Teachers who develop useful assessments, provide corrective instruction, and give students second chances to demonstrate success can improve their instruction and help students learn (Guskey , 2003, p.6). As a pre-k teacher and having experience working with other young children I feel the children should be assessed through art work, take home projects, open discussions, and homework. This will allow you to see if the students understand what is being taught. I have assessed my students on their social/emotional skills. I look to see how they interact with others, if they know what to do if a stranger tries to take to them, and what to do in an emergency. They are also assessed on letter and number recognition, and self help skills. When working with children who are in kindergarten and first grade, I believe they should be assessed on their letter sound recognition, reading, writing, and math skills, as well as their social/emotional skills.
Two major forms of assessment, formative and summative assessment, are employed by secondary school teachers in China. Formative assessment is essential for providing feedback on a student’s progress so that any errors or difficulties can be identified and corrected (Fennell & Maccoll, 1983). The results of such an assessment would be a series of scores for each task in the progression, enabling the teacher to pinpoint problems, to provide students with detailed feedback on their progress, and to make decisions relating to how instruction should best continue. Traditional Chinese classrooms are predominantly teacher-centered. Teaching and learning are rigidly structured with virtually no flexibility for teachers and students to negotiate.
Two major forms of assessment, formative and summative assessment, are employed by secondary school teachers in China. Formative assessment is essential for providing feedback on a student’s progress so that any errors or difficulties can be identified and corrected (Fennell & Maccoll, 1983). The results of such an assessment would be a series of scores for each task in the progression, enabling the teacher to pinpoint problems, to provide students with detailed feedback on their progress, and to make decisions relating to how instruction should best continue. Traditional Chinese classrooms are predominantly teacher-centered. Teaching and learning are rigidly structured with virtually no flexibility for teachers and students to negotiate.
References:
Fennell, P., & Maccoll, P. (1983). Assessment & Evaluation. Canberra: The Curriculum
Development Centre
Guskey, T.R. (2003). How classroom assessments improve learning. Educational Leadership,
60(5), 6-11.
