Classroom assessments help educators identify students strengths and weakness, monitor student learning and progress as well as plan and conduct instruction. Many question rather to use the more formal standardized testing or authentic learning strategies including the Multiple Intelligence (MI) theory. Classroom assessments can do more than measure learning. How educators access and communicate the results send a clear message to students about what is worth learning, how we expect them to perform as well as how it should be learned. Linking instruction and assessment is critical to effective learning.
Students consequently learn better when they use creativity and originality to come across learning. Insight in the classroom is better understood when it occurs through discovery, exploration, and real world experiences. It is important and necessary for the student to be involved in the learning process. Instructors are to be facilitators rather than teachers, allowing the student to come across their understand... ... middle of paper ... ...e internally motivated have higher levels of creativity, achievement, long term well-being, & comprehension. Those that are externally motivated towards school will less likely engage one outside motivation is removed.
Teaching and learning a second or foreign language is much like teaching in the general education classroom. ESL classrooms need structure, nurturing, and sufficient instructional strategies. With such diversity among adolescent ELs, it is important for teachers to learn as much as possible about their students’ background, prior knowledge, and experiences, and to have knowledge of strategies that directly address the needs of their students. Instructors need to build relationships of trust with their students and their families. Also, teachers need to establish predictable classroom routines and procedures.
Relevant (QSA, ACARA,) documents highlight the importance of educational systems lifelong learning this is where students grow not only in knowledge but to become independent of the teacher. Therefore teacher supplied-feedback should give way to self assessment and self monitoring. Some of what the teacher brings to the assessment act itself must become a part of the curriculum for the student. Sadler The validity of student relative teacher judgements in assessment has been explored by many researchers and reported in the education literature .In large part student peer and self grading works best when students share a comprehensive understanding of the assessment criteria and the characteristics of work illustrative of different levels of performance. Boud describes the characteristics of self assessment as the involvement of students in identifying standards and or making criteria and making judgments about the extent to which they met these criteria and standards.
The development of learning skills is needed to succeed in school. Independent learning is frequently related with other approaches to learning such as student-centered learning. The gradual release of responsibility strategy is a successful way for moving classroom instruction from teacher-centered to student-centered collaboration and independent practice. While students have full responsibility for outcome, teachers provide feedback, evaluate, and determine level of understanding. Teacher must reflect how well students evaluate, assess, and modify plans to complete tasks and meet goals; accepts responsibility for own behaviour; follow classroom instructions without supervision.
The educator is also recommended to provide wide range of experiences to develop student concept of learning. The teacher needs to allocate student into various division according to the educational progress in terms of every individual’s earlier course of development. The classroom environment should be supportive enough to embolden student to explore them through unplanned interaction (Slavin 2009). On the other hand, the main educational implications of the Vygotsky theory are scaffolding and co-operative learning. Vygotsky’s theories are more focusing on indirect instructions and child’s independent learning.
Integrating culture into the curriculum is an important component of culturally relevant teaching. Teachers can use culture to redesign the existing outcomes to have a positive, meaningful, and engaging influence on all students’ learning. Research on culturally relevant teaching shows that students learn through building on their prior experiences and knowledge by connecting that background to current content and activities in the classroom (Morrison et al., 2008, p. 438). Researchers argue that learning is relevant to students only if it is connected to students’ identities (p. 437). This connection stems from the personal relationship teachers build with each student (Parhar & Sensoy, 2011, p. 195).
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”. For the case of practice learning, it helps mentors to get a clearer view of where learners are experiencing difficulties and they can adjust their support and guidance provided to the learners. This is supported by Black and William (1998) who suggested that assessment becomes ‘formative’ when the evidence is actually used to adapt the teaching to meet the needs of students or by the students themselves to change the way they work at their own learning. Formative assessment seeks to present learners with explicit goals or outcomes of instruction, to help them assess their current position in relation to these goals, and to equip them with the tools to bridge the gap between the two. Thus, effective formative assessment must help students answer the following questions: 1.
As a teacher in a classroom, I would do this by implementing active-learning strategies wherever possible, such as inquiry-based activities or real-world problem solving related to what the students know. In teaching students through this constructivist approach, with its emphasis on critical-thinking, I believe that students ' gain an essential skill for lifelong learning: 'adaptive expertise ', which is '[...] the ability to apply meaningfully-learned knowledge and skills flexibly and creatively in different situations. ' (Durmont et al. 2010, p. 84) Not only do they form the basis for lifelong learning, a constructivist-classroom that encourages critical-thinking naturally elicits greater social interactions through discussion and collaboration; an essential part of an education which produces active and
For instance, if one student has a behavioral problem and has frequent outbursts that cause disruptions to the class, a student’s learning ability can be hindered. Behavioral problems need to be addressed, and the correct behavior needs to be modeled (Chen). If the student continues to have problems, the... ... middle of paper ... ... guides the student to success. Teachers should stress the importance of the students to develop goals, beliefs, and attitudes in order for the students learning ability to be maximized. Elementary teachers should frequently praise the young student’s efforts, this helps build up the confidence of the student and their ability.