THEME: ASSESSMENT

Assessment Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes, and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole (also known as granularity). The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the process of learning.

Types of assessment formative summativeinterim Formative assess is for students knowledge Summative assessment is of students knowledge

Formative assessment Formative assessment is an integral part of teaching and learning. It does not contribute to the final mark given for the module; instead it contributes to learning through providing feedback. It should indicate what is good about a piece of work and why this is good; it should also indicate what is not so good and how the work could be improved. Effective formative feedback will affect what the student and the teacher does next. Examples: a very interactive class discussion; a warm- up, closure, or exit slip; a on-the-spot performance; a quiz.

Interim Assessment Interim Assessment takes place occasionally throughout a larger time period. Feedback to the learner is still quick, but may not be immediate. Interim Assessments tend to be more formal, using tools such as projects, written assignments, and tests. The learner should be given the opportunity to re- demonstrate his/her understanding once the feedback has been digested and acted upon. Interim Assessments can help teachers identify gaps in student understanding and instruction, and ideally teachers address these before moving on or by weaving remedies into upcoming instruction and activities. Examples: Chapter test; extended essay; a project scored with a rubric.

Summative Assessment takes place at the end of a large chunk of learning, with the results being primarily for the teacher's or school's use. Results may take time to be returned to the student/parent, feedback to the student is usually very limited, and the student usually has no opportunity to be reassessed. Thus, Summative Assessment tends to have the least impact on improving an individual student's understanding or performance. Students/parents can use the results of Summative Assessments to see where the student's performance lies compared to either a standard (MEAP/MME) or to a group of students (usually a grade-level group, such as all 6th graders nationally, such as Iowa Tests or ACT). Teachers/schools can use these assessments to identify strengths and weaknesses of curriculum and instruction, with improvements affecting the next year's/term's students. Examples: Standardized testing (MEAP, MME, ACT, WorkKeys, Terra Nova, etc.); Final exams; Major cumulative projects, research projects, and performances.

How to Avoid Making Common Teaching Mistakes Teachers can avoid common classroom mistakes by: Using assignments to reinforce, but not replace, classroom teaching Assessing student response to ensure that each lesson is effective Establishing and enforcing an equitable discipline policy Adapting lessons and rules to accommodate individual student needs Setting challenging goals for achievement If you find yourself making any mistakes in the classroom, often simply being aware of the mistake or enlisting the help of another experienced teacher is all that is needed to rectify things