Discussion on Classroom Assessments

Assessment M1D

One of the most important elements in the process of teaching and learning within the educational setting is assessment. Assessment is regarded as a tool that helps to promote and enhance student learning as well as improving instruction. Therefore, for educators or teachers, assessment is viewed as one of the most essential educational tools. This educational tool is used by teachers to determine what their students are learning in the classroom. They provide a mechanism through which teachers gather information and evidence regarding students’ learning and how to enhance instruction in order to improve learning outcomes. Information derived from assessments in the educational setting is also beneficial to students themselves and their parents.

In my opinion, classroom assessment is defined as an evaluation tool that examines the formative and summative achievements of students based on what was taught in the classroom. This tool provides important information regarding students’ progress in the learning process, particularly mastery of learning content. Formative achievement data is used to enhance instructional strategies and techniques while summative achievement data shows student competency following the completion of an instructional phase.

There are various examples of classroom assessments that fall under two major categories i.e. formative assessments and summative assessments. Formative assessments help in determining how to improve instruction whereas summative assessments indicate students’ progress in learning (Pellegrino, Chudowsky & Glaser, 2001). Some examples to these different types of classroom assessments include think-pair-share (in which students work in pairs to answer questions), multiple choice questions, One Minute paper, focused listing, 3-2-1 Format, jigsaw, and memory matrix.

While there are multiple examples of classroom assessments, designing these assessments is a relatively complex process. As an educator, I usually undertake various steps in designing classroom assessment. The first step in this process entails determining the objectives of the course or lesson, which becomes the foundation for the learning content and instructional method. The lesson or course objectives influence the assessment by determining the focus of the assessment itself. Once the course/lesson objectives have been determined, I create assignments that will enable students to demonstrate their achievement of these goals/objectives. In this case, student achievement is determined and graded based on mastery of the learning content in relation to the learning/course objectives. For instance, if my learning objective is to promote critical thinking, I design classroom assessment in a manner through which students are challenged to organize ideas and concepts. The final step in this process is focusing the assessment on the most crucial and meaningful information instead of menial facts. For example, I would ask students to name at least seven essential vitamins for humans and their importance instead of asking them to state how many vitamins are essential for humans (Educational Testing Service, 2003).

A Brief Classroom Assessment

1. Read a passage about nutrition. Name three (3) vitamins that are essential for humans.

2. Provide at least two (2) reasons why these vitamins are essential for humans.

3. List at least one (1) way through which people can obtain these vitamins.