The traditional role of assessment has been assessment of learning, which is valuable in providing immediate feedback for teachers based on student performance (Puckett, 2013).

The traditional role of assessment has been assessment of learning, which is valuable in providing immediate feedback for teachers based on student performance

 

According to Puckett (2013), the traditional function of assessment has been to evaluate learning, which is useful in that it gives teachers quick feedback based on student achievement. Differentiating assessment procedures enables the teacher to modify their instruction and be aware of the areas in which a student is having difficulty before assessing. The administration of summative or formative tests is up to the teacher. Formative assessment is a continuous evaluation that provides pupils with specific feedback and serves as a success model. Formative evaluations can take many different forms, including exit tickets, think-pair-share, observations, graphic organizers, and questioning.

Summative tests are given at the conclusion of a unit of instruction. They are not used as formal assessments in the beginning. Summative evaluations should be used as an evaluation tool rather than an instructional tool because they are delivered later in the teaching process. Benchmarks, projects, portfolios, tests, and standardized exams are a few instances of summative evaluations.

Information collection includes both formative and summative assessments. They act as guidance when choosing future instructional strategies. Teachers are more effective at delivering the subject matter when we learn more about our pupils. Assessments should be given to map out a plan for student achievement, not to record a grade, claim Kirby and Downs (2007). To provide a clearer picture of achievement or gaps, both summative and formative tests are used.

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According to Lopez (2013) in Chapter 8, Paragraph 3, “Today in our schools, teachers are shoving multiple assessments down the throats of our kids without any explanation of what they are measuring or how it will help them achieve success in the long run.” A teacher can benefit greatly from offering several evaluation kinds, and they will receive reliable feedback. Since not all students learn in the same way, providing them with assessments at various levels gives them the chance to succeed. A pre-test is one of the evaluation techniques I would employ in my preschool classroom to accommodate the needs of various students. To find out what talents the student already possesses, I would provide a pre-test (Chapman, n.d.). I would utilize flash cards to complete this individually with the teacher. The student’s knowledge of letters, numbers, shapes, and colors can be determined using the flash cards. The student has the option of speaking back to me or pointing to the right answer. It can be read on a technological device for kids who might require larger print. To make sure that all children have the accommodations they require to achieve this, differentiation is crucial.

References

Chapman, C., & King, R. (n.d.). Differentiated strategies for assessment. Retrieved from https://differentiatedstrategies.wikispaces.com/Differentiated Strategies for Assessment

Kirby, N.F & Downs, C.T. (2007). Self-assessment and the disadvantaged student; Potential for encouraging self-regulated learning? Assessment and Evaluation in Higher Education.

Lopez, D. (2013). No excuses university: How six exceptional systems are revolutionizing our schools (2nd ed.). Turnaround Schools Publications.

Puckett, K (2013). Differentiating Instruction: A Practical Guide. Bridgepoint Education: San Diego, CA

 

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