Essay – is a pencil-and-paper assessment where a student constructs response to a question, or brief statement. Select response – is pencil-and-paper assessment in which the student is to identify the correct answer. B. PERFORMANCE-BASED STRATEGY – is an assessment which requires students to demonstrate a skill or proficiency by asking them to create. Demonstration – is used to assess progress in tasks that require students to be actively engaged in an activity. C. OBSERVATIONAL STRATEGY – is a process of systematically viewing and recording student’s behavior for the purpose of making programming decisions.
Conference – is a formal or informal meeting between/among the teacher and student and/or parents. Interview – a form of conversation among/between the teachers, parents, and students. E. ORAL STRATEGY – often used by the teacher inside the classroom, a question and answer portion where in students develop their verbal skill on how he/she response to the question given by the teacher. F. REFLECTIVE STRATEGY – is a form of metacognition, a concept that is growing in popularity in educational circles—and with good reason. Simply put, metacognition is “thinking about thinking” or what we know about what we know.
G. COMBINATION OF STRATEGIES – used by the teacher to enhance students creativeness of answering questions. Portfolio – is a purposeful collection of samples of a student’s work that is selected, reflected, and collaborative. TYPES OF ASSESSMENT Educational Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity).
The Homework on Good Student And Good Teacher
Good teachers have a good qualifications and subject knowledge; they are organised, energetic and have empathy and good communication skills. This is obviously important for good education. However, it is really the diligence and intelligence of the student that determines whether learning will be successful or not. Although every student benefits from good teachers, only a fraction of a ...
The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning. Three types of Assessment A. FORMATIVE ASSESSMENT occurs in the short term, as learners are in the process of making meaning of new content and of integrating it into what they already know. Feedback to the learner is immediate (or nearly so), to enable the learner to change his/her behavior and understandings right away.
Formative Assessment also enables the teacher to “turn on a dime” and rethink instructional strategies, activities, and content based on student understanding and performance. His/her role here is comparable to that of a coach. Formative Assessment can be as informal as observing the learner’s work or as formal as a written test. Formative Assessment is the most powerful type of assessment for improving student understanding and performance. a very interactive class discussion; a warm-up, closure, or exit slip; a on-the-spot performance; a quiz. B. INTERIM ASSESSMENT takes place occasionally throughout a larger time period.
Feedback to the learner is still quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity to re-demonstrate his/her understanding once the feedback has been digested and acted upon. Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities.
Chapter test; extended essay; a project scored with a rubric. C. SUMMATIVE ASSESSMENT takes place at the end of a large chunk of learning, with the results being primarily for the teacher’s or school’s use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student’s understanding or performance.
The Term Paper on The Factors Affecting The Students Performance
ABSTRACT The performance of the students in academics is not only influenced by their own characteristics gifted by the nature but also various factors are involved in these achievements. For the economic and social development of the society, it is necessary to provide our children with the quality education. In recent years, most of the efforts have been made to search out the factors that can ...
Students/parents can use the results of Summative Assessments to see where the student’s performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT).
Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year’s/term’s students. Standardized testing (MEAP, MME, ACT, WorkKeys, Terra Nova, etc. ); Final exams; Major cumulative projects, research projects, and performances.
