Classroom Assessments

An assessment should reflect real world applications of how knowledge and understanding are used. Assessments based on situations that are relevant to students' own experiences can motivate them to give their best performance. One of the most essential educational tools is the classroom assessment. When used properly, assessments can help educators better understand what their students are learning. Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction.

Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school. In the context of education, testing refers to “a method to determine a student’s ability to complete certain tasks or demonstrate mastery of a skill or knowledge” (Danuri 2012). Assessment is “the process of gathering information to monitor progress and make any decisions necessary” regarding curriculum and teaching (Danuri 2012). Assessment is a process that measures growth over time whereas testing is a form of evaluating what a student knows at... ... middle of paper ... ...ion.

Assessments not only serve as the tool for measuring students’ understanding, it is also for the teachers to improve their teaching. They also need to differentiate their assessments based on the cognitive needs of the students. Effective teachers use three types of assessment. Diagnostic Assessment (DA), which is widely known as pre-assessment or prior knowledge assessment is used by the teachers to check the skills of the students, which will be helpful for the planning and guide DI (ASCD website). Formative Assessment (FA) is those ongoing assessments, helps teachers understand the grey areas, and helps them to clear the misconceptions by immediately acting on it.

I. Introduction Assessment is vital to the education process considering that it allows teachers diagnose students’ difficulties, strengths and provide positive, supportive and useful feedback to learners since it measures not only the students’ performance, but also, the progress they are making (Lennon, 2012, p.4). In the same token, an article about classroom assessment states that “assessment is a systematic process of gathering information about what a student knows, is able to do, and is learning to do”. Moreover, the information gathered in the assessment process offers the foundation for decision-making and planning for instruction and learning. To sum up, assessment is an integral part of instruction that enhances, empowers, and celebrates student learning (Classroom Assessment, n.d. p.3).

Formative Assessment is used in any classroom to check students understanding of a topic. The type of formative assessment used in each classroom is different, depending on the teacher and the student’s needs. Teachers should incorporate a variety of formative assessments to truly see if students are learning. Dixson and Worrell describe formative assessment as gathering data to improve student learning. They are correct but teachers also need to provide students with feedback.

Teachers play a very important role in the children’s progress and success. It is very important for teachers to use strategies to meet students’ needs. Dual Language teachers can implement different strategies to help students understand concepts, skills and strategies. Some of these strategies can be used with all students and others are more specific and need to be used with small group or individuals. According to Chad (2008), instructional grouping plays a very important role in the progress of students.

21 Oct. 2013. Sami K. Samra, Technology in the Classroom: Target or Tool, Procedia - Social and Behavioral Sciences, Volume 81, 28 June 2013, Pages 609-612. Science Direct. Web. 17 Nov. 2013 SMART Board.

131-139, viewed 15 Jan 2014, retrieved from Sage Online Article. Earle, Rodney S. 2002, “The Integration of Instructional Technology into Public Education: Promises and Challenges”, Educational Technology, vol. 42, no. 1, pp. 5-13, viewed on 12 January < http://isites.harvard.edu/fs/docs/icb.topic87187.files/Earle02.pdf> Mundy, M., Kupczynski, L. and Kee, R. 2012, “Teacher's Perceptions of Technology Use in the Schools”, SAGE Open, pp.

Mustfa, N. (2002) Grouping in the ESL Classroom. Retrieved December 29, 2011, from Web http://www.melta.org.my/ET/2002/wp03.htm. Rothenberg, C., & Fisher, D. (2007). Teaching English Language Learners: A Differentiated Approach. Upper Saddle River, NJ: Pearson Education, Inc.

It is the key that a teacher uses to open the door to the minds of students who need to know how what they are learning applies to the real world. Problem-based learning as an instructional model is associated with the new... ... middle of paper ... ... Works Cited Beamon, Glenda W. “Guiding the Inquiry of Young Adolescent Minds.” Middle School Journal. 33.3 (Jan. 2002): 19-27. Goodnough, Karen Ph.D. “Preparing pre-service science teachers: Can problem-based learning help?” 22 April 2003. EBSCOHOST.