When I first thought about the
concept of assessment, I mainly thought of test papers and worksheets. While
this is what usually comes to mind for me, I have always been an advocate for
various forms of continuous assessments.
Formative assessment is conducted throughout a
student’s period of learning or instruction.
As a teacher, I have understood that this is
applied to measure a student’s progress as well as measure the effectiveness of
a teacher’s lesson delivery. Some of the forms it takes are observations,
journals and questions and answers.
Summative assessment is an evaluation of a
student’s learning at the end of the period of instruction.
As a teacher, I have understood that this is
applied to rate a student’s understanding of what was taught. It may take the
form of an end of term test, a portfolio or even a performance.
About the levels of flexibility and adaptability, I
believe that I will have to familiarize myself with which types of assessments
are best used with specific types of objectives or activities. I would also need to research how to
effectively apply assessment, which caters for diversity in the classroom.
My strategies may need to be constantly reviewed
because there is always room to improve one’s self. Thus, if one form of assessment
was used in association with one lesson, a reflection may cause me to opt to do
a different type of assessment should I do that lesson again.
The immediate challenges that I can identify are determining
when to apply assessments for individuals, and when to apply them to groups.
Also, recording assessment details of multiple students while conducting a lesson
is challenging as well.
The road ahead is paved with optimism when I
consider past and present experiences with administrators, as well as the
contemporary education system. This is because I have always used several forms
of assessments. These assessments and the results were often shared with my
administrators and their input was always acted upon by me.
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