submit 1- to 2-page reflection explaining the following about the lesson plan: (REMEMBER, that your lesson plan should be aligned to the assessment that you developed in Week 4.

2

Educational Assessments

Amber Daugherty

University of Phoenix

State standard in English Language Literacy

Learning objectives

1. By the end of the assessment, the learners and the instructors should be able to identify their strengths and weaknesses in English Literacy.

2. By the end of the assessment, all the stakeholders involved should be able to deal with the challenges they face in comprehending English and associated literacy factors.

Assessments

1. Which is your first language, and how frequently do you use it in school?

2. How frequently do you use English as a language of expression in your daily life?

3. What challenges are encountered while conversing with your peers from different ethnicities in your classroom settings?

4. What areas do you need assistance in improving your dialect and literacy in English?

5. Do you ever feel embarrassed while using English in your conversations?

6. What are the future expectations of your English literacy and proficiency?

Administering the assessment

New teachers may struggle to create practical assessments. They should learn strategies to organize during an assessment, resolve operational issues before the test, answer inquiries, and oversee pupils. First weeks as an instructor should prepare adequately and nicely. They should create a strong rapport involving learners and parents, have vibrant and on-topic teaching conversations, and involve pupils with content. The learners also have a big test starting up. The areas and subject matter to be assessed should be well explained to the learners, and the teacher must have a compound grasp of the content. Preparations must be carried out by all parties that participate in the assessment (Nagandla et al., 2018, p. 51). A notification before the assessment should be made to prepare the learner for their psychological terms.

The instructor must integrate and portray essential educational objectives. For example, if students must grasp what occurred within a given historical epoch and judge primary persons' judgments, the assessment should blend tests on basic cognitive comprehension with evaluative skills. Whenever pupils struggle to grasp the question, they can respond under what they perceive to be the assessment's objective instead of the statement itself. A comprehensive and impartial evaluation use terminology with universal implications and situations which are similarly recognizable to all (Paredes et al., 2021, p. 450). A range of individuals with various viewpoints should also get asked to evaluate the assessment instruments.

Assessing learner works and performances is a sort of primary data, and it is used to gauge learning outcomes. Through the evaluation of tests, assignments, demonstrations, comments, or any similar evidence of student work, it is possible to gain awareness of whatever pupils have acquired or to what extent they have mastered it (Krolak-Schwerdt et al., 2018, p. 517). Giving the learners a conventional assessment is one approach to finding their skills and limitations. One can determine their intellectual prowess from this. To better comprehend the learners' unique strengths and limitations, teachers might alternatively request that they conduct a survey and other evaluations.

Distance education has increased learner accountability. Within a remote educational setting, instructors should depend on learners' self-motivation to drive individuals to the most significant potential. Instructors have long struggled to motivate learners to assume accountability for their education and do well. Even seasoned teachers struggle. Holding learners responsible for their academic achievement is crucial to improving results, notably when they conduct many classroom duties (Krolak-Schwerdt et al., 2018, p. 524). Innovative technology within the educational setting can help students learn more effectively, enhance their literacy, become more focused and receptive, and strengthen their comprehension, to mention a few benefits. According to educators, enhancing learner involvement is the main advantage of using SMART boards in the classrooms.

For a curriculum that offers differentiated delivery, assessment is essential. The results of assessments guide an instructor's judgment and assist them in selecting educational strategies which may benefit all learners as they strive to achieve competence in learning objectives. Assessment is a standard tool used by teachers in classes to motivate, assist, and keep all learners responsible for intense instruction. They know the significance of generating and using high-quality assessments to evaluate learner performance, applying formative assessment practices methodologies to track student advancement and modify instruction across various learning experiences.

References

Nagandla, K., Sulaiha, S., & Nalliah, S. (2018). Online formative assessments: exploring their educational value. Journal of advances in medical education & professionalism, 6(2), 51.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5856905/

Paredes, Y. V., & Hsiao, I. H. (2021). webpage: An Educational Technology That Supports Learning by Reviewing Paper-Based Programming Assessments. Information, 12(11), 450.

https://www.mdpi.com/2078-2489/12/11/450

Krolak-Schwerdt, S., Hörstermann, T., Glock, S., & Böhmer, I. (2018). Teachers' assessments of students' achievements: The ecological validity of studies using case vignettes. The Journal of Experimental Education, 86(4), 515-529.

https://www.tandfonline.com/doi/abs/10.1080/00220973.2017.1370686

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