To start, assessment is more than just questions from the teacher and answers from the students. Assessment is an active display of a continuum of skills, knowledge and products, and expands past simply testing learners. Students are asked to demonstrate their knowledge and application of the skills they learn in a variety of formats such as answering verbal and written questions, proposing a solution to a problem, creating a technology presentation, delivering a speech, or selecting the correct answers on a standardized test are among these formats. Assessment serves multiple purposes and for that reason, is an intentional, on-going process. A challenge teachers face is practicing quality assessment. Chappuis, J., Stiggins, Chappuis, S., and Arter (2012) maintain that in order to ensure that quality assessment is taking place, using the assessment process effectively is imperative. Encompassing the assessment process is planning and management, knowing and teaching to learning targets, high quality design or selection of tasks...
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...the discussion may pose questions about the theme of a novel, and the final exam may also ask questions about the theme of a poem. In both scenarios, the teacher and students understand that one of the goals following reading a text is having the ability to not only know what theme is in literature, but also being able to identify the theme following reading a text. Second, the results of each type of assessment are tracked and the data is used to inform the next navigation goals. In the classroom discussion, the teacher is using a checklist to mark students and their answers. The information is later interpreted and used to determine which students know what theme is and can identify the theme in the text. Perhaps from the final exam, the data if not already apparent during formative assessment reveals to the teacher to reteach the concept in a different way.
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