Important Principles of Good Classroom Assessment
INTRODUCTION
Assessment is a basic function of classroom educators, one that is guided and influenced by a countless factors. Most of the information that learners have about their learning and what that means about the subject, about themselves, and about their futures -comes from classroom assessments. Similarly, most of what parents and educators know about their children’s learning comes from classroom assessments. As well as being directly evident in schools, classroom assessment is linked by extensive research to the professional practice of educators. As well, legislation and policies in South Africa identify assessment as a central role of educators.
It is essential to recognise that educator’s understandings and beliefs about learner learning, and classroom assessment influence the learning environments created for the learners in their schools. Within their schools, educators are the classroom managers with the responsibility of fostering cultures that promote learner learning. Because of the direct nature of the link between teaching practice and learner learning, what educators believe about assessment and how these beliefs shape their teaching practices sheds light on important connections among teaching and learning.
As classroom assessment movement generates important discussions about assumptions, understandings, and beliefs that underpin learner learning, it also challenges both traditional and current methods of assessment and that indicates negative impact on learner’s achievement. As such, assessment influence teaching and learning. To prove this, educational research is producing a significant body of evidence to support assessment for learning as a way to enrich learner learning and improve learner achievement. The intent of this essay is to give a short review of the educator’s context (myself), identify and discuss what the educator consider to be the most important principles of good classroom assessment; evaluate the extent to which the
Assessment is a basic function of classroom educators, one that is guided and influenced by a countless factors. Most of the information that learners have about their learning and what that means about the subject, about themselves, and about their futures -comes from classroom assessments. Similarly, most of what parents and educators know about their children’s learning comes from classroom assessments. As well as being directly evident in schools, classroom assessment is linked by extensive research to the professional practice of educators. As well, legislation and policies in South Africa identify assessment as a central role of educators.
It is essential to recognise that educator’s understandings and beliefs about learner learning, and classroom assessment influence the learning environments created for the learners in their schools. Within their schools, educators are the classroom managers with the responsibility of fostering cultures that promote learner learning. Because of the direct nature of the link between teaching practice and learner learning, what educators believe about assessment and how these beliefs shape their teaching practices sheds light on important connections among teaching and learning.
As classroom assessment movement generates important discussions about assumptions, understandings, and beliefs that underpin learner learning, it also challenges both traditional and current methods of assessment and that indicates negative impact on learner’s achievement. As such, assessment influence teaching and learning. To prove this, educational research is producing a significant body of evidence to support assessment for learning as a way to enrich learner learning and improve learner achievement. The intent of this essay is to give a short review of the educator’s context (myself), identify and discuss what the educator consider to be the most important principles of good classroom assessment; evaluate the extent to which the
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