Assessment Practice in Classroom Essay Example

Assessment Practice in Classroom Essay Example Assessment Practice in Classroom Essay Assessment Practice in Classroom Essay Assessment practice in classroom Students’ assessment is one of the essential principles of any pedagogical program; it plays a crucial part in the educational process. According to McMillan (2011), attaining a perfect classroom assessment requires meaningful learning goals and standards that should be set before commencing classroom assessment procedures. Monitoring students’ progress will help teachers to adjust their instructions effectively to take students to the next level of learning. Diagnostic assessment, formative assessment, and summative assessment are major types of classroom assessment, and together they form the assessment cycle. McMillan (2011) points out that teachers must use achievement information derived from summative assessment to provide instructions, to attain the purpose of the assessment, and to give performance feedback to students and parents. Pre assessment or diagnostic assessment is the first step in classroom assessment that teachers do before commencing a new learning activity, to provide them with information about students’ pre knowledge, tendencies, and motivations. It is a crucial procedure needed to proceed to the next step, which is formative assessment. This type of classroom assessment is given during a learning activity to detect the student’s progress and adjust teaching according to possible new requirements. After completing the learning activity, summative assessment takes part in the process. This assessment is intended to determine whether long-term learning goals have been met, in addition to providing feedback and measuring the level of success that has been obtained; students can use outcomes of a summative assessment formatively to guide their learning. In order to make this process effective, teachers should perform consistent assessments that provide reliable results because â€Å"unreliable assessments cannot be valid† (Eggen, 2009, p. 36). Unclear directions can give inconsistent information that lead to unintended negative consequences. Recurrent failure in students with learning disabilities can lead to a further failure; teachers can support those students by encouraging them, and trying to rebuild their self-confidence (Robinson, 2008). Those students need special materials and learning strategies to deal with their learning problems. Diagnosing the students first, can help teachers to make right decisions later, considering each student’s individuality. There are several methods to be used in the classroom to ensure success according to Robinson (2008). For instance, the language experience approach and reading â€Å"usually guarantees interest, as it is one in which the student has a personal involvement. It is implemented with them and for them, it belongs to them. It allows the pupil to become involved in the learning process. Confidence and success are usually guaranteed, as developing your own stories based on everyday activities is likely to make the task easier to learn. Reading ones own story, for example, should be easier as writers should remember what the story was about† (Robinson, 2008, p. 306). This method represents an example of formative assessment in a classroom. The final stage of assessment represents the process of summative assessment. Robinson (2008) suggests that reading the story onto a tape recorder could be beneficial for revision, by revising the students’ work, teachers will provide feedback to students, and may want to set forth new instructional plans to promote students’ learning. Classroom assessment is a teachers’ powerful educational tool, especially when they use it to diagnose students with learning difficulties, and make modifications to their learning materials and instructions. McMillan (2011) argues that in order to make the assessment procedure successful in case of teaching students with learning difficulties, teachers should observe students precisely to give accurate indications of their performance. Employing the assessment cycle in classroom reinforces learning and improves its quality. Making modifications that conform to learners’ capabilities can positively influence them educationally. (514) words References: McMillan, James H. (2010) Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction, 5th Edition. Pearson/Australia, Dec-10 Eggen, P. (2009) Educational Psychology: windows on classrooms, 8th Edition. Pearson/Australia, Jan-09 Robinson, G. (2008b). Understanding literacy and numeracy. In P. Foreman (Ed. ), Inclusion in action (2nd ed. , pp. 303-307). South Melbourne, Victoria: Thompson.

Simple Créer (to Create) Verb Conjugations in French

Simple 'Crà ©er' (to Create) Verb Conjugations in French In French, the verb  crà ©er  means to create. When you want to change it to another tense like created or creating, you will need to conjugate it. The good news is that this verb is relatively straightforward and similar to the majority of French verbs. Conjugating the French Verb  Crà ©er French verb conjugations are different than those in English. When conjugating a French verb, we must change the verb ending to match both the subject pronoun and the desired tense. Doing this can be confusing for French students, but it becomes easier with each new verb you learn. Crà ©er  is a  regular -ER verb  and it follows a very common verb conjugation pattern. Simply pair the subject pronoun with the appropriate tense needed for your sentence. For instance, I created is jai crà ©Ãƒ © and we will create is nous crà ©erons. Practicing these in context will help with memorization. Subject Present Future Imperfect je crà ©e crà ©erai crà ©ais tu crà ©es crà ©eras crà ©ais il crà ©e crà ©era crà ©ait nous crà ©ons crà ©erons crà ©ions vous crà ©ez crà ©erez crà ©iez ils crà ©ent crà ©eront crà ©aient The Present Participle of  Crà ©er The  present participle  of  crà ©er  is  crà ©ant.  This acts as a verb, though it can also become a gerund, adjective, or noun in some contexts. The Past Participle and Passà © Composà © A  common way to express the past tense created in French is with the  passà © composà ©. To construct this, begin with the subject pronoun and the proper conjugate of the  auxiliary verb  avoir. Then, add the  past participle  crà ©Ãƒ ©. As an example, I created is jai crà ©Ãƒ © and we created is nous avons crà ©Ãƒ ©. Notice how  ai  and  avons  are conjugates of  avoir  and that the past participle does not change. More Simple  Crà ©er  Conjugations The subjunctive verb mood will be used when the verb is uncertain. Similarly, the conditional implies that something may not happen unless something else also happens. The passà © composà © and imperfect subjunctive are primarily literary forms and are often found in writing. While you may not use all these forms, its important to at least know about them. Subject Subjunctive Conditional Passà © Simple Imperfect Subjunctive je crà ©e crà ©erais crà ©ai crà ©asse tu crà ©es crà ©erais crà ©as crà ©asses il crà ©e crà ©erait crà ©a crà ©Ãƒ ¢t nous crà ©ions crà ©erions crà ©Ãƒ ¢mes crà ©assions vous crà ©iez crà ©eriez crà ©Ãƒ ¢tes crà ©assiez ils crà ©ent crà ©eraient crà ©Ãƒ ¨rent crà ©assent To express  crà ©er  in the imperative form  is easy. Keep things short and sweet for these assertive sentences and skip the subject pronoun. Rather than tu crà ©e, use crà ©e alone. Imperative (tu) crà ©e (nous) crà ©ons (vous) crà ©ez