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. (Boud, 1991pg 12) This encourages learners to be more independent and learn how to learn. Learners who are more involved in assessing themselves and others are more likely to develop the attributes and skills they need to become resilient, self-motivating learners. Students take first steps towards independent and autonomous learning by developing learning strategies based on evaluations. This enables students to assess their own work and that of their peers and provides opportunities to discuss and reflect on their achievements, for example, peer ratings, creative writing, sharing portfolios in pairs or an oral presentation.
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.
Planning and developing a good curriculum based assessment is vital for correct execution of mastery learning. The progress of specific learning units should explain exactly what is the teachers need from the students for proficiency. A few of the expectations that the teachers will require include, learning goals, learning outcomes, and learning objectives they are crucial to the student’s success. The declaring of these expectations is important to the success of the student. The practice would be achieved to the fullest if the students are allowed play an active role in decision making regarding learning goals and objectives.
In what ways can teachers help students to improve their learning? I enjoyed the idea that students can personalize the learning objectives because they can find relevant, real world applications of what they are learning. Also by setting personal learning objectives, students can take control of their own learning. In this competitive world, students are required to think further and get out of their comfort zone, because this skills they will need them throughout their K to 12 years, in college, and in their adult life.
Progressivists feel that student’s learning is increased and more meaningful when engaged in activities that have meaning to them. Jerome Bruner’s approach, discovery learning, asserts that students must be active in the learning process to learn. The teacher presents the students with examples and the students discover the principles for themselves instead of relying on the teacher’s explanations. A similarly related instructional method of Bruner’s is guided discovery, a method in which the... ... middle of paper ... ...tuations in order to engage the student’s interest. I will assist my students in developing new insights and connecting them with their prior 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).
If used properly, rubrics help teachers teach by avoiding any confusion within the assignment, and thus helping keep the students focused on what the criteria is and how to achieve it. Rubrics also help coordinate instruction and assessment by making the “path to learning more cohesive than a string of assignments with related but different criteria” (p. 8). With the use of rubrics helping teachers teach more effectively and helping coordinate the instruction of assignments it is only natural with these to working together that you would see an improvement in students learning. With effective rubrics showing students what is expected and how to achieve each level of criteria there will be an increase in the knowledge of the students understanding of what they are to
Thus, effective formative assessment must help students answer the following questions: 1. Where am I trying to go? Students need clearly articulated, concise learning targets to be able to answer this first question. Learning is easier when learners understand what goal they are trying to achieve, the purpose of achieving the goal, and the specific attributes of success. Teachers should continually help students clarify the intended learning as the lessons unfold—not just at the beginning of a unit of
This type of feedback permits students a greater understanding of what they are doing well and gives them an idea of what they could do to make improvements: a key component of formative assessments. Furthermore, by focusing the game on one component of the play, students have the opportunity to practice,
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. (Willis, 2004) 5.Assessment Drives Performance All students want to perform well. If students are given feedback during the teaching activity, the desire to improve performance becomes very motivating. If a student becomes responsible for their own learning, they will become more engaged and better self learners. Killen, R. (2005).