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Brief Description of the Process: I first did some research and got…
Brief Description of the Process:
I first did some research and got ready. First, I thought about what questions I wanted to ask the teacher about assessments. I looked into the teacher’s background and the school where she works to learn more about her experience and the environment. Before conducting the interview, I set up a time for us to get together. The conversation took place over the phone. I told her who I was and why she was there for an interview. I then started asking her some open-ended questions like:
List of Questions:
1. What makes assessments essential as a classroom learning tool?
2. How do you select an appropriate and suitable assessment tool for your class? What are the factors you consider?
3. From your experience, have you used the same assessments through the years, or have you constantly revised them?
4. Do you agree that students are at the heart of all assessments? How would you explain that reviews support student learning and promote progress?
5. Do you think doing a once-and-for-all assessment after the entire lesson is best? If not, when do you administer assessments?
6. The primary purpose of assessment is not to measure but to further learning. In your personal experiences, how do you administer assessments as a form of furthering learning?
7. Given that you have administered different assessments and gathered various results, how do you interpret them all and form conclusions on their effectiveness or ineffectiveness?
8. Upon noticing weaknesses in assessments administered based on the information collected through evaluations, which classroom tool do you recalibrate or change?
9. Do the assessment results and findings have you changing your teaching style and techniques?
10. How do you use information from assessment results to provide a quality teaching and learning experience
Responses to Individual Questions:
1. Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects decisions about grades, placement, advancement, instructional needs, curriculum, and, in some cases, funding.
2. Choosing assessment tools for your course(s) is at the heart of curriculum planning. These tools will drive student learning as they will be the first things that attract your learners’ attention! The following diagram illustrates the importance of assessing students using an Integrated Course Design model, where established appropriate learning activities and assessment methods support learning goals. There are four considerations to examine when designing an appropriate assessment method that will reflect the set learning goals and activities:
Reliability
Standardization
Validity
Practicality
3. I have constantly revised them, as using the same assessment for a long time will result in the students becoming bored if the teacher consistently utilizes the same assessment strategy. This is why many students lose interest in and focus on their studies. This approach is ineffective in improving students’ cognitive, emotional, and psychomotor learning.
4. Assessment plays an essential role in learning and motivation. The types of assessment tasks that we ask our students to do determine how students will approach the learning task and what study behaviors they will use. In the words of higher education scholar John Biggs, “What and how students learn depends to a major extent on how they think they will be assessed.” (1999, p. 141). Given the importance of assessment for student learning, it is essential to consider how best to measure the knowledge you want your students to achieve. A review should integrate grading, knowledge, and motivation for your students. Well-designed assessment methods provide valuable information about student learning. They tell us what students learned, how well they knew it, and where they struggled. Good assessments allow you to answer the question. The evaluation then becomes a lens for understanding student learning, identifying invisible barriers, and helping us to improve our teaching approaches.
5. It is better to know whether the students understand the lesson while the teacher is in the middle of a discussion so that it will not take long to repeat things once they finish the lesson just to know that the students did not understand anything the teacher taught them. Knowing that they understood during the discussion means the teacher is doing an excellent job teaching.
6. As stressed in the Educator’s Diary, published in 1995, “teaching takes place only when learning does.” Considering one’s teaching style and how it affects students’ motivation extensively concerns. Although we might think of other factors, emphasis has been geared toward the effect of the teacher’s teaching style and student motivation. To administer assessments as a form of furthering learning, I would guide students on what steps to take to improve, identify and reward specific qualities in student work, help to develop their capability to monitor, evaluate and regulate their learning, and lastly, motivate them to act on their assessment.
7. Once you’ve implemented an assessment tool that allows you to access the relevant assessment data, you can take the following steps in improving instruction in your classrooms. Plan an individual instructional intervention, develop daily instructional strategies, determine targeted goals for students and teachers, monitor student and teacher progress, and discover professional development gaps. At the same time, many people believe that assessment data can only be utilized to help students improve. Education leaders analyze assessment data and determine where students see minor improvement. This information points them to the overall professional development gaps for teachers.
8. The information or feedback from the formative assessment will help teachers ensure that all learners are supported while developing understanding and competencies related to curriculum standards. These also prepare them for summative assessments. Teachers should keep a record of formative assessment results to study students’ learning patterns. However, this should not be used as bases for grading. Above all, the teacher must possess adequate knowledge of the objectives and standards of the curriculum, skills in teaching, interests, appreciation, and ideals. He must exert effort to lead children or students into a meaningful, entire, stimulating, and satisfying life. Some students seem naturally enthusiastic about learning, but many need or expect their instructors or teachers to inspire, challenge or stimulate them. “Effective learning in the classroom depends on the teacher’s ability to maintain the interest that brought students to the course in the first place (Erickson, 1978). Not all students are motivated by the same values, needs, desires, and wants. Some students are encouraged by the approval of others or by overcoming challenges.
9. Yes. The teacher must recognize individual differences among students and adjust instructions that best suit the learners. It is always a fact that, as educators, we play varied and vital roles in the classroom. Teachers are considered the light in the school. Discerning how students evaluate the impact of changes in teaching styles is essential to fully understanding their effects on learning. Changes in teaching style are not just challenging to faculty but also to students, and this has to be acknowledged if they are to be effective.
10. At the heart of any plan for improving assessment is the goal of obtaining information about what students have and have not learned that can be used to help them improve their learning, guide their teachers, and to support others who make decisions about their educationusing assessment results for formative and summative purposes. Teachers skilled at using constructive assessment results can provide helpful feedback to students on their learning and adjust their teaching to address students’ needs.
This is an interview with a teacher. These are the questions that I asked and the answers that he gave.
1. What is a summary and conclusion can you write from this interview with the teacher?
2. What reflection on the process and findings can you give from this interview with the teacher?
