Assessment of and for learning. A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose.
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Assessment is an important key to student learning. Testing both what students know and are able to do serves as a compass that guides educators all over the world. Within the last fifteen year, there has been a shift in the world of assessments due to the attention from policy makers. This shift has not necessarily been beneficial for students or their teachers. Teachers have used the same standardized test styles to assess students and prepare them for test. However, many teachers have realized that this is not the best way for students to show evidence of their learning. Instead, Chappuis, Chappuis, and Stiggins(2009) suggest that the two necessary components of an assessment that fairly and accurately judges student knowledge are “quality
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.
Willis, S. "On the Cutting Edge of Assessment: Testing What Students Can Do with Knowledge." Education Update: Association for Supervision and Curriculum Development 38, no. 4 (June 1996): 4-7.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
As Education moves into the 21st century educators have begun to question how students are assessed. When students are being assessed are they really getting a true picture of what was learned by the student? Authentic assessment takes a different approach; in essence the curriculum is built around the assessment. I other words you will be teaching to the test and students are given a real world application as assessment. The following review gives us insight as to the reasoning behind authentic assessments and how to develop them.
Alternative Assessment There are many benefits that students receive from schooling. These benefits can range from social to intellectual benefits. Although there are many benefits the most important is learning. The point of going to school is to gain an education. Too often there are factors that hinder the student’s education.
PLAN: Criteria for a Student-Centered Exam For the PDSA cycle I am going to use individual journal entries because they are engaging and interactive to every student, and they are a great tool in reflecting on what each student has learned in the lesson. “Student-centered assessments must be engaging and interactive, while incorporating sharing, trusting, team building, reflecting, helping and coaching. ”(Pitas, 2000) The students will be given the freedom to write anything that is on their mind and the students will answer three questions that will help generate well thought out answers. The students will write at the very least a paragraph for each day they are learning a lesson. PLAN:
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment