Assessment And Self-Assessment Cycle

The ultimate goal of critical literacy and content literacy is enabling students to be able to analyze and evaluate text. These skills allow students to look for biases in text and evaluate what the author’s purpose is in order to determine their own thoughts on the topic. Understanding critical literacy and content literacy makes it possible to see the theoretical connections between the two. One connection that exist between critical literacy and content area literacy is that learning is an active process and it requires the learner to be engaged and involved with the learning process and material. Another connection is the idea that students can use background knowledge and combine it with what they are learning to gain new knowledge and understanding.

Conversely, students’ approaches to study influence the ways in which they perceive evaluation and assessment. When students participate in formative assessment, there is opportunity to give feedback to students. The provision of feedback is one of the primary functions of formative assessment. A further function of the formative assessment is to provide feedback to the mentors. Concerning these, Bloxham and Boyd (2007) argued that “for assessment to function in a formative way that supports students’ future learning, the findings have to adjust teaching”.

It is a place where students feel academically supported despite their level of understanding of a certain topic. My hypothesis is that student mindset mirrors the learning environment. My intervention is centered around getting students to focus on the process of learning (i.e. thinking about how they got to their answer as opposed to what the right answer actually is) A supporting factor also includes the type of praise my students will be receiving from me. I hope to create an environment where praise is given during (not just after) the process of learning and it will be rewarding effort on behalf of the student as opposed to what they are learning.

Linking instruction and assessment is critical to effective learning. Educators should provide students with various options for learning that include: different ways to learning (style and time), di... ... middle of paper ... ...re provided with ample opportunities to demonstrate their abilities. MI theory is used as formal and informal assessment in the classroom to allow students to be grasp and understand concepts. The use of multiple types of assessments in the classroom yield richer and more qualitative information about a child's achievement. If the ultimate goal is student learning, then there is a place for both standardized testing and authentic assessment using the MI theory in today's classroom.

Those Pre-services teacher who scan both problematic and effective experiences develop more in their teaching SRL strategies. On the other side those who only focused problematic experiences not adapt SRL strategies. By merging two more factors; learning from problems (LFP) and learning from successes (LFS) into SRL model, pre-service teachers can enhance their confidence and experiences and the most important thing that how they can assist there students in learning SRL strategies in class room and promote the ideology of SRL.

8-9). By giving feedback on what was done well and using revision or restatement tactics to point out areas that need correcting, the teacher can focus on the positive and create an encouraging learning environment. A second strategy is the peer review or peer feedback process. Since individuals other than the teacher would become part of the assessment process, it would be necessary for the teaching to provide firm guidance on what constitutes kind and considerate but still meaningful feedback. With this process, students have the opportunity to learn from others as well as apply what they have learned when reading what other students have written.

According to Tierney, R.J. (1990), “Comprehension is a creative, multifaceted thinking process in which students engage with the text” (p. 253). Comprehension is the most important goal of reading. This is the main reason people read, because they want to know the meaning of a story, a meaning of a sentence, or the text that they are reading. Teachers may use multiple strategies for students to comprehend when students are reading. For instance, teachers may activate background knowledge, connect readers with text, determine importance, etc (Harvey, S. & Goudvis, A.

Assessment is an important aspect in teaching. It allows teachers to gauge learner progress and development. It also helps teachers to measure their performance as a teacher and whether their teaching methodologies and transformation of the content knowledge to the learners are effective. This article concerns the use of assessment for learning (formative assessment) and assessment of learning (summative assessment), and how one can affect the other in either positive or negative ways. The two main purposes of assessment discussed in this article are for helping learning and for summarizing learning.

In terms of its application in my classroom, it can be seen that I have recognize... ... middle of paper ... ...liated due to the process. Seeing this, the ability of grades to influence and create positive and negative roles to students remains to be the responsibility of the educator. Given that grades help manifest a standard for students to adhere to, teachers must try to create an environment where they can facilitate and motivate students to do better (Tomlinson, 2001). By using grades as an instrument for development, it can create a positive perception for students to improve and seek connections with instruction and course content. Reference Tomlinson, C.A.

Introduction “Assessment is the process of identifying, gathering and interpreting information about students’ learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning” (NSW Department of Education and Training, 2007, p.1). I believe an assessment strategy which best encapsulates this understanding of assessment is the portfolio. Specifically, a process portfolio provides a wealth of information about a student’s progress in literacy and not only allows a teacher to assess the learning that has taken place but also helps them to identify the areas in need of improvement. Additionally, the crucial element of the student’s self-assessment and self-reflection in the process of creating the portfolio also allows both the teacher and the student to understand the progress, strengths and weaknesses of their writing.