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Education

Classroom Assessment Implementation

Classroom Assessment Implementation

  1. The chapter explains the meaning of classroom assessment and its components.
  2. Assessment data is necessary for a teacher to make data-driven decisions.
  3. Data-driven decision-making is a scenario where a teacher uses many sources to decide about planning, assessing, and teaching.
  4. The chapter explains the relationship between instruction and assessment
  5. The types of assessments for evaluating learners include pre-assessments, formative assessments, and summative assessments.
  6. The three traits of a good assessment instrument are practicality, reliability, and validity.
  7. Teachers could adapt assessments for different types of learners, like students with special needs and English language learners.
  8. The chapter describes the strategies to establish a framework for assessment that fits learners.
  9. The chapter explains how to use performance-based assessment to assess learners.
  10. Teachers should design assessments that match learning objectives to limit sources of bias that can distort assessment outcomes (Burden, Paul, and David 287).

One idea I gained from this chapter was the meaning of classroom assessment and its four components that guide how to implement it in a class. Classroom assessment is gathering, evaluating and using the gathered information to assist teachers in making decisions that improve student learning (Burden, Paul, and David 287). This process is more than just measurement and testing. It has four vital components that ensure its implementation is effective and successful. The purpose is the first step, and Burden, Paul, and David (2013) remind teachers that the first step in any assessment is to explain the specific aims of collecting information (p.282). The purpose stage is critical because it helps teachers assign grades, monitor learner progress toward accomplishing objectives, motivate learners, and diagnose their weaknesses and strengths. Measurement is the second component, and it is the process whereby characteristics, traits, or behaviors are differentiated. Teachers can effectively measure learners’ efforts using rubrics, tests, and observations. The third component is evaluation. It entails interpreting already collected data through measurement and placing more importance on that performance. Use is the final component of classroom assessment. Immediately after measurement and evaluation have occurred, a teacher uses that assessment information for three classroom uses: grading, instruction and diagnosis. The idea of classroom assessment and its components will be useful for me in the future as a teacher.

Work Cited

Burden, Paul R., and David M. Byrd. Methods for effective teaching: Meeting the needs of all students. Allyn & Bacon, 2013.

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Question 

Classroom Assessment Implementation

Classroom Assessment Implementation

Identify and list 10 points that you found important in this chapter; your list of 10 ideas should be written in complete sentences and numbered from 1 to 10. These points should express ideas and thoughts that you have learned. Then, write a summary paragraph (8-10 sentences) explaining what you personally took away from this chapter that you feel will be the most useful for you in the classroom when working with young children.
Burden, Paul R. & Byrd, David M. (2016). Methods for Effective Teaching. Boston: Allyn and Bacon – 8th Edition.