If the assessment is not testing what it is intended to test, and not providing an accurate reflection of student learning and performance, there is no point in conducting assessments because they don’t show what the student actually knows and can do. In addition to being properly linked to instruction and objective and measurable outcomes, the assessment results must be valid and reliable (Gronlund 2003). The assessments and instruction ought to be directly linked to the intended learner outcomes (Angelo 1996 Gronlund 2003 Rust 2002 Stiggins 2004), and those outcomes should be taken directly from the outcomes provided by Alberta Learning (2000). The assessment procedures that are used should have a high correlation to the instruction that is given throughout the term (Stiggins 2004). To curb potential classroom management problems that are directly related to assessment procedures, the teacher ought to ensure that the procedures used report valuable and accurate information about student learning. The effect of poor assessment practices can be devastating to students and can lead to classroom management issues, such as low motivation levels, behavioural problems and frustration. Often assessment is not properly designed or appropriately used, often yielding invalid or unreliable results (Gronlund 2003). The current education system, however, “assess student learning … much as we did in 1986, 1966, or 1946, without meaningful reference to what students should demonstrably know and be able to do.” (Angelo 1996, 3). Gronlund (2003) defines assessment as “the various methods used to determine the extent to which students are achieving the intended learning outcomes of instruction” (p. In the past, classroom management and assessment procedures have been viewed as separate from one another however, current trends view both as synergistic partners in achieving effective instruction. “The teacher possesses a repertoire of procedures to ensure optimal learning for all students” (Levin, Nolan, Kerr and Elliot 2005), including assessment procedures that have implications for student motivation, misbehaviour, and the learning process. Classroom management entails all the behaviours a teacher does-consciously or unconsciously-to elicit desired behaviours from students. Teachers use classroom management to mould the learning environment into a safe, productive and effective place.
0 kommentar(er)
