1. Explain the purpose of the following types of assessment in learning and development • Initial Assessment • Formative Assessment • Summative Assessment Formative Assessment Initial assessment provides the information needed to plan an individual’s learning and improve their chances of learning effectively. Without it, there are only assumptions. It’s always possible to make some predictions about learners from an application form or selection test, but it’s an insecure basis for planning. Learners themselves bring assumptions about learning based on the past, and some of these may get in the way of looking ahead to a new way of learning.
Many teachers do not like “catching plagiarists and bringing them to academic justice.” As she states, it is not hard to just cite the author that originally had the information you are using (Bojar). Plagiarism is becoming a big problem in the school system. Many students do not understand what needs to be cited and what does not. The school system should teach students the proper way to cite, and they should teach them that copy and pasting is not writing a paper. According Bojar to students at the community college have a hard time juggling classes along with his or her family and a job.
They stress day and night over these overrated tests, like previously stated channeling out the imagination, curiosity and good will. Besides being an imprecise measure for students, they use them to judge a teacher’s performance as well, essentially used to either reward or punish them. Standardized test are not helping us very much right now. In conclusion, the usage of standardized tests should be discontinued or by the very least lessened. These tests are not helping people, it’s initially having a negative effect on students and teachers.
Payne stated that students should learn the “hidden rules” of the middle class from their educators so that they have another set of rules to use if they choose to do so. Impoverished students, compared to students of middle or upper class, often have a lack of proper funding, thus, a lack of appropriate resources to use in their education. Due to this, they are often unprepared for school, not having the money to purchase books and other educational tools. Both authors realize this, but argue that the responsibility lies on different shoulders. Payne states that impoverished students face inequality at school, insinuating that the school should be responsible for helping to provide for these students so that they can have a better education.
Students were required to pursue a set method within the process of solving factors in the classroom. Students are not graded by the answer they provide but by the process of how they obtained the answer. In working class schools, the teachers fight for dominance in the school’s setting. When the principals were asked about the history of the schools they lacked knowledge and were unable to provide this information. The teacher’s set low standards for students.
While this statements sound so simplistic, it’s really being lost in the world of teaching. While trying to keep up with testing standards and needs of students, we as teachers must make sure that we are not creating ignorant thinkers. As teachers we must accept that we don’t have all the answers and that just like students, we are constantly learning. When Dr. Wayson was speaking, I couldn’t
Misbehavior is less likely to recur if a student makes a commitment to avoid the action and to engage in more desirable alternative behaviors.”(Kizlik, 2012). I believe that I have a more to learn about classroom management and policy, especially dealing with punishment and consequences. The use of praise in my classroom management style might be good. In the use and way I praise students matched the use of best practices of more seasoned professionals. I have linked praised with student performance and instruction.
The Impact of Educational Experience The political implication in classrooms can be concluded as the teacher has the power and the student is there to learn. This gives the teacher the most power and influence over the student’s educational experience. Paulo Freire, in “The ‘Banking’ Concept of Education”, believes that students are suffering from narration sickness and information is being thrown at students only to receive, memorize and to “deposit” information, which results in receiving the this information without applying it into the real world. He also states that the banking system of education does not allow the student to become critical thinkers. That myth In Richard Rodriguez’s memoir, “The Achievement of Desire,” he states that he was known as what Richard Hoggart’s definition of the “scholarship boy,” which is the way he describe himself as a student who constantly struggles with balancing his life between family and education.
Freire and Rodriguez According to dictionary.com education is defined as, “the act or process of imparting or acquiring general knowledge, developing the powers of reasoning and judgment, and generally of preparing oneself or others intellectually for mature life.” In Freires essay, “The Banking Concept of Education,” he explains two different concepts of education. The first one being the “banking method,” and the other “problem-posing.” The Banking concept is a type of education where there is strictly a teacher who states facts and feeds it into the students memories. In this type of education, the student does not benefit strongly because they aren’t understanding the things the teacher is sharing but only memorizing the information. In the problem- posing method the teacher creates a warm environment in the classroom. She does this by creating discussion about topics and reminding her students that she isn’t the teacher but is a student of the class as well.
Knowledge All the lesson topics have been developed on the basis that students have no prior knowledge of each stage of the business subject. The only assumption was the students had completed the tasks in the preceding practical session, however not having completed the tasks should not interfere with their learning of the lecture topic. (Moon et al 2002:72) discusses ‘the focus shifts from teachers’ knowledge to learners’ understandings, from techniques to