Professor, School Psychology Susan G. Assouline received a B.
Email It is a common misconception that grading and assessment are one and the same. While assessment in schools involves assigning grades, it is more than that for both the teacher and the learner.
By assessing what the student knows, how he learns and how he compares to his peers, the teacher and student can work together to set appropriate learning goals. What a Student Knows Assessing what a student knows is not as simple as it might sound. Students must express what they know for the teacher to effectively evaluate it.
Whether verbally, through writing or by some other tangible expression, the student must demonstrate to the teacher that he knows the material. Using varied assessment methods to reach all types of learners is most effective.
How a Student Learns In order to devise lessons that result in student learning, the teacher must also consider how students learn. Different types of learners require different types of lessons. For example, a student who learns best visually will learn better from visual stimuli like photos or demonstrations where a tactile learner needs to move around or learn by doing.
Once the teacher and student have assessed how the student best acquires knowledge, they can work to structure his working environment accordingly. Improvement Learning is generally assessed in increments over time to evaluate the efficacy of the teaching methods used.
Pre- and post-project assessments determine how much knowledge the student possessed going into the learning experience and how much was actually gained by the experience. It is important to remember that a student may fail to achieve a set standard but can still make great strides that demonstrate learning.
Goals Assessing what a student knows and how he learned it provides valuable information to both teacher and student in setting achievement goals.
Setting realistic and individualized academic goals is the upshot of assessment. Carefully designed assessments play a vital role in determining future strategies in both teaching and learning.Jan 01, · Putting Students at the Centre of Classroom L 2 Writing Assessment. ERIC Educational Resources Information Center.
Lee, Icy. Second Language Writing Research and Written Corrective Feedback in SLA: Plakans, Lia. (Atta Gebril is an associate professor at the Department of Applied Linguistics, the American University in Cairo.
He obtained his PhD in Foreign Language and ESL Education with a minor in language testing from the University of Iowa. Occasional reflections about my adolescence in western Pennsylvania in the s.
As my 50th high school class reunion approaches in , I'd like to share them with anyone interested. Search the history of over billion web pages on the Internet.
The Roles of Assessment in Language Teaching BY JERROLD FRANK outcomes and consider what role assessment will play in instruction.
Assessment is how we identify our learners’ needs, document their progress, and determine how we are doing as teachers and planners.
That being said, how do we the classroom and the importance of . The Role of Assessment in the Language Classroom by Professor Lia Plakans ( words, 2 pages) I would argue that Professor Lia Plakans discussion on the role of assessment in the language classroom demonstrates the ways in which administering assessment is .