make a personal assessment on how you get along with your peers and classmates
in school.
Answers
Answer:
The primary audiences for this chapter are classroom teachers and teacher educators. The chapter offers a guiding framework to use when considering everyday assessments and then discusses the roles and responsibilities of teachers and students in improving assessment. Administrators also may be interested in the material presented in this chapter.
Assessment usually conjures up images of an end-of-unit test, a quarterly report card, a state-level examination on basic skills, or the letter grade for a final laboratory report. However, these familiar aspects of assessment do not capture the full extent or subtlety of how assessment operates every day in the classroom. The type of classroom assessment discussed in this chapter focuses upon the daily opportunities and interactions afforded to teachers and students for collecting information about student work and understandings, then uses that information to improve both teaching and learning. It is a natural part of classroom life that is a world away from formal examinations—both in spirit and in purpose.
During the school day, opportunities often arise for producing useful assessment information for teachers and students. In a class discussion, for example, remarks by some of the students may lead the teacher to believe that they do not understand the concept of energy conservation. The teacher decides that the class will revisit an earlier completed laboratory activity and, in the process, examine the connections between that activity and the discussion at hand.
As another example, a planning session about future science projects in which the students work in small groups on different topic issues leads to a discussion about the criteria for judging the work quality. This type of assessment discussion, which occurs before an activity even starts, has a powerful influence on how the students conduct themselves throughout the activity and what they learn. During a kindergarten class discussion to plan a terrarium, the teacher recognizes that one of the students confuses rocks for living organisms and yet another seems unclear about the basic needs of plants. So the conversation is turned toward these topics to clarify these points. In this case, classroom teaching is reshaped immediately as a result of assessments made of the students' understanding.
Abundant assessment opportunities exist in each of these examples. Indeed, Hein and Price (1994) assert that anything a student does can be used for assessment purposes. This means there is no shortage of opportunities, assessment can occur at any time. One responsibility of the teacher is to use meaningful learning experiences as meaningful assessment experiences. Another is to select those occasions particularly rich in potential to teach something of importance about standards for high-quality work. To be effective as assessment that improves teaching and learning, the information generated from the activity must be used to inform the teacher and/or students in helping to decide what to do next. In such a view, assessment becomes virtually a continuous classroom focus, quite indistinguishable from teaching and curriculum.
The Standards convey a view of assessment and learning as two sides of the same coin and essential for all students to achieve a high level of understanding in science. To best support their students' learning, teachers are continuously engaged in ongoing assessments of the learning and teaching in their classroom. An emphasis on formative assessment—assessment that informs teaching and learning and occurs throughout an activity or unit—is incorporated into regular practice. Furthermore, teachers cultivate this integrated view of teaching, learning, and continuous assessment among their students. When formative assessment becomes an integral part of classroom practice, student achievement is enhanced (Black & Wiliam, 1998a; Crooks, 1988; Fuchs & Fuchs, 1986). However, as discussed in the previous chapter, research also indicates that this type of assessment often is not recognized as significant by teachers, principals, parents, or the general public, and is seldom articulated or featured as a priority. Box 3-1 provides definitions for “formative” and “summative,” which pertain to the two main functions that assessment can take.
Answer:pagtuon pod mo panagsa.
Explanation:ayaw og salig sa brainly pag tuon pod panagsa, maonay resulta sa sigi nimo og cellphone, karon pa mag answer ugma na I pass.