Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Importance of assessment to teachers
roles of assessment in teaching
Importance of assessment in teaching and learning
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Importance of assessment to teachers
Assessment is used in multiple ways in a classroom to help evaluate the student in their learning. Within the book and article, assessment has a wide variety of ranges and uses in determining a child’s level of understand a topic. In the book, McAfee and Leong, explains how assessment when used responsibility when evaluating a child. Whereas in the article, Stockall, Dennis, and Rueter explains the use of progress-monitoring portfolios in assessment for special need students and variety information on progress-monitoring portfolio.
The topic within the book and article is assessment, which can be defined as any form of measurement and evaluation of what the student knows and is able to perform. This can be through observation, testing, interviews, and other means (McAfee, 2002, p. 2). Some of the key points that the article has made about assessment is making sure to follow the correct guidelines when making a progress-monitoring portfolio on a student, always allow for parental input, and progress-monitoring portfolios are an effective way to show growth of the student in mastering of skills. Another key word that was defined in the article was portfolio.It is a way to collect meaning work designed to represent the child’s efforts, progress, and achievements throughout a period of time (Stockall et al., 2014, p. 1). Portfolio is used throughout the article as a key form of assessment for special education students in the classroom.
When following the correct guidelines and when making a progress-monitoring portfolio (PMP) on a student, it can help assessing the student’s progress. This is done through gathering the correct amount of data on the student throughout the school year, through curriculum, and any information on the...
... middle of paper ...
...to struggle when they learn or have a learning disability (McAfee, 2002, p. 14). The progress monitoring portfolio has a great use in helping to involve the parents through having them also collect data on their child, to help watch their child grow and assist the teacher in the collection of data. I would use progress monitoring portfolio assessment in my classroom someday because it an easy way to show parents visually the growth of their child’s improvement.
Works Cited
McAfee, O and Leong, D. J. (2011). Assessing and Guiding Young Children's Development and Learning. (5th ed.), Upper saddle River, New Jersey: Pearson Education.
Stockall, N., Dennis, L. R., and Rueter, J. A. (2014). Developing a progress monitoring portfolio
for children in early childhood special education programs. Teaching Exceptional
Children, 46(3), 32-40.
The work sampling system plays an integral part in many teachers’ assessments of their students. The work sampling system is based off teachers’ observations of their students through problem solving, classroom interaction, classroom learning, and creating. It is an authentic performance assessment because everything you collect on a student is their authentic work, and cannot be recreated. The system can be used in pre kindergarten through fifth grade. The system also uses three interrelated parts, those parts being developmental guidelines and checklists, portfolios and summary reports. Those three elements focus on the classroom and reflect objectives and guidelines from the state and national levels, as well as from the teacher’s own
It has been brought to the school’s attention that there is a need for a more perpetual and comprehensive assessment of students while they are served in the Gifted and Talented Program. Formative assessments provide opportunities to evaluate student performance while the students are being served in the Gifted and Talented Program. Portfolios are an excellent way to evaluate student performance while also helping self-direct their learning and there by improving students’ aim in attaining particular educational goals. Initial testing is conducted to determine placement when considering eligibility for placement in the program. However, our plight lies in the ability to formally document a student’s progress and involvement once they have
Pierangelo, R. A., & Giuliani, G. A. (2013). Assessment in special education: A practical approach. (10th ed.). Upper Saddle River, NJ: Pearson.
I have always had a keen interest in observing children as they play and learn and using the observations to support the child’s growth. This is partly based on my past professional experiences and observations of my own children. I believe that my other strength in assessment is in analyzing data and using the data to make decisions. While I feel, this area is a strength, my exposure to the vast array of assessment tools used to support student learning has been
The Pacer Center has also identified in their article the importance of evaluation and assessment methods (2007). The first type of assessment is and ought to be used is performance based; for instance, individual portfolios that can illustrate a student’s strengths and weaknesses throughout a course. Teachers must be cognitive of the fact that portfolios need to demonstrate a student’s best work in properly assessing their academic improvement. In other words it is not an assessment tool to evaluate every assignment completed by the student. Even though portfolios are used by teachers in a variety of manners the most effective use is to display a student’s preeminent ...
For Doman 1, planning and preparation, I believe that I demonstrate adequate skills. I work hard to make connections to my content knowledge with other subject areas through discussions with general education teachers for social studies and science curriculums (Danielson, 1996). As a special education teacher, I must have a full understanding of my students (Danielson, 1996). I design lessons that are the instructional match for my students, modify grade level curriculum, and accommodate for different learning styles. I also try to choose books that would be interesting to my students and create math story problems around the activities that students participate in. Assessing student learning is critical to monitor instruction and to report student progress accurately (Danielson, 1996). The development of this component was a goal of mine during the first semester of this school year. I feel that now, I have acc...
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.
There are a number of definitions in the literature to describe the strategy of portfolio assessment. Brady and Kennedy (2009) describe portfolio assessment as a collection of work samples or products collected over time to demonstrate student progress in learning and achievement of outcomes. This is the most succinct and ideal definition as the idea of assessment is to not only assess the final products of learning but to also assess the process a student takes to achieve that final product. Portfolios in general provide evidence of a how a student thinks, questions, analyses, synthesises, produces and creates (Borich & Tombari, 2004). Grace (2002) emphasises that they keep track of a student’s success rather than their failures. This naturally allows you to determine what their learning n...
In the past, assessments were popularly conducted for the purpose of accreditation, but with the growing change in the quality of education, it has become evident that assessments aren’t just products to qualification but as Sieborger (1998) identifies, is that assessment is the process of gathering and interpreting knowledge to make valid and justifiable judgements about the learners performance and the assessors ability to transfer and establish knowledge to the learners.
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.
Assessments allow for teachers to monitor the progress and growth of his/her students, help engage students and help guide teachers as well as students in their decision making. Teachers should know that tests are not the only way to assess students in the classroom. It is important for educators constantly assess their students on comprehension and progression.Teachers can take use of both formal and informal assessments so that they can engage students in their own learning, as well as monitor their comprehension and progress.
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
Next I will be talking about another type of performance assessment; Projects. Projects are activities completed over an extended period of time that result in a student product of some kind. Examples include a model, function object like a map or diorama, reports, or a collection of artifacts.
The advantages of portfolio assessment are many. Foremost, portfolios, when compared to written testing, provide teachers with a more complete picture of a student’s progress. Portfolios exhibit a student’s ability to problem solve and to reflect on the work that he has done. They also give students the opportunity to tangibly track their progress in a class. When implemented, portfolios can also encourage a school system to work towards a more “collaborative evaluation environment” (Curry, 2000). This indicates that the portfolios are not only tools for teachers to assess a student’s progress, but also for administrators to monitor a teacher’s classroom management.
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of