Assessment for Teacher Essay

The primary purpose of evaluatement is for the scholar to provide evidence of learning by demonstrating the generaliseing of content and achievement of learning break throughcomes. This gives an insight of their strengths and beas of development. Whereas for teacher, it provides a moment to review their assessment strategies in terms of effectiveness and facilitate progression by free constructive feedback. It also informs the curriculum board, managers, and relevant staff to evaluate learning programmes for any improvements.Learners are assessed through with(predicate) various stages of learning journey by using mannequin of methods and strategies. They are usually assessed formatively before or during the course and summatively near or the end of it. Formative assessment provides a continuous source of data around students progress, improvement and problems encountered in the learning process. It could be an Initial Assessment to determine prior companionship or Diagnost ic Assessment to find areas of development and strengths. Feedback is an integral part of it.(NCFOT, 1999) said it occurs when teachers feed culture back to the students in ways that enable the student to learn better, or when students can engage in a similar, self-reflective process(Principle 4). It has also been braveed by several educationists such as Scales (2008 p. 179), Black and William (1998 17) and Reece and footnote (2007 p. 325). Formative assessments are not graded which allows flexibility to modify and adjust the teaching practices and reflect the need and progress of learners as healthy as motivating them. However, formative assessment in its purist form is seldom used (Brookhart, 1999).I feel that teachers should be given training 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, cutting study, E ssays, Projects, Assignments, MCQs etc. 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 Blooms Taxonomy and could assess high narrate skills of these domains.Some teachers are predominantly concerned with cognitive learning with some use of psychomotor skills but affective learning can be a useful tool 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 conclusiveness purpose. It is used for informing employers, institutions etc. about learners overall performance. It does not however, give training 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 as sessed summatively for the most part 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 type of course. MCQs and Viva for instance can provide better coverage of syllabus as well as assessment of deeper knowledge whereas essays does not serve 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 device to help us understand learning and motivation(Scales, 2008 p. 72). We need to respect records to track and monitor the prog ress of our learners. They are many different types of internal, immaterial and formal and informal records.Internal records include mark books, matrix, learner progress sheets/ reviews and results of mock 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 efficacy of programme and teaching. The external records include all the evidence in form of pen work or internal verification to sent to external bodies i. e. exam board, auditing bodies, other educational organisations, support staff, etc.