Assessment
Page overview:
The assessment tools and strategies that I used to evaluate learning in the classroom can be found on the following page.
Definition
The integration of different forms of assessment denotes the effectiveness of the evaluation process, where there is a balance between formative, and summative assessments.Tools such as formal tests, and final projects count as summative forms that aim to assess overall learning. On the other hand, formative assessment involves students understanding their strengths and weaknesses through tools like checklists and self-assessment (Garrison & Ehringhaus, n.d.).
Assessment For Learning (Formative)
Feedback
The way the feedback strategy was implemented was through telling students one positive aspect, and one negative point about their performance.
Rationale
Feedback, when forward and appropriate, is vital for the improvement of learning (Al-Hattami, 2018). This strategy worked well because student’s came to know about their errors and how to fix them, in addition to feeling proud of what they did well. My philosophy in teaching involves the use of constructive feedback to enhance learning.
Mentoring College Teacher's (MCT) Feedback
I was able to demonstrate good use of constructive feedback where learners benefited from my comments, rather than making use of unconstructive remarks that have no effect on students' learning.
Quiz
The quiz was administered at the end of the lesson and it was a formative tool to check students’ ability to form words with the long e. The plastic eggs consisted of various parts of words, and as students turned the egg shell, a word was constructed.
Rationale
According to Cooke (2020), authentic assessments should be utilized, rather than consistently using traditional forms of evaluation (Cooke, 2020). In addition, concrete assessments are more meaningful to students, as they practice new skills using everyday objects.
Assessment as Learning (Metacognition)
Students' Self-assessment
One of the activities involved students constructing a descriptive phrase. Each group of students received a checklist to evaluate the phrases they have constructed to check if they are accurate or not.
Rationale
Self-assessment is when students assess their own work, meaning they are involving with a process called metacognition. While assessing their own work, students are evaluating their thought process, and knowledge (Arends, 2015). When learners are actively engaging in the assessment process, they are more likely to learn from their mistakes.
References:
Al-Hattami, A. A. (2019). The perception of students and faculty staff on the
role of constructive feedback. International Journal of Instruction, 12,
885-894. Retrieved from https://files.eric.ed.gov/fulltext/EJ1201365.pdf
Arends, R. (2015). Learning to Teach. New York City: McGraw-Hill Education.
Cooke, S. (2020, February). AMLE magazine [Editorial]. Retrieved April 20, 2020, from https://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/1111/The-Dos-and-Donts-of-Creating-Meaningful-Assessments.aspx
Garrison, C., & Ehringhaus, M. (n.d.). Formative and summative assessment in the
classroom. Retrieved April 15, 2020, from https://www.amle.org/
BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/286/
Formative-and-Summative-Assessments-in-the-Classroom.aspx