Posted: February 15th, 2015
Numerous types of assessment practices can be used to assess and evaluate student learning. Effective and well-constructed classroom assessment methods can provide personalized, detailed, and appropriate information that is vital to guide teaching and learning (Chavez, Bender, Hardie, & Gastaldo, 2010). These techniques must focus on helping identify students’ progress and areas they need to improve. This paper will provide an analysis of three assessments instructions that illustrate effective and ineffective assessment practices in the classroom setting.
Assessment practices refer to the procedures by which professors make judgments of students’ achievements over the course of their study (Reddy & Andrade, 2010). Assessments can also be used to judge teaching, or curriculum effectiveness. Through the use of assessment methods, educators can monitor students’ learning progress or learning disabilities, and provide direct and significant feedback. Some assessment techniques examples are rubrics, and self-report. They can result effective or ineffective.
Myers (2014), indicated that rubrics are a broadly used assessment method that contain written steps and evaluative criteria for learners to follow for assignments, outlining desired outcomes, performances, and expectations. Rubrics must not be lengthy; one or two pages preferably, and should enclose the different ranks of quality or grading scores for a particular assignment (Myers, 2014), According to Billings and Halstead (2009), rubrics are effective when they provide a clear and concise description of the performance standards. Also, when they describe the ways in which the labor excels, providing valuable direction for students even if the faculty is not accessible to assist them.
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