In my application of the ongoing assessments in my role as an educator I have decided to ensure that I meet all the five dimensions of a good and quality classroom assessment. 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 an idea can be applied, I will be asking groups of my students to explain different ways in which this idea can be applied and share their explanations by placing them on a white board. This will ensure that my students learn by explaining their work to other students and through the feedbacks they receive or provide. I also plan to be using rubrics to express what is expected of them in any kind of assessment I decide to give them. This rubrics will be helping my student to understand how quality is judged in the different undertakings they are assigned to undertake in different fields they are working in. I could also use the rubrics to give assessment scores and ratings that will always be demonstrating the measure they are intended to measure and which will always ensure consistency no matter who is selected to mark the assessments. This will ensure that my students obtain the fairest assessment available thus motivating them to enhance their learning. Discuss which element of formative assessment is the most difficult to get right away According to Iron (2007), the four elements of a formative assessment are goals which are clear to students; the feedback which measures the student’s current learning state; formative feedback which can be used as a means for closing the gap between the student’
Explain how you could apply ongoing assessment in your current (or future) roles as an educator to improve the classroom experience of your students. There are several keys to quality classroom assessment which, if adapted, can make an assessment very successful in achieving its purposes…
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.
In the creation of a summative assessment, there are various theories, ideas, concepts, and models that can guide the educator in ensuring that he or she can design an assessment that meets his or her purpose. Moreover, a rubric might be needed to offer guidelines on how grading will be done.
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
d 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. In my application of the ongoing assessments in my role