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Assessment is an important aspect of educational process which determines the level of accomplishments of students. [ 7 ] The final purpose of assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge, and the ...
Griffith University describes planning as based on previously-collected evidence; the process also involves assessment, technologically-informed learning and discipline-based capabilities. [46] The process aims to prepare students for the workforce while enhancing their understanding of a subject.
The incorporation of classroom assessment techniques is an age-old concept which teachers have been using and practicing for years. Whether a teacher uses a technique learned in training, or simply a strategy conjured up on their own, teachers need to know if their methods are successful and many feel that the desire to understand students' comprehension is instinctive.
Because of the reliance on observational methods to inform planning and assessment, it is crucial for teachers to have strategies in place to expedite the process. Some examples of tools used by teachers are: sticky notes; observation baskets around the room to collect small anecdotal notes; file folder systems for each student or area of the ...
In traditional curriculum planning, a list of content that will be taught is created and/or selected. [4] In backward design, the educator starts with goals, creates or plans out assessments and finally makes lesson plans. Supporters of backward design liken the process to using a "road map". [5]
Educational evaluation is the evaluation process of characterizing and appraising some aspect/s of an educational process. There are two common purposes in educational evaluation which are, at times, in conflict with one another.
The dynamic assessment procedure accounts is highly interactive and process-oriented [1] It has become popular among educators, psychologists, and speech and language pathologists. [2] [3] [4] It is an alternative to the wide range of mastery-based measurements, although the cost has historically been prohibitive for wide-scale adoption.
UbD is an example of backward design, the practice of looking at the outcomes first, and focuses on teaching to achieve understanding. It is advocated by Jay McTighe and Grant Wiggins (1950-2015) [ 2 ] in their Understanding by Design (1998), published by the Association for Supervision and Curriculum Development . [ 3 ]