Educators can defend the success of teaching or the amount of learning only by some demonstrable evidence. In education, such evidence is obtained through assessment. Teachers are continually making decisions about the most effective means of interacting with their students. These decisions are usually based on information they can gathered from observing their students’ behavior and performances on learning tasks in the classroom.
Educators can defend the success of teaching or the amount of learning only by some demonstrable evidence. In education, such evidence is obtained through assessment. Teachers are continually making decisions about the most effective means of interacting with their students. These decisions are usually based on information they can gathered from observing their students’ behavior and performances on learning tasks in the classroom. A report stated that effective teachers spend two-third of their time in assessment. What is the purpose of such laborious task?
Teachers have three main purposes for assessing students. The first purpose is to form specific decisions about a student or a group of students. The second purpose of assessing students is to guide their own instructional planning and subsequent activities with students. The last purpose of assessing students is to control their behavior. The assessment result can help teacher to diagnose students’ strengths and weaknesses. Moreover, it helps teachers in grading student performances.
Teachers can also use assessment activities to inform students about their expectations. In other words, the assessment process can provide students with information about the kind of performance that they need to be successful in a given classroom. Tests become a critical link in teaching when teachers provide students with clear feedback about results.
Teachers can also use assessment of students to facilitate classroom management. For example, the anticipation of a forthcoming assessment can serve to encourage students to increase their studying and classroom participation. Assessments likewise provide teachers to increase their studying and classroom participation. Assessments also provide teachers valuable feedback about how successful they have been in achieving their instructional objectives. It can still help teachers to chart the sequence and pace of future instructional activities.
Classroom assessment helps students to make their decisions. Students can use classroom assessment information to know areas that they need to concentrate. For example, many students set personal academic expectations for themselves based on teacher’s assessments of prior achievement. Feedback they receive from teachers about their performances on classroom tests directly affects students’ decisions about what to study.
The assessment activities and decisions of teachers affect parents as well as students. For example, assessment from teachers help many parents to access the level of academic achievement of their children. Some parents also plan educational resources and establish home study programs to assist their children. Feedback from teachers about daily achievement communicated through homework, classroom tests, annual standardized tests and report cards often influences parents actions.
Testing results also provide parents and others in the community with information about the school’s performance. That is, does the school prepare students for the basic skills of reading, writing and calculation? In sum, teachers’ assessments of students greatly influence parents’ attitudes about their children and schooling. Clearly, the enterprise of assessing students is crucial in the lives of teachers, students and parents.
Of all the assessment procedure, none is more practically important than a teacher’s ability to help students to take tests. Tests often scare students or cause them anxiety. This is especially true for those students who find the classroom a different cultural experience. Language, reading, learning expectations and behavior all may be different and influence test performance.
When students feel comfortable, they do better. When students are prepared adequately to take a test, they do better.
A teacher should help any student who is uncertain about the test by providing information about why the test is being given, what material will be tested and what kinds of items will be used. Moreover, a teacher should make sure that language is not a barrier to performance. A teacher should also take some time to explain the terms in the directions of the test by illustrating or explaining what he/she is looking for in the test. Helping students in this way will take some extra time and effort.
Good tests are designed and used to discover if instructional objectives have been met, if learning has occurred and as a means of communication. They are a valuable and powerful tool not only in assessing student progress but also as a means of examining teaching efforts. Other techniques such as teacher observation, student portfolios, and student exhibits also are frequently being used as a means of evaluating student performance.