Learning and Assessment Basics Term Paper

Pages: 6 (2226 words)  ·  Bibliography Sources: 4  ·  Level: Master's  ·  Topic: Teaching

SAMPLE EXCERPT:

[. . .] Some subjects do not lend themselves very well to the basic, common kind of testing that is done through yes/no questions or multiple choice options. These all have their place, but there is still more to be done (Pellegrino, Chudowsky, & Glaser, 2001).

One of the best things that teachers can do is test their students through projects that require the students to use what they have learned in a setting that is as realistic as possible. Many students do not enjoy this type of "test," but it can be a valuable indicator to the teacher. Retaining the material provided is valuable, but if the student does not understand the material in context and does not know what to do with the provided information, he or she will struggle (Pellegrino, Chudowsky, & Glaser, 2001). By using project-based testing to some degree, teachers are able to see that the students can actually apply what they have learned to scenarios that they may face in the real world. This also gives the students the self-confidence to think outside the box and consider how they would handle future situations.

Assessing students is not easy, because there are so many ways in which it can be done and there are many different ways that students react to provided information. Not everyone learns in the same manner, and some people also do not "test well" in the sense that they know the material but have trouble with testing. This can come from issues with anxiety, but some students who do not report feeling nervous also have trouble with testing (Pellegrino, Chudowsky, & Glaser, 2001). There are various speculative reasons as to why this is the case, but it is clear that students who consistently do good work but who have trouble with tests should be given some other options so that they can show the teacher they know the material and have retained it. Of course, teachers must also be careful to only address legitimate cases of this problem, or a large number of students will be attempting to get out of taking tests when there is really no reason why they cannot complete these requirements.

Because the assessment of students is such a stressful issue and because it is something that can vary depending on the class, teacher, subject, and curriculum, it is clear that each teacher should have the option to control how he or she tests his or her students. However, that is often not the case. Many school districts have standardized testing that has to be completed, and there are other guidelines which teachers must follow (Pellegrino, Chudowsky, & Glaser, 2001). If these rules and regulations are not adhered to, teachers can lose their jobs and school districts can lose funding and accreditation. These are very serious matters that cannot be taken lightly, and teachers have to be aware of them so as to avoid potential trouble.

Overall, it is clear that students generally need someone to believe in them and encourage them to focus on the kinds of things that matter to them academically and personally. People who do what they love for a living generally do not feel as though they actually work (Pellegrino, Chudowsky, & Glaser, 2001). While not everyone is fortunate enough to get paid to do what they love, teachers that help their students discover their talents can provide those students with the opportunity to do what they are good at and something they enjoy throughout their lives. It is unlikely that students will be sure what they want to do until they are older, but there is no reason teachers cannot encourage them to move toward subjects about which they are passionate, so that they can begin exploring options for their future.

References

Tremblay, E. (2010) Educating the Mobile Generation -- using personal cell phones as audience response systems in post-secondary science teaching. Journal of Computers in Mathematics and Science Teaching, 29(2), 217 -- 227.

Pashler, H., McDonald, M., Rohrer, D., & Bjork, R. (2009). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3): 105 -- 119.

Pellegrino, J.W., Chudowsky, N., & Glaser, R. (2001) Knowing what students know: The science and design of… [END OF PREVIEW]

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