Assessment Program Issues - Essay Example

? Assessment Number] Assessment Assessments are most important part of the curriculum because these are professionally designed to measure different aspects of students’ knowledge and learning outcomes. Science is a vast field, as it includes different experimental aspects of study area. Designed assessments of science subjects contribute to measure the growth and understanding of the subject. Assessments enhance students' learning and help teachers identify what students know and what they can do with their knowledge (IMS.Ode, 2011). This paper aims to design an assessment program for science students, which will include processes and instruments integral for students' learning. The designed assessment will be applicable for students of grade 6 for their science subject. Before designing an assessment program for students it is consider highly important to identify specific requirements of efficient activities that help insight students' knowledge of the subject (Allen, 2006). Likewise, at first place this assessment program will focus on reducing stress from both teachers and students and before practicing planned assessments, all assessment processes, practices and instruments will be checked to note down their validity, reliability, and transparency (Pianta, 2012). Undoubtedly, paper pencil examination method is a traditional one and it is successful too, but it cannot completely evaluate students’ understanding and knowledge of the subject (Wang, 2011). Since, science is a vast subject and it is compulsory to design such an assessment that could ensure achievement of subject value, practice, research and communication outcomes. Thus, this assessment will include different activities and tasks to target each of these aforementioned goals in terms of learning outcomes. For learning and gaining expertise in any particular subject it is always important to develop interest in the subject. In the beginning of the session science teacher will ask students to write an informal essay on the topic, “Reasons for Selecting Science as a Major Subject in the Future”. This technique will help students use their imaginative and thinking power, because while writing essay they will get chance to recognize importance of scientific studies and scope of the subject in the professional career (Haines, 2004). Additionally, teachers will also get an idea about each student’s interest and dedication for the subject. This will also help teacher to design final assessment activities more effectively with respect to students’ interest and choices (Haines, 2004). Moreover, in the same class after finishing written essay students will be encouraged to come forward and read out summary of their respective essays. With this approach, it could be predicted that some students might hesitate to come forward and present in front of the entire class, but it will be teacher’s responsibility to provide equal opportunity to each student within available time and appreciated them for their future planning (Tobey, 2005). It will help develop and improve communication and presentation skills of the students. Subject teacher is going to monitor all students throughout the terms, and for this purpose, it could be suggested that after explaining a topic one or two times. Class discussion of that particular topic should be conducted to assess what students have understood from the teacher’s lectures and how well they are able to interpret their understanding about the topic (Race, 2005). As this assessment process targets science subject students, therefore teacher will be more emphasizing on examples, from routine life. Furthermore, for homework students will be given an interesting activity such as, they will have to paste or draw pictures relevant to the topic studied in the class. Although, it seems primary level activity, but it is most appropriate way of developing students’ interest in the subject and engage them in activities related to the subject (Race, 2005). This approach will be applied after teaching and discussing each topic throughout the entire term. After completion of interlinked topics of the subject and before exams students will be given their big assignments. Those assignments will include research and practice both and allow them to interpret what they have understood and how they can creatively use their knowledge to prepare the assigned projects (Race, 2005). This assessment approach will allow students to select any topic from the syllabus and prepare a three dimensional project relevant to the topic. All students will be working on project in group of three or four (Race, 2005). Project day will be organized in the class in which all students will be given certificates to encourage them prepare outstanding projects. Students will start working on this assignment a month before final presentation. For this purpose, teacher will select a leader for each team, who will be responsible to get approval from teacher on each data and material collected for his/her group project (Race, 2005). Initially, all students will give a written note of their topic to teacher for record and to ensure that no other group is doing project on the same topic. In this way, a variety of projects will be presented on the project day in front of senior teachers and administrative team (Race, 2005). This approach is very efficient to engage students in practical and research work and provide them an opportunity to represent knowledge in most interesting manner. As it is noticeable that period of one month has been given to teachers and students to make most of the opportunity and represent exceptionally creative projects. Thus, it is recommendable that teacher and students develop a strong bond between them through communication and the subject teacher helps all students in their respective project (Race, 2005). For this purpose, a teacher should take daily updates from their student’s regarding their work on project in progress. Students should also be encouraged to ask for help without hesitation regarding their project (Race, 2005). Additionally, on final day of presentation all group members will be explaining about their projects in front of senior students, other teachers and administrative team. They all will be visiting each class and project groups to observe, and appreciate efforts of students. For the explanation project theme or scientific method applied in the work (Race, 2005). Students at this level need a lot of practice and daily drill. Therefore, during one month period after finalizing project topic, material and content, teacher will be preparing all students for speaking up and explaining confidentially in front of seniors (Race, 2005). It is recommended that all students will be given task to collect material relevant to their topic and prepare a short speech to vocalize the selected theme or scientific phenomenon. For verbal presentation teacher will prepare student for final day and it will be done in a manner that every group member will submit written speech to the supervisor. Teacher will then approve or make changes in the submitted speech. Furthermore, everyday seven to eight students will come forward in front of other class fellow and will explain about their topic. This approach will help all students to revise all topics previously done in class and the speaker students will be trained for final day presentation (Race, 2005). Moreover, for students’ encouragement and strengthen their subject understanding another small and interesting activity will be assigned to them. That small activity is about remark book that every group has to make for getting remarks from the visitors. As this is a science subject assessment; thus students will be allowed to prepare their remark books on any science related phenomenon like process of neutralization, photosynthesis, metamorphosis, or reflection of light. It will be an interesting activity and then again it will help students come up with creative ideas using their scientific knowledge (Pianta, 2012). It is strongly believe that this assessment approach is quite practical and efficient in nature. It seems quite multitasking because it helps cover all targeted aspects. Such as, interest and dedication of students in the assigned work shows that this subject is valuable for them and they are keen to do experimental work in the field of science (Pianta, 2012). Second goal of this assessment is practice, which will be successfully achieved because students will be practicing their knowledge and understanding of the subject to prepare their respective projects on the selected topics. Next is research, which is also directly related with the project preparation process. Research will help students to collect most appropriate and useful data for presenting their themed projects in a creative manner. Furthermore, through this assessment students will be able to build up confidence through interpersonal communication process, since they would have undergone discussion with their teacher, classmates and senior students. Likewise, it has been mentioned above that unseen traditional paper pencil exams are not remarkable for evaluating students’ knowledge and understanding of the subject. Thus, we have recommended project preparation assessment program, but as per the educational system, conventional exam process cannot be completely eliminated from educational institutions. Therefore, after completion of project month, traditional exam will be taken to assess learning outcomes (Allen, 2006). Additionally, for other recommended activities and assessments no marking criterion has been implemented, but for written exams, students will be awarded grades for their performance in the exam, as well as for their active participation in class activities throughout the term. References List Allen, M. (2006). Assessing general education program. Bolton: Anker Pub. Haines, C. (2004). Assessing Students' Written Work: Marking Essays and Reports. London: Routledge. IMS.Ode. (2011). The Evidence Base for Science: Classroom Assessment in Science Education. Retrieved from ims.ode.state.oh.us: http://ims.ode.state.oh.us/ode/ims/rrt/research/Content/Classroom_assessment_what_we_know.asp Pianta, R. (2012). Handbook of Early Childhood Education. New York: Guilford Press. Race, P. (2005). 500 Tips on Assessment. New York: Routledge. Tobey, D. (2005). Needs Assessment Basics: A Complete, How-To Guide to Help You: Design Effective, On-Target Training Solutions, Get Support, Ensure Bottom-Line Impact. New York: American Society for Training and Development. Wang, Y. (2011). Education and Educational Technology. Chennai: Springer. Read More