Assessment of and for learning.
A good assessment practice is a key feature in order to achieve an effective teaching and learning practice. This section will consider the assessment issue from a theoretical and empirical perspective, having as the main objective to improve my future teaching. Traditionally, assessment has been thought to be something that happens after the learning process, something separate of the teaching process in time and purpose. (Graue, 1993). However, currently, approaches about assessment make the difference between Summative assessment or assessment of learning (AoL) and Formative assessment or assessment for learning (AfL), but this is not actually a new approach, as Ryle (1949) already talked about Knowing …show more content…
(1993) ‘Integrating theory and practice through instructional assessment’. Educational Assessment, 1(4). [Online] Available at: http://math.arizona.edu/~cemela/english/content/shortcourses/assessment/Day%25204%2520Reading.pdf (Accessed: 14 October 2015).
Ryle, G. (1949) ‘Knowing how and knowing that’ in Ryle, G. The concept of Mind. Abingdon: Routledge pp16-20
Black, P. & Wiliam, D. (1998). ‘Assessment and classroom learning’. Assessment in Education. 5(1) [Online] Avalaible at: http://area.fc.ul.pt/artigos%20publicados%20internacionais/Assessment%20and%20classroom%20learning.doc
Bloom, B.S. (1956) Taxonomy of Educational Objectives. New York: Longman.
Bloom, B.S, Rehage Kenneth J., Anderson, Lorin W. (1994) Bloom’s taxonomy: A forty- year retrospective. Chicago:NSSE.
Savage, J. & Fautley, M. (2008). Assessment for Learning and Teaching in Secondary Schools. Dawsonera [Online]
Avalaible at: https://www.dawsonera.com/readonline/9781844458028
DfES (2002). “Government guide to Assessment for Learning”. pp. 19-39
Spendlove, D. (2009) Putting Assessment for Learning into Practice. Dawsonera. [Online] Avalaible at: https://www.dawsonera.com/readonline/9781441131669
Behaviours for …show more content…
Nevertheless, it wasn’t an appropriate approach to motivation, as pupils felt that there were a lot of activities to do, and they didn’t see the point on most of them. After reading McLean (2009), who highlight the activities transition as an important part to encourage good behaviour, I tried with the 10E group to divide activities in little chunks that later will be linked. It worked well and students started to see the point in the activities. When they started to understand why they did an activity, they felt more engaged and the outcomes that I could check in subsequent lessons were satisfactory. One of the problems that I had during my first two weeks was how to modulate my voice. Voice is a strong tool in a teacher, it can motivate and challenge pupils and it can give peace as well. In my last lessons before half term I starting using my voice in a better way to motivate students (as shown in my mentor feedback), as well as to praise and reinforce good behaviour (Hayes, 2007). Students participate more in activities when they feel some changes in the teacher’s voice, otherwise lesson turns
Click here to unlock this and over one million essaysShow More
Stiggins, R.J., Arter, J., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: doing it right-using it well. Portland, OR: Assessment Training Institute.
Bright, G.W. & Joyner, J.M. (1998). Classroom assessment in mathematics. New York: University of America, Inc.
Once I decided on what kind of assessment I wanted to use, I then wrote out how I would administer each piece and created the necessary worksheets to go along with them. I tried to incorporate multiple forms of assessment – the structure of worksheets, the freedom of journals, and discussion to talk through thoughts and issues – to provide students with numerous methods of expressing themselves and multiple opportunities to create connections with the material. I also made an effort to give students the chance to work in small groups, as a whole class, and independently so they could support each other’s learning to help make meaning from the content then put it into practice on their own.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
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
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
As more educators call for assessment for learning (Chappuis & Stiggins, 2002; Gavriel, 2013), attention has been paid to investigate how teachers use assessment in the classroom (Frey & Schmitt, 2010; Missett, Brunner, Callahan, Moon, & Azano, 2014). This is as important as understanding the rationale and perceptions of assessment strategies. Teachers need to have a solid knowledge and understanding of assessment so they can have an approach to assessment for learning (Greenstein, 2010; Stiggins, 2010). The alignment of instructions, assessment, and learning, involves teacher’s perceptions of the quality of lesson design, teaching strategies, and how both lead to accomplish the educational goals. However, many researchers
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.
The development of Assessment for learning (AFL) within a classroom setting is based on the assessment of a student’s work and understanding of the subject. These assessments are based on where the students can assess themselves whilst allowing information
Assessment is an essential part of education. Teachers can use ‘information about student progress’ (MCEETYA 2008, p. 14) to ‘improve learning outcomes’ (Ferguson 2011, p. 391), and to make informed decisions about future planning and strategies (Godhino 2011, p. 200). This type of assessment is known as ‘assessment for learning’ (Godhino 2011, p. 201). Assessment can also be used to ‘make judgements about students’ achievement of objectives, goals and standards, [this is known as] assessment of learning’ (Godhino 2011, p. 201). Another form of assessment is ‘assessment as learning’ (Godhino 2011, p. 201) which involves students reflecting on their progress.
Assessment serves the purpose of ‘learning’ in education. Formative assessment is a procedure through which teachers and pupils assess learning in a daily classroom environment. “…formative assessment aims to gain insight into learning processes that can be used to support learning through tailored instructions and targeted feedback” (Stobart, as cited by Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B., 2016). Instead of determining grades and marks, formative assessment determines the path towards a course of further and long-term learning. To identify pupil’s learning and understanding needs in the classroom, frequent and interactive assessments should be carried out. Formative assessment takes various
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).
Obtaining the knowledge about the basics of assessment for learning and the applications, I can do research on activities to do with my students and how to continuously improve learning within the classroom. These improvements can be implemented by encouraging a community of learners. Students develop abilities to “think and reason” through their social interactions. (Shepard, 2000). Sharing this information with other teachers and collaborating on the practices could increase the chances of student success within the whole school. When there is a lesson or subject that seems difficult for students, applying an assessment for learning activity into the lesson could provide an alternate route on how to approach the topic to reach mastery of the standard. I believe that the greatest benefit of assessment for learning is that it helps teachers deal with students who lack motivation due to the constant poor grades they receive. This type of assessment restores the students’ confidence in their own abilities which will later bring more success, which can then turn extrinsic students into intrinsic
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a