Assessment plays an integral part of the teaching and learning process by providing teachers with information on students’ developing mathematical capabilities (Booker, Bond, Sparrow, & Swan, 2010; Reys et al., 2012). Assessment is a daily requirement within the primary school context and when properly developed and interpreted can be used positively to encourage students, provide information to direct and modify teaching and learning activities, provide feedback to students about progress and contribute
and providing students strategies become an active learners and involved in the learning process through and monitoring their own understanding. In the articles there is research quoted that illustrates how they can dramatically impact student learning and achievement. In (Kaftan, Buck, & Haack, 2006), it states formative assessment is a tool teachers can use to probe students understanding, inform instructional decisions and develop relationships. Unlike a summative assessment which measures student
(2012), assessment should be planned for and carried out on an individual basis. Assessment planning should be a two-way process (Shannon & Wavers, 1949) between me and my learners. I plan what I am going to do and learners need to know what is expected from them. If my learners are all working towards the same assignment or an assessment strategy, I agree on target dates or criteria for completion and discuss any specific requirements my learners may have. The Principles of assessments are consistent
Formative assessment is becoming a trend in the education system while the effect of this form of formative assessment on students’ learning is still under evaluation. This study aims to provide a greater insight into how effective engaging formative assessment helps motivate students to learn and boost their academic performance based on students’ past experience. Two different data collection methods are carried out in a local primary school. In a cohort of 120 students from primary one to six
swing of the educational pendulum. The swing of the pendulum is unavoidable due to the changing demands of society. The focus must be placed on establishing an effective plan in preparation for the changes without compromising the standards of the teaching profession. The Educational Pendulum A change in education is motivated by dissatisfaction of current practices. A common trend described as a swinging
ongoing changes and challenges in the healthcare delivery system and the proliferation of innovative practices, coupled with the need for nurses to assert their leadership and autonomy, have necessitated the need to promote innovative teaching and learning strategies to enhance students experience while providing consistency of learning. Nursing programs are now more diverse, with age, gender, and ethnicity as well as mature students with degrees in other professions. It is, therefore, more essential
even if it is our best performance, there is always room for improvement. It could not be different in a career such as teaching. Teachers are always self-reflecting to analyze and evaluate their own teaching methods in order to find out what works and what needs to improve. With this information in hand, teachers can come up with strategies to improve certain areas of their teaching. There are many tools teacher can use to self-reflect. As a teacher, I will continually evaluate the effects of my professional
Meta-cognitive skills enables the learners to think, monitor and direct their own thinking. It helps them to focus on self-assessment and reflect on their learning. Emotional intelligence helps them to recognize and manage their emotions thereby aiding them to think, perform and process new knowledge. In short, learning is a process whereby the learners bring together their cognitive
The principles of assessment in Scotland are clearly highlighted within Scotland’s latest educational reform, Curriculum for Excellence (CfE). It details that assessment in schools should be an integral part of learning and teaching and should continually be employed to provide a clear understanding of an individual’s achievement. Through this integration teachers are given the opportunity to work together with pupils to create achievable and challenging goals while maximising their potential as
program promotions. The steps are further discusses as follows: 9 Learning needs assessment the first steps in developing the educational program. This is the basis of the other steps of educational program process. This can be done though surveys, questionnaires, presentations, interviews, literature reviews, new technologies, professional standards/ requirements, quality assessment and improvement data and etc. Assessment of the individuals is vital part of the process, where from this you will base