Classroom Assessment Essay Example

  • Category:
    Education
  • Document type:
    Essay
  • Level:
    Undergraduate
  • Page:
    1
  • Words:
    524

Classroom Assessment

Institute

Assessment is a very important component of the teaching/learning process. Even though having the right knowledge and skills are a requisite for effective teaching, knowing how to assess, what to assess and how to prepare student when conducting the entire assessment is also a very important consideration. Paper and pencil instruments and the assessment being either objective or subjective are the common aspects used. When coming up with the tool of assessment, the most important consideration is the achievement target to be assessed (McMillan, 2011).

There is a need to have a combination of the two aspects whereby the students are tested on their understanding on each of the topic covered in the shortest time possible and after a considerable duration like 30 days. In this case, the students are divided into groups and allowed to come up with questions regarding the topic covered and then given time to ask the other groups these questions whereby they gain points from any correct answer. This is called a group marathon test which is administered immediately after learning and then after 30-40 days. This will include yes or no answers and also those that require one to express himself and maneuver through the topic. This means that it includes a combination of objective and subjective methods

This is an assessment for learning and will enhance students’ motivation and commitment to learning. This will also enhance and change the classroom culture by making visible what the students believe to be true and use it to help them move forward in manageable, efficient and respective ways. It emphasizes on students process of meta-cognition. This is done by understanding that learning in not just a matter of transferring ideas from a person who has knowledge to another who don’t , but it’s an active process of cognitive restructuring when students interacts with new ideas, practices on them and sink them in the mind through discussions (Angelo et al 1993). Teachers will be able to discern if the students are picking on major concepts discussed and clarify to them when they seem to confuse between trivial details with basic themes.

The teachers will also be able to get the situation of even the shy students and respond to then quickly. The students will view their responses in relation to the rest of the students and most importantly the teacher will build rapport with the students as they get engaged in the class. Since it is a pre and posttest, the students will be able to understand their study behavior and will also measure meaningful instructions and progress. It is effective and will examine positive attitude, good comprehension, useful work habits, high performance writing, effective test taking and efficient learning tools (Davis, 1993). Finally, from the feedback got will help know the ability of the student and therefore design the right programs that will address the needs of all students.

Reference

Angelo, Thomas A. and Cross, K. Patricia .1993. Classroom Assessment Techniques.

San Francisco: Jossey-Bass.

Davis, B.G. 1993. Tools for Teaching. San Francisco: Jossey-Bass.

McMillan, J.H. 2011. Classroom Assessment: Principles and Practice for Effective

Standards-Based Instruction. Boston: Pearson.