By Phyllis Jones, Judy Carr
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Extra info for A Pig Don't Get Fatter the More You Weigh It: Classroom Assessments that Work
Providing students themselves with the observation schedule offers them opportunities to participate in their own assessment and clarifies the nature of the record keeping that teachers are completing on them. Information collated on the observation schedules can be used for further lesson planning from the perspective of the standards/objectives of the lesson focus or other classroom-management issues. Collecting and analyzing observation records can be time consuming, and their management needs to be carefully structured and paced by the teacher.
Adams (1998) succinctly connects the importance of assessment to learning, stating that “assessment is integral to teaching and learning, and it plays a major role in how and what we teach, and in how and what children learn” (p. 220). The purpose of using any form of assessment is to provide clarity about the learner’s strengths and to inform the teacher about any area of growth that may need attention. Assessment not only provides an understanding of the learner’s needs, it is also about informing teachers about how their instruction and the curriculum are evolving.
Development of appropriate involvement from other teachers, professionals, paraprofessionals, students, and parents in decisions about assessments in the classroom. • Analysis of assessments to ensure that adequate knowledge of the subject and knowledge about diverse learners are integrated. • Development of a clear and consistent system that ref lects decisions relating to what and why particular assessments are included. We have discussed here the importance of the process of assessment for teaching in an inclusive classroom—assessment that celebrates diversity through the different strategies employed by the teacher in the classroom.
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