Educational evaluation is an important part of the teaching profession. It is the process through which a teacher gathers data on a student’s performance on assessment activities in the classroom using a range of assessment methodologies to identify whether the students are accomplishing the specified instructional objectives. Creating paper-pencil exams and performance assessments, grading, reviewing standardized test scores, conveying test findings, and applying assessment outcomes in decision-making are all part of classroom assessment. Teachers should be aware of the benefits and limits of various assessment procedures when employing paper-pencil examinations and performance measures and use suitable formats to evaluate varied attainment objectives. Assessment in the classroom, for example, is considerably more. The teaching and evaluation strategies of primary science teachers have had to adapt to this new standard of education, which has brought major challenges. The science teacher has the power to initiate and carry out changes in classroom instruction and assessment procedures, as well as to make decisions regarding whether assessment and instructional strategies are necessary and worthwhile. For example, many academics throughout the world are interested in this topic since teaching and assessment are critical in developing life-long learners and promoting a culture of educational excellence.
Even though assessment is an important part of all teacher decisions and instruction, assessing student learning may be challenging. Assessment is closely tied to teaching and learning, and it helps teachers improve instruction while also encouraging students to learn. Assessments may provide information that can aid instructors in improving their teaching, motivating students to learn, changing their study habits, changing their attitudes, and encouraging students to explore new interests and learning styles.
To begin with, students’ evaluation perspectives will impact their learning practices, which will influence how successful students are in their classes. Second, integrating instructors’ viewpoints will give a foundation and rationale for the assessment procedures they employ in their classes. A study using multilevel analyses of data from the Progress in International Reading Literacy Study (PIRLS) 2011 database investigated the relationship between teachers’ use of various types of classroom assessments and their fourth graders’ reading literacy achievement, reading self-concept, and attitudes toward reading.
The instructional techniques of the teacher are factors that influence the performance and success of pupils. However, research shows that teacher’s instructional practice is not characterized by a certain type of teaching. In Germany, most instructors employ a variety of teaching methods, including a variety of approaches in each lesson. Teachers at the Grundschule and Hauptschule are more likely to use group work and peer tutoring than those in the Realschule (Stevenson & Nerison-Low, 2018). Teachers at the Hauptschule also made themselves accessible after class and did group work and peer tutoring on a regular basis to assist students with their academic issues (Stevenson & Nerison-Low, 2018). Teachers believe it is their obligation to advise and support the less fortunate students. Gymnasium instructors, on the other hand, focus on academic education through lecture-style instruction, class debates, and student presentations, and their classes are fast-paced. Theoretical assumptions about how instructional strategies effect academic success and equity need to be put to the test more thoroughly.
By: Amidea C. Salvia|Teacher III| Sta. Rita Elementary School|Olongapo City
