Assessment for Teacher Essay

The primary purpose of judicial decision is for the assimilator to provide evidence of nurture by demonstrating the get winding of content and achievement of mark forthcomes. This cast offs an insight of their strengths and atomic number 18as of phylogenesis. Whereas for teacher, it provides a moment to retread their assessment strategies in terms of metier and facilitate progression by bighearted constructive feedback. It also informs the curriculum board, managers, and applicable staff to evaluate knowledge programmes for any advances.Learners ar assessed through various stages of learnedness journey by using novelty of methods and strategies. They are usu each(prenominal)y assessed formatively before or during the course and summatively near or the stop over of it. Formative assessment provides a unvarying source of knowledge approximately students progress, improvement and problems encountered in the learning process. It could be an sign judicial decisio n to determine prior intimacy or diagnostic Assessment to see to it areas of break outment and strengths. Feedback is an integral part of it.(NCFOT, 1999) tell it occurs when teachers feed information back to the students in ways that enable the student to learn better, or when students faeces engage in a similar, self-importance-reflective process(Principle 4). It has also been support by several educationists such(prenominal) as Scales (2008 p. 179), Black and William (1998 17) and Reece and Walker (2007 p. 325). Formative assessments are not graded which allows flexibility to metamorphose and adjust the teaching practices and reflect the inescapably and progress of disciples as well as motivating them. However, formative assessment in its purist form is seldom apply (Brookhart, 1999).I feel that teachers should be given educational activity to as how and when to employ it successfully. There are variation of methods by which students are assessed formatively such as A ccreditation of prior learning (APL), Observation, literal Questioning, Discussion, Role play, Case study, Essays, Projects, Assignments, MCQs and so forth which when used in combination has proven hard-hitting in measuring a variety of complex learning outcomes (Reece and Walker, 2007, p. 326) It is recyclable for development of Cognitive, Psychomotor and Affective Domains of learning as explained in Blooms Taxonomy and could assess higher(prenominal) order skills of these domains. most teachers are predominantly concerned with cognitive learning with some use of psychomotor skills but affective learning stop be a useful ray in changing attitudes i. e. gender, culture etc. even if its not a requirement of a course. Summative Assessment happens at the end of the course, unit etc. and is for grading and decision purpose. It is used for ratting employers, institutions etc. about learners overall performance. It does not however, give information about detailed abilities of learn er and in that location is no feedback so it is debated for its complete reliability and validity.(Scales, 2008 and Rust, 2002). Learners are assessed summatively mostly by Examination, Assignments, Portfolios, and Essays. They develop the skill levels of cognitive and psychomotor domains depending on how effectively they are set out and the type of course. MCQs and Viva for instance can provide better coverage of course as well as assessment of deeper knowledge whereas essays does not serve the identical purpose but assess higher levels of cognitive domain i. e. synthesis and evaluation. Feedback is an significant element of assessment and is directly colligate to motivation.In order to accelerate learning process it has to be timely, positive and constructive. Maslows hierarchy makes us think about the total experience.. From physiological factors. to relationships (do we give positive regard and development feedback? ) to egoism needs (Im no good ), his hierarchy provides a useful device to help us understand learning and motivation(Scales, 2008 p. 72). We need to moderate records to footmark and monitor the progress of our learners. They are umpteen different types of internal, external and formal and wanton records.Internal records include mark books, matrix, learner progress sheets/ reviews and results of mock tests. In ESOL, we keep records of Initial interview, Initial assessment, spiky profile, ILPs, Diagnostic assessment, Formative assessment, observation reports, feedback reports, peer/self assessments and Summative assessments to assess the progress of learners and dexterity of programme and teaching. The external records include all the evidence in form of pen work or internal impediment to sent to external bodies i. e. exam board, auditing bodies, new(prenominal) educational organisations, support staff, etc.