The assessment, in educational institutions can take many forms, such as test scores, teacher observation and informal questioning, but to take the ultimate meaning, purpose and / or objective of the evaluation is inevitably up to the teacher. We are simply trying to write a book, numbers can relieve our administrators, or are we looking for a deeper understanding of our students and our, ability? My loyalty is behind the latter. Both for the welfare of our students, ourselves, our school or the state should be evaluated on the objective of assessing student learning and understanding, at the same time, measuring the effectiveness of our own to get this objective will be addressed. In simple terms, we can determine not only students what they know, but the success of our teaching strategies / methods.
Stice & call (1987) argue that "the paramount consideration in the assessment and evaluation to figures that the children considered to be labeled and to produce the comparison." It is true that each of these considerations have declared their merits; ranking for science and the recognition, identification, determine the most appropriate methods for teaching equipment (such as gifted or exceptional) and compared to determine an average level of competence the students, but such considerations are only part of the story. As I see it, do analysis, documentation and evaluation of more than just a link to the charts for the students. They are widely used tools to enrich our students' knowledge of themselves and their way of learning (metacognition) and our pedagogy.
The assessment, in terms of quality score, both a motivating force and be unsettling. On the one hand, a good measure significantly increase a student's self-understanding and encourage him / her to repeat or surpass that success in the future. On the other hand, a bad mark to discourage a decrease student and his / her academic spirit. At any time it is our job as teachers for our students with the encouragement, optimism and above all to support services. Regardless of the scores received by students, the scores should be used to illuminate both the student's strengths and weaknesses in his / her current understanding of a topic, and then clarify what your goal (s) or objective (s) of the lesson should be more attention to collect from the students than the teacher. Although test results and homework are important for learning extended to a student who is not in itself a means to an end. Documentation of the examination is necessary to add a voting rights perspective.
Stice & call (1987) argue that "the paramount consideration in the assessment and evaluation to figures that the children considered to be labeled and to produce the comparison." It is true that each of these considerations have declared their merits; ranking for science and the recognition, identification, determine the most appropriate methods for teaching equipment (such as gifted or exceptional) and compared to determine an average level of competence the students, but such considerations are only part of the story. As I see it, do analysis, documentation and evaluation of more than just a link to the charts for the students. They are widely used tools to enrich our students' knowledge of themselves and their way of learning (metacognition) and our pedagogy.
The assessment, in terms of quality score, both a motivating force and be unsettling. On the one hand, a good measure significantly increase a student's self-understanding and encourage him / her to repeat or surpass that success in the future. On the other hand, a bad mark to discourage a decrease student and his / her academic spirit. At any time it is our job as teachers for our students with the encouragement, optimism and above all to support services. Regardless of the scores received by students, the scores should be used to illuminate both the student's strengths and weaknesses in his / her current understanding of a topic, and then clarify what your goal (s) or objective (s) of the lesson should be more attention to collect from the students than the teacher. Although test results and homework are important for learning extended to a student who is not in itself a means to an end. Documentation of the examination is necessary to add a voting rights perspective.
Document the evaluation may have a stronger negative effect on student learning. Individual voices are generally less effect on student learning, as it does an account of the aggregate of the pupils. This means that instead of showing a student what he / she is right or wrong, on a special assessment, which shows only short-term understanding, showing that the student can be made over the years done shed light on broader shortcomings or virtues in their learning. For example, say that Johnny is not well-played his latest math quiz. This does not mean that Harry does not understand, do not explain the lesson and the teacher is good enough, it could be responsible for a number of external factors (eg, illness, poor diet, trouble at home, etc..) A single test result in these his circumstances may be misleading, but if the score to be compared to get the bigger picture of the brand during a unit or semester, the teacher can Harry find and it works well when it comes to the understanding of mathematical concepts, but has application expertise weaker . During the installation, and documentation of Johnny's scores in terms meaningful to highlight the student's progress, or lack thereof is not enough to really get full perspective of their needs. Without attaching importance to its records, the total accumulated not apply to him or his teacher.
The process by which we must attach importance told is called evaluation. With the use of longitudinal comparison, Johnny and his teacher have some areas that need to be improved and will now be able to take the necessary measures to make housing or improve the educational experience of Johnny identified. This is the essence of the judgment, and is of the opinion of the author, the most important aspect to larger, more general expression for the evaluation. Only if students understand what their voices would be represented properly refocusing their attention. This is a two way street must also be teachers finish their lesson plans and assessments. When there is a clear, well-defined statement that accompanied the review, Teachers and students are more positive attitude towards education, as well as a deeper and more meaningful understanding of the matter (Lu & Suen, 1995) hold.
What is the use of analysis of my career, my teacher, and my personal experience of the school led me to the application of various types of assessment is preferred.
As already mentioned in this document, the individual financial statements generally do nothing but mislead students or teachers in false interpretations. Only when the evaluation will vary, a reasonable picture of student performance are developed. For many students, myself included, have problems of large, standardized tests, but on the contrary, are quite well localized teacher-designed tests. This statement is contradicted by Storey (1970) when he says that "the valid and reliable data, which is the class teacher that made her well-designed, element analysis, multiple-choice tests" (. P. XIV) . I think that's true, because the teachers to develop their own tests to their expectations, which cultivated through personal experience and interactions with their students. This is something impossible with the national standardized tests.
On a day to day level, I discovered through my internship experience, students who pre-test to make it easier to organize the most important topics in the course of instruction. To the students of what is (the teacher) expect to learn to learn from my lesson, all students showed increased retention in the post-test, was to lower values in the absence of pre-test given in the contrast. Unfortunately, you can learn what a routine pre-nip test before each lesson students because students hear only begin to cover the material in the pre-tet, and leave all other information falling into oblivion.
To have completed pre-tests, formative assessments can be (eg, informal question and answer period, and observations by teachers). A type of formative assessment, as discussed by Niebur (1994) was the use of name cards in his music class. She chose to observe a small sample of students for the day, then wander the room in silence, took notes on their performance on the boards. He did this because he noticed that some students were at their ability, if they knew to be observed to perform. This way, you can then make assessments without making the operation of the students, and then get an adequate picture of the situation are. Although I'm not a music teacher, I find that this technique could be useful for determining the social and communicative skills, as well as evaluating the student's affection. While it is important to be careful to ensure that multiple assessments for students, most of my thesis is adamant on Assessment not the kind of assessments that I use, but what kinds of questions are included in the ratings.
"The test medium classes in public schools reflects the kind of lower-order thinking, most students are comfortable, and the measurement is almost always done with fill-in-the-blank, true-false, multiple choice or other" objectivee "measure" (Shanker, 1990, p. 32). This is what I hope to avoid. With so much emphasized placed on the original and revised Bloom's taxonomy name, not his tremendous intuition, I feel the only way is really a challenge for the students to implement a higher-order thinking skills in education and assessment. Being a history teacher, I can certainly appreciate how important the simple recall of facts (such as people, places and dates), but the history and social studies, require a high degree of analysis about the current state of the world. Excluding the object of interpretation for an indefinite time, my students are never fully grasp the significance of the past, which is usually the hardest to promote the appreciation for the history lesson.
This is in the annual / semi-annual for my students. As the semester progresses, I plan to take it slow, a deeper understanding of the subject by asking questions or dogmatic, more open assessment, in whatever form they may appear as well. This means that at the beginning of the semester, I will focus more on memorization skills while at the same time, gradually a large picture of the key concepts (eg, social development and the structure of the 'building, imperialism and nation, citizen participation etc.). Towards the middle and end of the semester, when these concepts are presented and discussed in an appropriate way, my tendency to a deeper understanding, rather than simply reject it. Based on the documentation, you can determine what content has been completely preserved, and that understanding of the content seems to be missing.
In sum, evaluation, documentation and evaluation, if the concert used to create something larger than the sum of its parts. The use of only one or two rarely ends with the maximization of student learning. In addition, multiple assessments, integration of higher order thinking skills, to educate by far the best way and to inspire students to reach their full potential, creating a generation of desperately needed to be intellectually capable citizens.
