Assessment Comparison paper MTE 513.docx MTE/513 Assessment Comparison Paper MTE/513 The purpose of assessments is to obtain valuable information reg
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Assessment Comparison paper MTE 513.docx MTE/513 Assessment Comparison Paper MTE/513 The purpose of assessments is to obtain valuable information regarding the students' comprehension and performance. Based on the evidence collected through assessments, we use that information as teachers to review our teaching methods, adjust what did not work, and reteach the material again. Formative assessment is continuous daily feedback of students learning and the teachers teaching techniques. Summative assessment is the most common type of assessment that comes to mind. It is a form of testing that is conducted at the end of a lesson, course, and a period of time after learning or doing something. After an assessment, teachers must look back at the goals and objectives that were set at the beginning and compare it to students results and comprehension. With this evidence teachers can make choices about modifying lessons and make early intervention possible for students who are falling behind. There are different strategies of assessing students learning and two types of assessments are formative and summative assessments. Formative assessment is conducted during teaching. As I stated earlier, one important reason for assessments is to be able to know when it is appropriate to intervene early on when a student is struggling and at risk for falling behind and that is exactly what formative assessments are targeted for. œThe feedback process in this assess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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