Reflection

Evaluations is the first step in getting the students the help their needs to learn and progress in school. The evaluation tells teachers and parents what students need to learn and how they may learn, and finally his information is then used to build an Individualized Education Program.

I think that an adequate educational evaluation is an important help in terms of instruction, as evaluation impacts student learning and motivation, it also influences the nature of instruction in the classroom. There has been considerable recent literature that has promoted evaluation as something that is integrated with instruction. When evaluation is integrated with instruction it informs teachers about what activities and assignments will be most useful, what level of teaching is most appropriate, and how summative evaluations provide diagnostic information. For instance, during instruction activities informal, formative evaluation helps teachers know when to move on, when to ask more questions, when to give more examples, and what responses to student questions are most appropriate. Standardized test scores, when used appropriately, help teachers understand student strengths and weaknesses to target further instruction.

Observation techniques




One usable method of assessment for teachers is to provide a rubric for student use and for both formative and summative assessment purposes. Another is to provide some type of graphic organizer. 






The rubric is one authentic assessment tool which is designed to simulate real life activity, where students are engaged in solving real life problems. It is a formative type of assessment because it becomes an ongoing part of the whole teaching and learning process. Students themselves are involved in the assessment process through both, peer and self assessment. As students become familiar with rubrics, they can assist in the rubric design process. This involvement empowers the students and as a result, their learning becomes more focused and self directed. Authentic assessment, therefore, blurs the lines between teaching, learning adn assessment (Pickette and Dodge).

Types and procedures of Assessment

The key to effectively assessing your students' mastery of skills is to match the assessment method to the learning objectives. If a learning objective of your class is to have students understand the differences between Eastern Orthodox and Catholic architecture in the 15th century, then a research paper may be more appropriate than a multiple-choice exam.

Some of the more common types of assessments include:

Formal AssessmentMultiple-choice exam Essays Short-answer or problem-solving exam Lab report Research paper Performance-based ("authentic") - interpreting a piece of music, writing a computer program, constructing a three-dimensional model of a scientific concept, etc. Oral Presentations Comprehensive portfolios

Informal Assessment"Minute Essays" - at the end of a class/unit, students take 5 minutes to write about what they have learned, and how it relates to a learning objective "Peer Teaching" - after a short lecture about a new concept, have students work in pairs and explain that concept to each other "Question Time" - students are given an index card and asked to record two questions they have about the material covered in lecture that day/week. Allow time in the next class period to respond to some of the more common questions "5 Minute Quiz" - at the beginning of class, give students one or two questions over material covered in the previous class session. Discuss answers and do a show of hands to see how many understand the concepts.

Bloom's Taxonomy

Bloom's Taxonomy is a way to address the levels of student thinking desired on an assignment. There are six levels, with "Knowledge"-based questions being the most simple, and "Evaluation"-based questions being the most complex. When designing assessment, determine at which levels you wish students to demonstrate their understanding, then design questions that address this level of thinking. The Bloom´s Taxonomy website at the University of Washington provides model questions and key words for each level of thinking.

ASSESSMENT FORMATS
Format	Nature/Purpose	Stage
Baseline Assessments	Oral and written responses based on individual experience Assess prior knowledge	Baseline
Paper and Pencil Tests	Multiple choice, short answer, essay, constructed response, written reports Assess students acquisition of knowledge and concepts	Formative
Embedded Assessments	Assess an aspect of student learning in the context of the learning experience	Formative
Oral Reports	Require communication by the student that demonstrates specific topic understanding	Formative
Interviews	Assess individual and group performance before, during, and after any type of experience (art fair, scientific fair, play, etc)	Formative
Performance Tasks	Require students to create or take an action related to a problem, issue, or concept	Formative and Summative
Checklists	Monitor and record anecdotal information	Formative and Summative
Investigative Projects	Require students to explore a problem or concern stated either by the teacher or the students	Summative
Extended or Unit Projects	Require the application of knowledge and skills in an open-ended setting	Summative
Portfolios	Assist students in the process of developing and reflecting on a purposeful collection of student-generated data	Formative and Summative

       

Types of Assessment reflection



Assessment is a part of the instruction and determines whether or not the goals of education are being met, it affects decisions about grades, placement, advancement, instructional needs, etc.





Today´s students need to know not ony the basic reading and arithmetic skills, but also skills that will allow them to face a world that is continually changing. They must be able to think critically, to analyze and make inferences. Changes in the skills base and knowledge our sutdents need require new learning goals, these new learning goals change the relationship between assessment and instruction, teachers need to make an active role in making decisions about the purpose of assessment and the content that is being assessed. (edutopia.org)