Here we will be critically analysing the effectiveness of this planning, teaching, evaluation and assessment cycle with reference to the current assessment theory. Also we will discuss the role of a teaching assistant in assessment process. We will learn about various methods for assessing children's work such as verbal questioning, marking, setting homework, observing, peer and self assessment, using both formative and summative assessments.
Planning -Teaching - Evaluation - Assessment Cycle This cycle of Planning, Teaching, Evaluation and Assessment is a standard which most school administrators want their teachers to follow. Now this complete cycle can either be executed after being completely programmed first or alternatively each step of this cycle can be planned and executed one by one. Previous method will be more successful in teaching higher grade students and latter will prove useful in teaching younger lot. It is obvious that for effective teaching this cycle has to be dynamic in nature and needs to be constantly updated as per the learning requirements of kids which become clearer after every assessment.
Cairney opines (Cairney, 1995:161) that completely pre-planned programme is restrictive because If one adopts an approach to teaching that consists of a cycle of planning, teaching, assessment and evaluation and reflection...
Although Cairney stresses (Cairney, 1995:161) that there is no best format for planning or programming, and hence teachers should develop their own style that suits their needs. So every teacher needs to develop his / her own way of planning keeping some key factors in mind. In the preparation of an assessment plan, at first stage, the purpose should be related to the area to be studied, taking into account the age and ability of the pupils being taught. This will provide a very general overall programme for the entire course and will indicate where particular purposes are best met; for example, diagnosis would be helpful early in the course and perhaps at term intervals, whilst assessment of the benefits derived would be more useful at the conclusion of the course.
For a good assessment plan the realisation of each purpose requires different kind of information that can be obtained through a variety of assessment techniques. It is a common practice for teachers to use for predictive purposes, norm referenced assessment, comparing pupils' performances against that of a group or class, school or even a nation.
While framing an assessment plan there are some requirements which should be met - Pupil should be made aware of the assessment procedures which are to be used and must understand the system by which final results, are to be arrived. Students need to be reassured of the relevance of the whole plan. While making an assessment plan the location selected must be suitable for the method of assessment, (Cotton, 1995:96) the area selected should be tidy and safe for practical exams and spacious and well aired rooms for written exams. Candidate should have clear and undutiful instructions for the assessment method with no trick questions.
Teaching: This phase