Elementary student assessment

Elementarystudent assessment

Coursecode:

Goals

Thestudent should understand the art of essay writing after theassessment. Additionally, the instructor should ensure that thestudents carry out a comprehensive research into the subject ofconcern prior to development of thesis. The student should be able toapply an appropriate mechanism of writing after the assessment. Thestudent argument should also be able to present a logicalconstruction. The students are able to present essay with qualitycontent according to the results of the assessments done. The thesisdevelopment process is also understood well by the students giventhat the thesis development accounts for 85% of the performancerating (Weber, 2009). The ability of the student to develop a logicand sound argument in their research papers is essential.Themechanism of writing was also well taught by the instructors giventhat it accounts for 50% of the performance rating. The students alsomanaged to have an understanding of literature citations. Althoughthe proportion of students who were well versed with the researchcitations was relatively low, the instructor’s objectives wereachieved. The few who understood the skill of research referencecitations would manage to teach the rest of the students during peerreviews.

Thestrategies used in teaching the students

Thestudents need differentiation in order to benefit from the variety ofskills presented by tutors. The strategies used in the process ofstudent assessment include the summaries and reflections used inteaching the students. The summaries and reflections enable studentsto reflect and meditate on the principles and ideas taught in class.The reflection process provides an opportunity for students to relatethe things which they have seen and heard in class. Consequently, thestudents are able to boost their metacognitive skills. The studentsare able to apply content-specific language. The other strategy usedby instructors includes charts and graphic organization.

Theuse of graphics enhances the mnemonic abilities of the students. Thestudents are also able to identify the relationship between thegraphic organizers. The other assessment strategy used includesvisual representation of information. The use of words and picturesfacilitates the retrieval of information. They also enhance easyrecollection of ideas. The dual coding of words and pictures alsohelp instructors to utilize the class diversity. Moreover, there ispreference in the learning styles. According to Haber and Kelly(2008), the combination of the graphical presentation leads to betterunderstanding of the ideas. Collaborative activities for students areanother strategy used in the assessment of the students. The strategyenhances synergy in the student dispensation of duties. The teamspirit created through the collaborative activities leads to skillssharing and motivation.

Theformal and informal assessments

Informativeassessments create a good environment for the improvement of studentperformance because the methods of assessment are favorable to manystudents. The assessments are usually used after classroom. Theassessments enable a student to be monitored almost on a daily basis.Consequently, student’s problems are resolved in advance.Conversely the formal assessments are usually focused more on theperiodic assessment of students. This will helps in the delineationof the tutor`s addresses consequently upgrading understanding ofthoughts among the understudies.

Graphicalrepresentation will be delineated in this arrangement. Theunderstudies can get to notes online through the utilization of emaillocations and e-entryway sites. This will upgrade the briefconveyance of scholarly materials preceding class discourses. Featureconferencing and virtual frameworks will be utilized within requestto improve comfort in the study process (Weber, 2009). This willspare time and budgetary assets utilized within versatility. Thiswill empower the understudies to be techno canny. This arrangementswith the execution based evaluation of the understudies. Theunderstudies` execution can be assessed through the utilization ofexaminations and showings, whereby understudies learn and are askedto perform the assignments all alone. This will be gone for gagingthe learning of the understudies to know the territories whichrequire change. Nonstop evaluation tests can likewise be utilizedwith a specific end goal to assess the understudies` scholarlyexecution on the premise of scores in tests.

Theaccessibility of learning materials on the web has empowered mostunderstudies to gain from home. Numerous understudies have liked tolearn at the solace of their parlors on account of the accessibilityof the learning materials. This has empowered them to spare theireducational cost cash and use it for different wanders. It hasdiminished the expense of adapting considerably more than before as aresult of the affordability to get to web. In light of this, numerousunderstudies have possessed the capacity to get to extra learningdata without any difficulty (Perrone, 2009). Online instruction hasadditionally tackled the issue that a few establishments confrontregarding lack of educators. This is on account of numerousunderstudies get to the abundantly required data from the web withoutdepending on educates and teachers. This has helped numerous learningfoundations to lessen their expense of operations.

Theissue of deficiency of instructors has regularly thwarted thelearning process in the advanced education segment. Understudies innumerous learning establishments have possessed the capacity to getto data that they might not have gotten to through the simpleframework. This has given the advanced education area enough time tocontract a greater number of educators than in the recent past. Ithas lessened the operational costs of numerous learning foundationsin the advanced education division. This is on account of learningestablishments having had a chance to lessen their costs byintroducing machines in libraries. This is a less expensive methodfor instructing than purchasing course books and articles, which maybe extravagant.

References

Weber,E. (2009). Studentassessment that works: A practical approach.Boston: Allyn and

Bacon.

Haber,J. Z., and Kelly, M. G. (2008). Nationaleducational technology standards for students.

Eugene,OR:

Internat.Soc. for Technology in Education.

Perrone,V..(2009). Expandingstudent assessment.Alexandria, Va. : Association for Supervisionand Curriculum Development.