Importance of using a variety of assessments in the teaching
Using a variety of assessments in teaching is noteworthy because it gives the assessors a chance to determine the best assessment method. It is crucial because it guides and provides instructions remarkably easily (Anderman & Anderman, 2009, 646). In addition, it allows the teacher to determine the most effective and efficient instructional strategies that need to be modified. This will help in improving classroom practice, planning the curriculum, and researching one’s teaching practice (Decker, 2003, 23).
Furthermore, using a variety of assessments in teaching is important because it will help develop a capacity of self-directing the learning (Ruddell & Ruddell, 1995). This will help assess their students comprehensively because different methods can be used. Different student’s behaviors can be assessed using a variety of methods available. Assessment is changing; hence, different methods should be used for assessment in order to provide a clear picture of the learning process (Schwartz, 2005).
- Informal Assessment
- Formal Assessment
- Summative Assessment
- Formative Assessment
- Anecdotal Record
- Criteria and goal setting
- Comprehension.
- State assessments
- Running Record
- Observations
- Portfolio content
- District benchmark
- Event sampling
- Questioning strategies
- Computer-generated
- End-of-unit or chapter tests
- Rating scale
- Self and peer assessment
- End-of-term or semester exams
- interim assessments
- Compare and contrast a minimum of five assessments
The five assessments are observation, questioning strategies, Computer-generated, State assessments, and Rating scale (Peregoy & Boyle, 2001).
Observation is beyond walking in the classroom by the teacher assessing the students. This method is same as questioning strategies method because the teacher has to interact with students to get the information. However, observation is unique because the student will not know whether he is being assessed or not, while questioning strategy of assessment is open and the student will know that he is being assessed (Schwartz, 2005).
Both computer-generated assessment and rating scale are accurate and reliable. This is because there are procedures and rules to be adhered (Tam, et al. 2006). However, computer-generated assessment requires expertise to operate and undertake the assessment while rating scale may not required experts because the ratings are provided. State assessment has no clear procedures and guidelines like other assessment methods though it gives consistent results (Berninger et al, 2006, 336).
References
Anderman, E, M. & Anderman, L.H. (2009). Psychology of Classroom Learning: An Encyclopedia, Detroit: Macmillan Reference USA, vol. 2. p645-648
Berninger VW, Abbott RD, Vermeulen K& Fulton CM. (2006). Paths to Reading Comprehension in At-Risk Second Grade Readers. Journal of Learning Disabilities vol. 39 (4): 334-51
Decker, G. C. (2003). Creating a Framework to Make Data-Driven Instruction a Reality. Multimedia Schools, vol. 10(2), p22-28
Peregoy, S. F., & Boyle, O. F. (2001). Reading, writing, & learning in ESL: A resource book for K-12 teachers. New York: Longman.
Ruddell, R. B., & Ruddell, M. R. (1995). Teaching children to read and write: Becoming an influential teacher. Boston: Allyn & Bacon.
Schwartz, R. M. (2005). Literacy learning of at-risk first grade students in the Reading Recovery early intervention. Journal of Educational Psychology, 97(2), 257-267
