Assessment of learning is a type of assessment that is used to confirm what students know, to determine whether or not the students have met the standards (i.e. criterion-referenced), and/or show how much they have learned in relation to other students (i.e. norm-referenced). It is also used to provide accurate descriptions of proficiency or competence so that the recipients of such information can make reasonable decisions regarding the students. Assessment as learning emphasizes the use
approaches in assessment in my chosen specialism of Electrical installation and electrical Principles. I will look to examine different types of assessment methods and also types of feedback given to the learners in conjunction with the assessment methods that are carried out. I will also look to identify the need to guarantee equality and diversity is adhered too as far as possible throughout any assessment method that is used by my students. So what is assessment? The term “assessment” refers to
Formative assessment is a variety of informal and formal strategies that are used by teaching staff during the learning process in order to adapt teaching and learning activities, this may include changing priorities and commitments, or using new procedures to improve children’s achievement in school. It establishes where a learner is in relation to their learning goal, where they need to get to and showing how to get there. It is designed to give pupils feedback to enable them to improve in their
“Assessment in schools regularly receives attention from the media and is one of the most contentious issues within education” (Pollard et al. 2008, p.422). Each educational professional and politician has their own opinions on the different forms of assessment in schools, resulting in a continuing debate regarding which format best supports teaching and learning. This essay will aim to analyse a range of theoretical approaches to assessment, looking at their roles in relation to teaching, learning
The National Curriculum promotes a whole school approach to assessment whereby there is a holistic approach to assessing, recording and reporting of pupil attainment. The aim is to provide information for pupils, teachers and parents as well. According to the National Curriculum, some of the core principles of teaching and learning include the following; setting high expectations and giving pupils’ confidence to succeed, develop learning skills and personal qualities and also establishing what learners
years old Gender; Female Student Profile; Ella has a learning disability that proceeded from having an extreme number of severe diabetic hypos during her foundation of early primary school years. Her diabetic hypos interfered with her ability to learn basic spelling rules and patterns, according to medical experts the brain does not function properly for several hours following a hypo. Hence, Ella’s attention span during classroom learning had been very limited to the extent of not hearing any
Providing Clear Learning Targets Description of the Question at Issue Whether students are prepared or unprepared for what is to come on an exam is not only up to the teacher, but it is up to the student. In preparation for the STAAR assessment, my students have been working hard to gather all the necessary tools to be able to pass this test. §110.18. English Language Arts and Reading, Grade 6 (10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences
Formative assessment – assessment for learning This paper is about formative assessment and how we can introduce it into teaching and learning, particularly in the context of the move to 20 credits. It has been suggested that we assess students for three main reasons: 1. Certification of student achievement (normally summative) 2. The accountability of educational institutions (normally summative) 3. The promotion of learning through the provision of formative assessment and feedback
Assessment for learning should be part of effective planning of teaching and learning A teacher's planning should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals. It also has to be flexible to respond to initial and emerging ideas and skills. Planning should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work. How learners will receive
Formative Assessment Quote Bank Immediacy. Frequency, Variety “…attention to minute-by-minute and day-to-day formative assessment is likely to have the biggest impact on student outcomes.” (Wiliam 27). “The process used by teachers and students to recognize and respond to student learning in order to enhance that learning, during the learning” (Wiliam 37) “Checking for Understanding presumes that students are able to demonstrate their understanding in different ways” (Fisher and Frey 8). Another