Educational assessment is a valuable tool for observing and assessing the results obtained by the students, as well as for checking the efficiency of the teaching process and consequently the improvement of it when necessary.
On the one hand, the teachers evaluate the learning process. They analyze it in order to detect if the objectives and key competences have been achieved. A recording of the student’s progress also provide students, parents and other teachers with some feedback on how well they are doing. When doing this, the students’ motivation increases as they have an evidence of their progress.
On the other hand, they evaluate the teaching process. The teacher evaluates its own teaching practice, the materials and methods used in relation to the achievement of the educational objectives established in order to review and update the teaching structure of work. Moreover, children who need special support can be identified to plan immediate remedial action. In one of the activities the teacher saw that one of the students has language problems.
Students are required to fulfill the minimum objectives for the level of 2nd Primary Education and the key competences designed to be able to promote to the next year. Those students with special needs have an adaptation of these objectives according to their problems, but in general, the whole class has to achieve these objectives.
In order to carry out the evaluation process a wide range of tools, materials and techniques are used. They are adapted to the specific needs of the class and of the students as individuals. Two kinds of assessment are considered:
Informal formative assessment. Based on daily observation and recording of students’ performance. It can check students’ prog...
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...epared to do it. On the one hand, it is difficult to treat students with the same criteria and satisfy the needs of each student due to the fact that there is a great quantity of students with each own personal characteristics. Furthermore, at the beginning I found difficult to deal with the students who are less able than others and need special help.
Looking back I would say that all my expectations haven’t been fulfilled. Apart from that I could say that this internship has been very useful and I have definitely learned a lot. During the internship I met a lot of people. I met teachers, other students from the university that like me, are in their internship and a lot of students. I am very grateful for the support of all of them that help me since the beginning, they integrate me in their group as one member more and they help me to solve different conflicts.
The tools and techniques used are comprehensive which helps assess a learner’s development in the area of learning like the ability to understand, analysis, and apply knowledge acquired through creative process that are evaluated. The evaluation section was divided into two broad categories Scholastic that looked at the areas which were subject specific and Co-Scholastic that included activities that were co-curricular like life skills, attitudes and values. The Scholastic evaluations was divided into Summative assessment to help analyse how much the students have learned after teaching through various medium like multiple choice questions, long and short answers , match the following , fill in the blanks and understanding diagrams in science and Formative assessment were to evaluate the students everyday learning situations during teaching to help identify gaps which help provide feedback to teachers to be able take remedial action through the use of various tools like observation, document analysis ,peer reviews ,self-assessment ,tests and implementation of various techniques like projects ,assignments , activities , making of posters ,charts ,collages ,group discussions and seminars. While the life skills activities looked at enhancing the thinking, social and emotional skills, the summative assessment looked at assessing skills like teamwork
Quizzes are also a valuable tool to use after a lesson, to help measure where the students are in the material covered. These quizzes are corrected but the grades are not recorded, they are used only so the students can know how well they did. After quizzes are given,...
All assessments will be purposeful, and the goal of the assessment will be determined before the assessment is given. Assessment and evaluation will be ongoing throughout the year to provide reliable information. Assessments will also be authentic during the natural daily schedule. I will assess by creating portfolios, observing the children, and taking anecdotal notes. The assessments will allow me to measure students’ success and development. I will gather data from multiple sources to ensure that the data is reliable. I will maintain ethical behavior in all forms of assessment and evaluation. I will also reflect on my own teaching practices to better myself for my
In the article Seven Practices for Effective Learning by Jay McTighe and Ken O’Connor, several assessment and grading practices are presented. Characteristics of summative, diagnostic, and formative assessments are outlined. Based on these categories, descriptions of each practice is provided and compared with other typical forms of assessment typically used by teachers in the category. Justifications of how and why the practices enhance student achievement are also revealed.
“Assessment is one of the most effective instructional strategies to increase learning.” (Edutopia)When teachers think about assessment quality, they often focus on the accuracy of the instrument itself- the scope of which the assessment item tasks and scoring rubrics produce accurate information. It is imperative to use the different testing technique to improve learning. By taking tests, students can establish that they are independently capable of expressing their understanding of the material. I will have an opportunity to analyze each student's understanding and ability to apply learned information. I can then decide whether the
Assessments are an important part of teaching. Assessments are a good way for teachers to monitor students’ learning and understanding. Knowing students’ level of understanding can help teachers improve students’ learning and guide their instructions. In the future, I plan to continue assessing students in multiple ways such as, asking questions, illustrations and writing to adjust my instruction. I also plan to encourage students to assess their own work so they are involved in their own learning as well as look for ways to “employ technology to support assessment
I feel that each student has the potential and ability to gain knowledge, though each may have a different learning style. It will be my job, as a teacher, to experiment, explore, and determine the correct technique for each individual. In order to achieve this goal, I will need to be aware of the student’s personality, academic level, and any risk factors that child may have. I will work to inspire, motivate, and instill the confidence needed for each child to reach his/her full potential.
Formative assessment is the process of assessing while the task is being performed or while the information is being taught to the students (Brookhart & Nitko, 2015, p. 141). This means that assessment happens through every stage of teaching. There is much debate between educators and non-educators alike on what is the best form of formative assessment to give. There are teachers that believe most formative assessment should be graded so they give motivation to students where others believe that the best formative assessment happens through observations, short discussions, or quizzes that are not graded. The best thing to do is find the best way implement formative assessment.
Formal and informal assessments help the teacher to monitor learning progress, diagnose learning issues, and determine what they need to do next to further learning. In a regular classroom activity, they collect information about how students learn, what they know, what is working and what is not, and it helps a teacher to take decisions about teaching and learning process. Reflection on student accomplishments offers instructors insights on the effectiveness of their teaching strategies. By systematically gathering, analysing and interpreting evidence we can determine how well the student learning matching the outcomes for a lesson, unit or course. The knowledge from student feedback indicates the instructor that how to improve instruction, where to strengthen teaching. Pre- assessment, formative assessment and summative assessment are different types of
For many years assessment of student progress typically resulted in summative assessment, that is the result of what the student learned and how well they learned- summation of their learning. More people are embracing a different approach to assessing students and thereby how we teach students. Formative assessment is “the informal and formal processes teachers and students use to gather evidence for the purpose of improving learning.” (Chappui, Stiggins,
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.
Educational assessment typically is recommended when a student has not met academic expectations. There are various standardized tests and methods that can be useful identifying a student’s academic strengths, weaknesses, competence with specific material, yet other factors may explain a discrepancy in ability-namely limitations resulting physical or cognitive impairments. As such, nonacademic functional tasks should be included in an assessment of a student’s educational difficulties and incorporated into the educational plan (Pearson Education, Inc., 2008).
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Another benefit is feedback affords an opportunity for clarification of what is expected. Student performance and achievement increases as they are able to understand the expectations for the specified task or project. This process also helps alleviate frustrations one may feel when unsure of the criteria for quality performance. Feedback also helps students identify strengths and weaknesses in various content arenas. Effective feedback from the teacher assists in student identification of the level of which they are performing as compared to the desired goal.
Assessment is a tool used in the classroom every day. It is used to measure a student’s mastery of a skill or knowledge of a given subject. It is also what demonstrates to the teacher what the students have learned. Educators use that information to determine if they need to re-teach to a specific student, group, or the entire class. They can also use that information to determine the rate of their teaching. Assessments are important because, as teachers, we need to know what difficulties our students have and what needs to be refined for them. While I do believe in assessment and feel that it is one of the key components of teaching, I am more concerned with a child’s process of learning rather than the overall product that comes from it. This is where grades come in for me. Grades determine the students’ level of mastery on a subject, nothing more. Grades should not be the exclusive indicators that a student has learned the information that is presented to them. It is the things a student learns along the way that truly matter and sometimes cannot be measured.