Question #3: Reflect on the connection between learning outcomes and assessment.
As teachers we use different types of assessments to see how much our students are learning and if our teaching methods are reaching the students. If the teacher's methods of teaching are boring, repetitive, or confusing students will have a harder time comprehending what exactly is being taught. Our assessments that we give our students should contain the same material that was covered in the lesson and should always be age appropriate for the grade level that is being taught. If our lessons are unorganized and unclear our students might not understand the questions that are given on tests or quizzes. Assessments are used to evaluate the comprehension of the information that is discussed during the lesson. learning outcomes reflect on assessment scores. The learning outcome is what the student takes away from each lesson. Are they understanding the lessons or not? Teachers have to give quizzes, tests, and class discussions to make sure that all students are paying attention and soaking in the knowledge that is being taught.
Course Reflection
14 years ago
I definitely agree that assessments should pertain to the covered material in class. A well organized teacher will have no problem given a test on the lesson that was taught that week or session. Additionally, coming up with new inventive ways to cover the material is also helpful in the students retaining the information for the tests or quizzes. I believe that is the hardest thing as a teacher is to teach the same material in different ways so even you do not get bored with what you are wanting the students to learn.
ReplyDeleteAssessments not only show the students are comprehending, but they also help to motivate students. I work with older students, but many of the same concepts apply, if they are not motivated to learn, they tune out. They want to know what's in it for me? The test at the end of the lesson may not be the best motivator, but it sure gets some of their attention.
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