Essays for Assessment Text

Jonathan Friesen - Writing Coach

Remember that assessment is an integral part of the teaching and learning cycle and that, when planning for assessment, the assessment process should not govern what is taught, but rather should be central to ongoing classroom practice. There are three key types of assessment: formative assessment records development in progress, rather than completed development. It is an ongoing part of classroom activity, it is cumulative and provides information which informs teachers’ future planning. This type of assessment usually takes place at the end of a period of teaching, such as at the end of a topic, the end of a year or a key stage. Summative assessment statements will often be compiled using information from formative assessments. An extension of formative assessment, is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.

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Assessment for learning uses assessment in the classroom to raise pupils’ achievement. It is based on the principle that pupils will improve most if they understand the aim of their learning, where they are in relation to this aim and how they can achieve the aim. It is important that, having planned activities that will provide opportunities for learning, teachers are able to assess to what degree learning has actually occurred, before moving children on to the next stage in their understanding.

It is helpful, when writing about assessment, that the ten key principles of assessment for learning are considered in some depth see further information below. Some of these include: finding out about the children as individuals finding out how children learn monitoring and provide evidence of the progress children make in their learning enabling constructive guidance about how children can improve informing future planning enabling teachers to evaluate the provision they make enabling focused communication with others, including the children themselves making schools accountable. It is helpful to think about how this might impact upon different approaches to assessment in the classroom, and to consider how the information gathered might be used to inform practice. Think about how this might impact upon different approaches to assessment in the classroom, and to consider how the information gathered might be used to inform practice.

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Observation, discussion, working with a child, looking at work in progress record the activity, including learning opportunities. Consider how this will be done decide what evidence is required for the children to be able to demonstrate that learning has taken place observe and record the key findings photograph, tape recorder, annotated notes etc share the outcomes of the assessment with the children in a constructive way, so that targets can be set for future learning note any individual needs for extension or reinforcement. This will inform future planning and differentiated activities plan further action based on the assessment findings. Assessment evidence can be found through a range of sources, which may include: teacher analyses of the work children have done interviews and discussions with children planned observations listening incidental observations – often the most useful and informative assessment evidence is wholly unexpected and unplanned for! children’s self assessment of work tests. 2002 a systematic review of the impact of summative assessment and tests on students’ motivation for learning eppi centre review.

Although as teachers we use many student activities and teaching methods in our classroom teaching, all students in the class do not fully achieve the learning objective of the lesson. Therefore, assessments may be employed for the purpose of evaluating student attainment, planning future work, assigning student grades and comparing performance. Summative, formative and ipsative are some of the assessments that are commonly used among the teachers. Summative assessment is an assessment which is frequently used at the end of a lesson or a particular period for lsquo summarizing the achievement status of a student' sadler, 1989, p.

Writing an assessment essay involves writing a critical analysis of something or someone else.  since you may be learning how to write an assessment essay of someone else's writing, it is important that you keep such in mind as you read through the person's article.  then, if any part of the report stands out to you or causes you to ask questions in your mind, make note so that it can possibly be included in your essay later. As you read through the report, there are several questions you should have in the back of your mind and that you should be trying to answer. With these questions all in mind, you should read through the report quickly at first.  when you run across parts of the article that you think are particular good, make note of such sections.

 similarly, if some areas are weak or require further evidence, make notes of these sections, as well.  in addition, make notes of the parts of the report you found to be the most engaging as well as the parts you found to be more boring. After your quick read through, read through the report at a slower and more careful pace.  in addition, try to determine what the author might have done in order to improve upon the report or to better convince you of his or her viewpoint.

Now that you have a clear idea of your views on the report, you can begin the actual writing process.  here, you will introduce the reader to the work that you are about to discuss while also presenting your thesis statement.  your thesis statement is the one sentence that tells the reader what the rest of the report will be about.  all subsequent sentences and paragraphs will then serve to support this thesis. The paragraphs that follow the introduction paragraph comprise the body of your article.  this summary usually should only require one paragraph, as it is meant to provide the reader with only a brief overview.  the remaining paragraphs of the body should discuss your analysis of the report while providing reasons for your viewpoint.

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