Assessment for Teacher Essay

The simple purpose of mind is for the learner to provide evidence of instruction by demonstrating the understanding of content and achievement of learning outcomes. This gives an insight of their strengths and aras of victimization. Whereas for teacher, it provides a outcome to review their assessment strategies in terms of effectiveness and facilitate advance by giving constructive feedback. It also in abidances the curriculum board, managers, and relevant ply to evaluate learning programmes for any improvements.Learners are assessed through various stages of learning journey by using variety of methods and strategies. They are usually assessed habitusatively forrader or during the course and summatively near or the send off of it. plastic assessment provides a continuous source of education about students progress, improvement and problems encountered in the learning process. It could be an Initial Assessment to determine prior association or Diagnostic Assessment to find areas of development and strengths. Feedback is an integral lay out of it.(NCFOT, 1999) said it occurs when teachers feed information back to the students in ways that change the student to learn better, or when students can engage in a similar, self-reflective process(Principle 4). It has also been supported by several educationists such as Scales (2008 p. 179), Black and William (1998 17) and Reece and Walker (2007 p. 325). Formative assessments are non graded which allows flexibleness to modify and adjust the teaching practices and reflect the needs and progress of learners as well as motivating them. However, formative assessment in its purist form is seldom used (Brookhart, 1999).I feel that teachers should be given cookery to as how and when to employ it successfully. There are variety of methods by which students are assessed formatively such as Accreditation of prior learning (APL), Observation, Oral Questioning, Discussion, Role play, drive study, Essays, Project s, Assignments, MCQs and so forth which when used in combination has proven effective in measuring a variety of complex learning outcomes (Reece and Walker, 2007, p. 326) It is useful for development of Cognitive, Psychomotor and Affective Domains of learning as explained in boots Taxonomy and could assess higher order skills of these globes.Some teachers are preponderantly concerned with cognitive learning with some use of psychomotor skills just now affective learning can be a useful irradiation in changing attitudes i. e. gender, culture etc. even if its not a requirement of a course. Summative Assessment happens at the end of the course, unit etc. and is for grading and decision purpose. It is used for informing employers, institutions etc. about learners overall performance. It does not however, give information about detailed abilities of learner and there is no feedback so it is debated for its complete reliability and validity.(Scales, 2008 and Rust, 2002). Learners are assessed summatively mostly by Examination, Assignments, Portfolios, and Essays. They develop the skill levels of cognitive and psychomotor domains depending on how effectively they are set out and the pillowcase of course. MCQs and Viva for instance can provide better coverage of course of study as well as assessment of deeper knowledge whereas essays does not behave the same purpose but assess higher levels of cognitive domain i. e. synthesis and evaluation. Feedback is an important element of assessment and is directly related to motivation.In order to accelerate learning process it has to be timely, positive and constructive. Maslows hierarchy makes us think about the total experience.. From physiological factors. to relationships (do we give positive regard and development feedback? ) to self-esteem needs (Im no good ), his hierarchy provides a useful widget to help us understand learning and motivation(Scales, 2008 p. 72). We need to keep records to lead story and monit or the progress of our learners. They are many different types of internal, external and dinner dress and informal records.Internal records include mark books, matrix, learner progress sheets/ reviews and results of gibe tests. In ESOL, we keep records of Initial interview, Initial assessment, spiky profile, ILPs, Diagnostic assessment, Formative assessment, observation reports, feedback reports, peer/self assessments and Summative assessments to assess the progress of learners and power of programme and teaching. The external records include all the evidence in form of written work or internal verification to sent to external bodies i. e. exam board, auditing bodies, other educational organisations, support staff, etc.