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Assessing what pupils have learned, analysing the assessment and responding to the result of the assessment aids in giving the teacher a feedback of what the pupil know, what they understand/ do not understand and where the pupil is going. These assessments are done by using classroom element and principles. Product and ongoing assessment is a process to guide and encourage learner’s growth.
Ongoing assessment helps the teacher and as well as the pupils. The teacher is able to know at what point the pupil understand, what he/she is confused about or the misconception. The teacher uses quizzes, oral questioning or test to determine the pupils understanding. It then makes the pupils apply their knowledge and skill that they have learned. When the teacher can identify whether the student is clear or not, the teacher is able to know the next step in the process of learning.
It then shows that ongoing assessment maximizes the opportunity for learners’ growth and success. After the evaluation of the lesson the teacher analyses the pupil performance. Therefore the teacher does not move on without helping each pupil to grasp the concept putting aside that not each of his/her pupil will grasp the concept at the same speed/pace.
After the teacher identifies to what point the pupils need more help, he/she works on how to get there. The teacher uses new information to guide and direct the next step in the pupils learning.
Evaluation of pupils’ knowledge and understanding about a topic or subject area gives the teacher a task of finding new ways to deliver to the pupils so that the information is more accessible to them.
Here are the nuts and bolts of differentiated instruction and assessment:
The choice is key to the process. Choice of learning activity as well as choice in the assessment (how the student will demonstrate understanding).
The learning tasks always consider the students' strengths/weaknesses. Visual learners will have visual cues, auditory learners will have auditory cues etc.
Groupings of students will vary, some will work better independently and others will work in various group settings.
Multiple intelligence is taken into consideration as are the students' learning and thinking styles.
Lessons are authentic to ensure that all students can make connections.
Project and problem-based learning are also key in differentiated instruction and assessment.
Lessons and assessments are adapted to meet the needs of all students.
Opportunities for children to think for themselves is clearly evident.
TYPES OF ASSESSMENT
diagnostic assessment
diagnostic assessment
Diagnostic tests help to tell the teacher (and the student) how much they know and don’t know about an upcoming topic. This helps to inform the teacher’s lesson planning, learning objectives, and identify areas that may need more or less time spent on.
intherium assessment
intherium assessment
Interim assessments are given at different intervals throughout the school year (hence the name). Interim assessments are often given on a district or school wide level. This allows education leaders to compare results and track progress of entire classes or schools.
benchmark assessment
benchmark assessment
A benchmark exam is given across many classes, an entire grade level, a whole school, or across a district. The purpose of a benchmark exam is to understand if students have mastered specific standards and are ready to move on. Typically, benchmark exams are given to help students prepare for end of year state testing.
summarative assessment
summarative assessment
Summative assessments document how much information was retained at the end of a designated period of learning (e.g. unit, semester, or school year).At the end of a semester or a school year, summative tests are used to see how much the student actually learned. It can be the midterm, final grade, or standardized tests.
formmative assessment
formmative assessment
Formative assessment is a planned, ongoing process used by all students and teachers during learning and teaching to elicit and use evidence of student learning to improve student understanding of intended disciplinary learning outcomes and support students to become self-directed learners.
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