidelines in which I needed to follow in order to substantiate a student’s grade. Every assignment or tests was given a point value and then based on the amount of points, a grade was given. Every student’s assessment was exactly the same, and the assessments did not contain any subjectivity. I felt confident in giving the grade based on a valid point system. However reflecting back, I see that I did not include any performance-based assessments or individual learning styles in my early assessment. I also did not take into consideration the individual needs of my students. My assessment approach was awful. I am embarrassed that I use to assess students in this manner.