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Learning development and making progress are considered the most vital factors of achieving the academic national curriculum goals. Thus, it is important to develop achievable assessments that would measure students’ academic growth throughout the year by conducting formative and summative assessments. Development of these assessments enable teachers to gauge students’ academic progress or what they have attained throughout their learning experiences.
First of all, I believed that that designing and administering assessments are the keys for gauging students’ understanding on each topic. Students should be engaged in variety of assessments such as, tests, quizzes, daily tasks like, group discussions, presentations and more inside the classroom so it will be easy to know how much they have absorbed and learned from you (teacher). To be able to tell immediately how much they learned then methods such as, facilitation, monitoring and peer-evaluation are mostly helpful in this situation. Facilitating give students, the tools they need to research and discover in other areas and subjects (Contributor, 2020)
Furthermore, students should be involved in the process of marking and making corrections, meaning that they should be in control of their own learning. Marking should not be one sided (teacher only) but should be done in class when students are presented. This could make the learning more transparency for students as they see for themselves the mistakes they make and know the causes of their failures. For me I usually let students participate when it comes to marking assessments for in this way, I can give them constructive feedback face to face, verbally and in written forms on how they progress and also welcome their feedback. For example, during my lessons this week I developed lessons that involved peer-assessments where students were required to mark their peers’ work (test) and then shared or discussed what they learn after that. This procedure allowed students to learn from their peers and improve themselves based on those shared views and feedback (Moore & Teather, 2013).
Another matter that I think that it is very important is assessing students in what they must know, understand and do. During my teaching experiences I tried to focus on assessing students on areas that are necessary for them to understand such as, using quizzes, asking questions at the end of the lesson, asking students to give reflections on the lesson, establishing learning corners and so forth. According to Briggs (2014), she stated that the best and most effective way of assessing students understanding is while the lesson is on progress.
Thus, this competency has improved my understanding on assessing and administering students’ tests, quizzes, daily tasks assessment and so forth for measuring their understanding. I believed that if this competency is well understanding our teaching career will be improved.
Bibliography:
Briggs, S. (2014). 21 Ways to Check for Student Understanding. Retrieved 22 December 2020, from https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-understanding/
Contributor, C. (2020). The Importance of a Facilitator at a School or a University. Retrieved 22 December 2020, from https://work.chron.com/importance-facilitator-school-university-12591.html
Moore, C., & Teather, S. (2013). Engaging Students in Peer Review: Feedback as Learning. Retrieved 22 December 2020, from https://ro.ecu.edu.au/cgi/viewcontent.cgi?referer=https://scholar.google.com/&httpsredir=1&article=1008&context=ecuworks2013
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