User:Khryslyn Jovacon

Relevance of an assessment in teachers

There are a lot of classroom activities which enable teachers to gather information about students: by questioning, observing, listening and monitoring the written works or performances of the students and thus we believe that there is relevance an assessment for teachers in the teaching-learning process. The teacher gave a pre-assessment so that they may be able to know the misconceptions of the students in the certain topic and what they have learned or their ideas in that topic. From that pre-assessment, the teacher would base where to start his/her lesson and correct the misconceptions of the students. In formative assessment this information from pre assessment could be use immediately to improve and inject more knowledge or it may be stored and used to plan future methods or approaches to help students learning. For formative assessment the evidence is interpreted by the teachers in relation to the progress of the students towards the goals of particular tasks. Next steps will be planned according to what has been achieved and what problems have been encountered by the students in the formative assessment. The interpretation of the teacher in that formative assessment is in terms of what to do to help further learning of the students, not on what level or grade a student has reached. For summative purposes, the same method need to be applied and outcome is summarized in terms of levels or grades which are common for all students. This means that if the information already gathered and used formatively which is used for summative assessment it must be reviewed by the teacher in variety of judgment that define reporting levels or grades of the students that can be taken into account so that preference is given to the best evidence that shows the student’s achievement across a different tasks performed during the period covered by the summative assessment. Evidence of achievement can be used both to help learning and for reporting purposes. Regular recording of grades and marks is not formative assessment, but it is, of course, very important to have some quality assurance of the summative judgment. The more weight that is given to the summative judgment, the more strict the quality assurance needs to be controlled. Steps were taken to increase the consistency of teachers’ summative assessment for external purposes will certainly improve their assessment for internal purposes. Assessing students often in terms of levels or grades means that the feedback that they receive is indicating an important or noticeable evaluation in which students were encourage comparing themselves with others and work hard in order to attain their purpose. After gathering information from the students’ performance, therefore the teacher would be able to determine or conclude if she has to reteach or proceed to another topic.