In my role as an educator, I plan to explore different technologies available for assessment in assessing my students. This technology and instruments will be helping me to design an assessment that can attempt to reveal what my students are thinking. Various technologies that I am planning to adapt to help me with the assessments are in place. Some of these technologies are use of a response device designed to work with multiple-choice and true-false questions, use of group scribbles, and the use of a network-graphing calculator. I am also planning to be evaluating my applications of this assessment tools to ensure a continued improvement in the way I will be assessing my students.
I will be using the simple response device designed to work in multiple-choice and true-false questions with information about my students. If this kind of device is carefully designed and used in a meaningful way, it is believed that answers obtained to these types of questions can give information that can be used to assess students and suggest on the measure that need to be taken to improve their learning (USDE, 2012). I will be posing multiple-choice questions to my class, ask my students to use response devices to answer the questions and then have them discuss those questions with their peers who have different answers. My main objective to using this kind of assessment will be trying to raise the levels of engagement of my students in the learning process.
Another type of technology that I am planning to be applying in my assessment as an educator is the use of Group Scribbles. According to USED (2012), this is a more sophisticated system that supports peer instruction by capturing complex responses from students. This could allow my student to contribute in classroom discussions using the enhanced chances that the technology offers. If I plan to explain how ...
Cite this document
(“EDUCATION ASSESSMENT IN PRACTICE Research Paper”, n.d.)
Retrieved from https://studentshare.net/education/513319-education-assessment-in-practice
(EDUCATION ASSESSMENT IN PRACTICE Research Paper)
“EDUCATION ASSESSMENT IN PRACTICE Research Paper”, n.d. https://studentshare.net/education/513319-education-assessment-in-practice.
ng quality of education. This research investigated which theoretical framework of quality assurance in education the European Youth Forum's work on Quality Assurance in Non-Formal Education best fits. This was carried out through a discourse analysis of European Youth Forum's policy documents on quality assurance to determine what approach was appropriate.
Among graduate schools of education, the college is famous for being a national leader. It, embodied in its students and faculty, comprises a vivacious intellectual community that deals with pressing questions and develops knowledge on education, including education administration, policy, and leadership; communities, organizations, and individuals’ development; psychology, particularly focused on children and families; and special education.
This adjustment helps the student to meet targeted standards and goals within a set period. According to center for education research and innovation, formative assessment is an interactive assessment of the student where the teacher identifies learning needs and shapes the teaching.
To achieve effective assessment however, educationists need to put in place very vibrant and workable assessment tools. In educational cycles, the type of assessment tool used by an educationist says a lot about the educational competence of the educationist.
According to Stiggins et al. (2004) a sound and productive classroom assessments are build on dimensions like the specific information needed of intended users, achievement targets, accurate reflection of students achievement, effectively communicated results to the intended users and having students involved in the assessment, record keeping and communication.
One of the elements of an assessment triangle that the author critically analyzed is cognition. Cognition refers to the theory, data, and a set of assumptions about how student present their knowledge and develop competency in a subject matter domain. Using the concept he tries to align his summative assessment in the best possible way.
Trying to change the behavior without identifying the cause of that behavior is like giving a patient medicine to treat the symptoms, while the actual disease that makes those symptoms appear is left untreated and thus causes the symptoms to reemerge after the medication is stopped.
One such theory is the constructivism theory of learning which looks at how the individual constructs knowledge for themselves. Constructivists argue that for an individual to be given maximum experience of learning, they must be allowed to be involved in the creation of learning and must be able to look at the various ways in which they will participate in the learning process (Jacobs, 2008).
Currently, focus has turned on formative assessment techniques. Studies on the teachers’ effectiveness reveals that an assessment which is learner centered bring out the best of teaching practice. Such an assessment was to aid the