Six Aspects Of Assessments In The Classroom

As educators, we design and implement engaging lessons that include clear learning objectives for our students. It is important to us that we know our kids are understanding or mastering the lesson we are teaching. Teachers are responsible for creating and designing effective assessments to see what students learned. Assessments can come in a variety of tasks, and it is important that teachers demonstrate this by using different methods of assessment. As an educator, it is important that I address the six aspects of the assessment process that are goals, role, audience, situation, product or performance, and standards. There are three types of assessments that teachers implement when designing assessments, and they are diagnostic, formative, …show more content…
Formative assessments are the backbone of day-to-day teaching (Laureate Education, 2010c). Teachers need to know that whatever they are teaching, is being learned by the students, and that is where formative assessments come into play. Formative assessments can either be formal or informal (Laureate Education, 2010c). There is no required amount of formative assessments that a teacher needs to give their students. For example, in my class, I give a lot of written quizzes that cover what we are doing in class. If we are studying electrical codes, I will give them a multiple choice quiz that covers electrical codes. Creating a PowerPoint that include slides that demonstrate their knowledge of residential electrical codes is another formative assessment that I use with my students. Writing an essay on the importance of electrical codes is another option I can use as a formative assessment that also helps to improve their writing. I think a teacher can make the mistake by not giving enough formative assessments. To make sound assessments, we must as teachers begin with clear statements of the intended learning (Chappuis, Chappuis, & Stiggins, 2009). When you teach construction, assessments out in the shop are very important. For example, after taking a written quiz on electrical codes, students will do a hands-on assessment that will allow them to put the knowledge of those codes to work. For example, students …show more content…
In other words, summative assessments challenge students to demonstrate their understanding of the topic (Laureate Education, 2010d). Clearly defined objectives are necessary when educators develop and design summative assessments. A good summative assessment is an assessment that engages kids in problem solving and reasoning (Laureate Education, 2010d). The types of summative assessments that my class takes are similar in the same format as my formative assessments and that is paper and pencil along with a performance task. There are occasions that I will include the thoughts and opinions of my class on what kind of performance task they would like, and what they would like included in the assessment. The performance task at the end of a unit needs to be authentic because authentic tasks show apparent value to the students, which means students can see the value of their learning (Laureate Education, 2010d). For example, when I teach a unit on duplex receptacles and ground fault circuit interrupters, the summative assessment will take place in the classroom and the shop. I will give my students different areas of a house, and students will need to demonstrate their knowledge on mounting the correct electrical boxes, and wiring either the duplex receptacle or the GFCI according to the electrical codes. This is a performance task at the end of the