Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
During the session they were both tested on their practical teaching skills in the gym environment. Working with others. Multiple choice questions on maths and English. To gage their level math and English which would be need to complete the assessment work and write report and calculate results the job. On completing the assessments both student were welcomed on the course and given feedback on their results.
Prepare an appropriate graphical representation for each of the following variables. a) The different majors of students taking MM207. b) The number of hours spent on school work by students in MM207. 9. Using the range rule of thumb estimate the standard deviation for the number of credit hours students in this sample are taking and the shoe sizes of the females in the class.
Assessment in Kindergarten Teachers are one of the first people students go through for knowledge. As a kindergarten teacher you want to make your students understand what they are doing, to do so, teachers need to assess for understanding. Teachers test students in a variety of ways. As a kindergarten teacher you want to assess students by making observations of what you see and also by saving paper works such as a portfolio to keep track of how they are progressing. There are three different methods used to assess student knowledge: diagnostic, formative, and summative.
In contrast, formative assessment is a part of the instructional process and is able to provide essential leaning and teaching information to educators. Formative assessments help to provide educators with more timely information where learning adjustments can be made more immediately. The results of formative assessments can help to guide teachers in knowing where they need to take their instruction next, depending on student learning and understanding of previously learned skills and concepts. Formative assessment also allows teachers to involve students in their own learning through descriptive feedback as to their progress. Some instructional
The professional development meetings inform the teachers of how to incorporate rigorous learning into their lessons and also explains what the district expects to see from the staff. To meet the goals of our action plan, the teachers need to align their lessons with the core curriculum. Professional development helps them stay on task with these strategies. Principals also use out-of-district professional development classes to refine any weaknesses of the teachers in our school building. For example, if a teacher has a hard time with classroom management, our principal will suggest a professional development to address classroom management skills for that particular teacher.
Try to read the lesson carefully and highlight the important information that the teacher will explain. Collect the questions that you need to ask, so you can ask the teacher during the class. Also, take good notes during the class or lectures you may need to take detailed notes and review them briefly before the next class. In conclusion, paying attention in class is very important to be successful on a test in class. The second step is to take courses in order to be successful at standardized tests and to be prepared for them.
Development of Assessments Summary of responses: According to the instructors or trainers a pre-class questionnaire or training needs analysis is critical for the development of an assessment or program. To realize and collect important data it is essential to prepare clear and precise goals and a concise course outline. C. Implementation of Assessments Summary of responses: The interviewees present the students/employees with the objective of the lesson at the beginning. The instructors stated that they also present the objectives in the middle and end of the learning segment. All interviewees engage in face-to-face discussions to discover the level of skill and limited disabilities of their students/employees.
Rubrics and spirals are used in and outside of education for various reason and applications. Many teachers and students use rubrics as a guide when writing or completing various types of assignments and projects. The information inside the rubric or spiral lets the student and teachers know what to look for and add into the assignment for the best possible grade. The main focus and purpose of a rubric or spiral is that it gives the student and teacher a step by step guide when completing or grading the assignment to the specific specifications of the assignments goals. Using rubrics and spirals to complete all assignments will ensure the best possible outcome for the student clearly outlining the expectations of the teacher.
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