At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
They also can provide feedback for students on their strengths, allowing them to see for themselves where they need to make improvements. Teachers use rubrics to assess students, they make it much easier, more consistent, and objective. They also help teachers focus better on key concepts. By making a work model (rubric) for students to use students will be able to improve and increase knowledge students will acquire. Teacher can better justify student grades by using a rubric that clearly shows where the student rates according to the rubric.
According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation. I feel that one of the greatest strengths I possess as a teacher is the ability to differentiate lessons to meet the needs of every child. The use of various types of formative assessments aids in the monitoring of the students strengths. Taking the time to know each student personally helps me to find out what is interesting and important to them. It has been suggested that these types of assessments are not graded nor used in the computation of the final
This essay will discuss my perception of the role of a teacher in the lifelong learning sector. It will cover a teacher’s roles, responsibilities and boundaries. It will also evaluate different methods of assessment and discuss approaches to embedding inclusive learning and teaching into learning activities. I have broken the essay down into several headings: Roles, responsibilities and boundaries Teaching and learning methods Assessment methods Equality, Diversity and Inclusion Functional skills in the lifelong learning sector. Background For background information, I am studying teaching in order that I can have an understanding of how my students are learning, and some experience of teaching, so that when I come to assess them for their NVQs I appreciate how they got to the point of submitting their workbooks to me.
Standardized tests involve administration of instructions, questions and scoring to all individuals in a similar manner. The test aims at comparing students’ knowledge in a given class, region or country. Program tests involve the use of teacher-made trial to determine how well scholars understand a particular content. Criterion-referenced tests compare student performance against a set standard while essay tests require students to give answers to several questions demonstrating their ability to recall, organize and interpret information in a logically integrated manner. On the other hand, informal assessments evaluate a student’s progress and performance individually.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
{draw:frame} The teacher / trainer cycle (TTC) is a simple iterative process by which a learning experience that, once a need has been established, may be designed, delivered, assessed and evaluated. My main role as a teacher of ICT, will be to provide a learning experience that fits the course profile that has been designed. Within this I have to take into account the various learning styles, visual, auditory and kinaesthetic that my students may prefer. Health and safety will also be a primary feature as will record keeping. Student records, attendance, achievement and disciplinary details will be some of the information kept.
I was able to gain experience in reflective learning by various activities, such as group presentation and mock interviews that was as part of the module. I was able to reflect on feedbacks given to me by other students. This outlined both my strength and weakness and also equipped me with confidence needed to succeed in the labour market. Entwistle (1998) pointed out that in order to achieve a good grade, Students needs to organise themselves strategically. This will involve time management, reading the right learning materials, putting efforts in studies as well as knowing what teachers expect from you.
Powers began by mentioning a proposed design model for the course after he viewed the professor’s syllabus, which was in the format of a learning portfolio. The first session consisted of discussion and observation between the two in order to create a more effective tutorial model. The second priority was to implement a calendar into the syllabus thus making it easier for students to maintain submission dates and to see how and where certain general course objectives would be met. The second to last task was creating an easy to navigate website used for material transferring purposes. The final step was focused on finding the best way to assess the professor’s students on their fulfillment of course objectives.
It is used to help students with diverse needs learn using a core curriculum. Based on the readiness of students, there are three strategies for successfully implementing differentiated instruction. Regardless of their individual differences, students are expected to master the same concepts, principles, and skills. First, is the “content” of lessons it may be differentiated based on what students already know. The teacher may differentiate the content by designing activities for groups of students that address different areas of knowledge, understanding, and skills.