Development, Teaching & Learning Reflections Week 9 II Assessment

Reporting
This week, the lecture for DTL, as well as tutorials for other units covered the importance of assessment. In my English curriculum unit, in a group, I had to give a microteaching presentation regarding the importance of Formative assessment in the learning cycle.

Responding
The microteaching presentation in particular made me acutely aware of the importance of Formative assessment, and as well as Diagnostic assessment. In some ways, I almost believe that formative assessment is more important than summative assessment as it has a strong influence in the planning for lessons and ultimate guides the learning which leads to the summative assessment.

Relating
Assessment should be: Fair Reliable Valid Educative The Planning-Teaching-Assessing Cycle

The Purpose of Assessment & Evaluation For Students Enhances learning, especially when tasks encourage the use of learning strategies, understanding and real life applications. Provides feedback about progress and help guide future learning. Stimulates motivation through confirming learning and goal-setting. Developing skills in evaluation through self and peer assessment

For Teachers Provides information about the learning of the whole class and individual students. Provides background information about students abilities and needs. Help diagnose strengths and shortcomings of students to ascertain a starting point for planning and teaching. Help compare the performance of class members which may assist in gtouping, determing individual programs and reporting to parents.

The Assessment Process Measurement Assigning rules to assign a number(s) to an individual or group for a specified behaviour or group. Ie. A student gets the score of 20% on a test. Assessment Collecting and interpreting data about the knowledge and understanding, skills and attitudes of a person or a group in order to facilitate decision making. ie. Whether that mark of 20% is consider a pass or fail etc. Evaluation When judgement is made and a value is place on the worth of a score. Ie. The student who received the score of 20% may be weak in that subject area and need to have a program tailored to assist his learning. Decision Making The steps teachers take after having made judgements. Ie. How will the teacher create a sequence of lessons to assist weaker students etc. Types of Assessment Diagnostic Formative Summative Diagnostic and Formative assessment are very important in pre and during stages of teaching, and guide lesson programs. Diagnostic assessment determines the starting point for teaching and Formative determines how students are learning during the program, allowing teachers to make adjustments to their plans so they are more effective

Reconstructing
When teaching, I will be accurately aware of the importance of formative assessment. Before the start of each lesson program, I will have an informal diagnostic assessment task in order to establish prior knowledge and use the data gathered that assessment task to help me form a program which tagets the areas where there is minimal prior knowledge. I will also implement frequent and appropriate

informal formative assessment to gauge how the information is being learnt and to guide the individual plants. Finally, at the end of each unit of work, I will use a summative assessment which is fair, educative, valid, and reliable.