Embedded Formative Assessment of a World Literature Class - Term Paper Example

ESSAY: EDUCATION By Introduction This is a report paper that delves in the critical evaluation as well as analysis of the performance of the class in the class of World Literature. It is important to highlight that this research analysis will be quite helpful in the giving of the directives to the students for their better in terms of academics. It is also important to note that this kind f data can as well be used in the testing of the various results in the learning institutions. It is important to highlight that the students underwent the test three times o come up with the genuine result that is actually giving the true picture of the students understanding of the class (Wiliam, 2011). Literature review It is important to acknowledge and espouse the fat that several scholars have studied this area. In the book, embedded formative assessment by Dylan William, the core discussion of the book is based on the use of the revision questions and other learning intentions that drives a student towards success and excellence. Janet Coffey, ‎Rowena Douglas, ‎Carole Stearns in their 2008 publishing, Assessing public learning, their major point that they put into consideration is that this kind of assessment assist a teacher in the determination of the content and knowledge that a student has grasped and is capable of giving back in the right way during the testing (Heidi, 2010). In the book, Formative Assessment: Responding to Your Students by Harry G., it is taken that this kind of assessment can as we be perceived as part of the normal classes. It is important to highlight that this book explains that the test will assist the teacher in making the student confident and familiar with the testing and skills required in writing the exams (Wiliam, 2011). Analysis of the class data From the first chart, it can be clearly noted that the first chart contained the data that is for the student scores in the standardized test. The data was collected was in percentage as it is in the chart. The first student had the highest score to be 62.50% which was the first test that was done by the class and the lowest as 61.73% which was the third standardized test that was done by the student. The mean aggregate of the student from the given results can be seen as 62.50%. This is an average student performance in the standardized test. The second student had very good performance based on the given results. It is clearly seen from the given data that lowest grade that the student got was 84.10% and the highest mark that the student got was 87.50%. Considering this it can be clearly seen that the range in the student performance was 3.4% while he student average mean when all the marks are put into account comes to 85.39%. This is a commendable performance in a student and the student should be assisted formal the sides by the stakeholders in attaining the quality grades (Ecclestone, 2010). In the analysis of the results of the third student, it is quite important to note that the student performance is also better. From the data presented, it is clearly seen that the lowest mark that the student got was 73.33% and the highest that the student got was 79.81%. This is a good student who can be molded by the teachers and get exemplary results for the better. The range marks for the student is 6.37%. This is not advisable to some extent as the grades for such a student need to be having a close range (Harry, 2008). On the analysis of the fourth student’s results in the class, it can be clearly seen that the student performance was not that pleasing as compared to the earlier ones. It is important to highlight that the student only passed well in the first standard test while the other two standard tests were not that high. The best student performance in the standardized tests was the fifth student. This is a student that can be utilized effectively in the assistance of the weaker students to compare to him or her. In the critical analysis and evaluation of this kind of student, it is clearly noted that in the first standard test, the student had a score of 97.66 %, in the second standard test the student performance was 96.69% while in the last standard test the student performance was 96.80%. This is a remarkable and a performance that is quite commendable. It is also a conspicuous performance that is easily noticed at the sight of the data that is resented in the chart (Heidi, 2010). Considering the students performance, it can be clearly noted that nearly all the student were attentive in the class and this is based on the performance that is seen in the chart. Only four students got lower marks. The students need to do a lot of revision and engage themselves so much in group discussion as well as doing lots of consultation amongst themselves. In the analysis of the lower performance, it can be clearly seen that the lowest grades that were obtained was ranging from 32.81% in the first standard test through 36.91% in the second standard test to 33.75% in the last standard test (Wiliam, 2011). In the analysis of the student performance still, it can be seen that in the first standard test, the range marks for the student is 64.85%. This tells much about the last student in this case as they are taught by the same teacher and possible the student seems not to be doing the required of him or her. The range in the second standardized test is 59.78% while the range in the last standardized test is 63.05%. The student performances therefore depict a lot in the World Literature class. It is also important to highlight that out of all the 18 students, 14 passed the pass mark in all the three standard tests while only four scored below the pass mark. This can be well illustrated as shown in the pie chart (Ecclestone, 2010). The graph therefore shows the students pass in the World Literature class during the period. It can therefore be advised that the teacher should engage herself in more of grouping the students to do a lot of peer discussion. This should be done in the criteria of combining the weaker students with the top students. By this the students will be able to discuss freely in the groups without any fear and then final grades of the students will in the long run be commendable. The students should as well be given a lot of topical speed tests in the various areas of their weaknesses. This will help in the determination of the areas that the students need much of review to be done. This is another better way that should be put into practice by the teacher in charge of the class (Heidi, 2010). Analysis of the teacher’s data In the analysis of the data that is presented in the chart that compares the teacher with the other teachers in the county, t can be clearly noted that from the teacher’s action plan, the various teachers that were involved in the comparison had exemplary performance. In the results that were obtained, it can be clearly noted that all the teachers had their results above 54%. This is a good picture as it shows that all the teachers do a job worth commending. It can be noted that in the first standard test, the highest that was obtained was 88.67% by the first teacher while the lowest score that was obtained was 58.59%.thistranslated into a range of 30.08%.it is also important to acknowledge the fact that it was the third teacher who showed the most remarkable performance in all the three tests in the county (Harry, 2008). In the second standard test, it can be clearly noted that the highest score was 80.58% while the lowest was 56.04%. This gave a range of 24.54%. In the third test, the highest was 80.87% while the lowest was 54.85%. This therefore gave a range of 26.02%. From the standardized teachers’ tests, it can be clearly noted that the second standardized test was a little bit pleasing since the marginal range was not that wide. It is therefore important to advice that the fourth teacher need to engage he or herself in much of trainings to be at par with the colleagues (Ecclestone, 2010). Conclusion In conclusion, it is commendable to recognize the fact that all the teachers showed some excellence in their results from the comparison that was drawn. This is much encouraging and the teachers should keep up the good job that they are engaging themselves in. With this the students will find the best knowledge that they deserve (Wiliam, 2011). Recommendation This therefore makes it very important to conduct a lot of workshops to enable the teachers to share the knowledge that they have for the better of the students. It is also recommended that the student tests should be regular as part of the students learning to enable them to develop confidence in themselves. It should as well be done topically to ascertain the students level of understanding in the particular area of study (Heidi, 2010). References Ecclestone, K. (2010) Transforming Formative Assessment In Lifelong Learning, Boston, McGraw-Hill International. Harry, G. (2008) Formative Assessment: Responding to Your Students, UK, Eye On Education publishers. Heidi, A. (2010) Handbook of Formative Assessment, London, Routledge publishers. Wiliam D. (2011) Embedded Formative Assessment, UK, Solution Tree Press Publishers. Read More