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.
Some recommendations for setting objectives in the classroom are: Set learning objectives that are specific but not restrictive: it is important to know the specific standards, benchmarks and supporting learning that students at school are required to learn. When setting objectives they need to be stated on the learning goals, not the activity or assignment that they are expected to complete. They need to complete the assignment in order to what students should know, understand, or be able to do. Communicate the learning objectives to students and parents: by communicating the objectives helps students center on what they need to learn. Also when communicating objectives to parents, they are able to understand and get engaged in what their children are learning.
Self-assessment sparks better student learning as students are reflecting on their learning and are able to see more clearly their strengths and weaknesses. To become lifelong learners self-assessment is essential. Self-assessment in post-primary schools helps students learn to learn (Sebba et al., 2008). ‘For example the explicit goals of the self-assessment might include identifying specific areas for future improvement. If this is achieved it might be regarded as an important outcome relating to learning to learn.’ (Sebba et al., 2008).
The Foundation for Learning Students past interests, experiences, prior knowledge, references and thought processes can effective the way students learn, process information and remember due to prior experiences, how it made them feel and their personal views and attitude towards specific subjects and can alter the way they learn new material and concepts because of this meaningful learning is important. It is a teachers job to have teach students in a way that can relate to their background knowledge and insure that material in on a level the student an process. Material and lessons should be relevant to the student to make it easier to promote learning in the classroom. However, learning cannot occur without having a prior foundation because this gives a basis from which to build. “The link between past experiences, student interest, and present learning is that we draw upon previous experiences and memories as we learn” (Slavin, 2006).
I should establish goals, purpose, and interactive instruction when working with students. I should be able to clarify confusion and provide differentiated tasks for students in my future teaching practices. As a teacher, I would offer models of behaviour; for instance, presenting students that creating an anchor chart helps to remember the course materials. Teachers should respond flexibly to students’ response and encourage students to self-monitor. I believe that it is essential to adapt independent learning skills in my future classroom since independent learning help students to improve their academic performances, increase motivation, confidence, and self-assessment
In teaching, teachers do not just stand at the front of the classroom and teach just for the matter of delivering lesson. An effective teacher will always prepare for their class with an effective lesson plan that will help students increase their learning ability about a certain topic that is about to teach in class. However, there are strategies for an effective lesson plan which include learning outcomes. A Learning Outcomes are goals that describe how a student will be different because of a learning experience. More specifically, learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience.
Formative Assessment will gauge student progress and is vital for achieving learning targets. Summative Assessment will determine how well students have mastered instruction. 4.Clear Outcomes A clear outcome is fundamental for quality assessment. The desired outcomes or learning goals provide the foundation for improving knowledge. A teacher and students need to have a clear understanding of learning goals, how to achieve them and how to tell when they have done so.
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.
Teachers are expected to design promising learning environments and help students discover what they afford, what might be learned, how and why (Knight & Yorke, 2003). According to the authors (Strivens and Grant, 2000), if learners have an accurate awareness of their levels of achievement in skills, in conjunction with a desirable skill profile for a job or a range of jobs, they will be able to recognize when and where they need to improve their level of skill. It has also been
It will take a collection of practices to help improve classroom instruction. Some of the practices are collaboration among teachers, improving curriculum, increasing the rigor of work, improving and analyzing assessments, professional development, and student writing. Collegial learning opportunities allows teachers to work together, either one on one or in groups to help the teachers to learn from one another by looking over instruction work, student work and assessments (Peurach, Glazer, & Karen, 2004). Curriculum allows schools and teachers to know what they are teaching. It is important to prioritize the curriculum and how to monitor it and un... ... middle of paper ... ...er data collection instrument would be to introduce alternative instructional strategies to help improve instruction.