Teaching Self Evaluation Essay

In the light of these, this work aims to define what assessment is, placing particular focus in the formative assessment.It will also critically analyse how formative assessment may support pupils’ learning, supporting the analysis with theories on child development and children’s learning, as well as observations and evidence from school experiences.

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Assessment has become a very important part of education process and it has advanced considerably over the past years (Johnston et al., 2009; Hall and Burk, 2004) and, as our education system becomes more curriculum focused, the emphasis moves increasingly to how teachers teach and how children are taught (Butt, 2010).

In this view, learning is concerned with the construction of understanding, skills and attitudes (Johnston, 1996; Pritchard, 2005).

In this role, assessment is intimately linked with students’ learning processes, diagnosing students’ strengths and weaknesses, helping students to develop self-awareness; providing feedback on areas of learning requiring further work; helping to guide them in their studies and generally motivating them and promoting the desired learning outcome (Pollard et al., 2008; Alexander, 2010).

FORMATIVE ASSESSMENT AND PUPILS’ LEARNING ‘Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning.

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Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of UK Essays.From reflecting in examples from theory and practice, it is possible to say that assessment in education involves making judgements about pupils’ attainments (Alexander, 2010; Preliminary Attachment, 2010).In other words, it involves teachers deciding on how they will collect information, what information is relevant, how they will come to a judgement and then how to report and comment a judgment to those who want to know how pupils are achieving (Arthur et al., 2006; Aldgate et al., 2006; Hayes, 2006; Hughes, 2008).In its summative role, the purpose of assessment is to judge pupils’ quality and characteristics, summarising these in a clear and widely acceptable format.Summative assessment is also known as assessment of learning (Threlfall, 2005; Arthur et al., 2006) and evidence for this type of assessment may come from formal testing of what has been learnt, aiming to produce marks or grades which may be used for different purposes, such as reports of various types (Pollard et al., 2008).Disclaimer: This work has been submitted by a student.This is not an example of the work produced by our Essay Writing Service.Moreover, studies indicate that summative assessment can have a negative impact on students’ motivation for learning, as rather than promoting ‘intrinsic’ motivation- in which they perform because they are interested and engaged with the work, summative assessment is believed to promote ‘extrinsic’ motivation, in which pupils simply respond to the promise of some kind of reward (Crooks, 1988; Sansome and Harackiewicz, 2000; Wynne, 2001).On the other hand, assessment also has a formative function.In other words, it is concerned with the type of learning pupils become involved with.In addition, why and how we assess pupils has an enormous impact on their educational experience and consequently on how and what they learn (Wynne, 2007).

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