Assessment & Grading in the Classroom Essay -- Teaching School Educati

Assessment & scaling in the schoolroomGrading and testing is usually a mandate part of teaching. Most schools let the teachers decide how and when to test, as long as the letters A, B, C, D, or F appears on a assimilators report card. Teachers may not like the fact that approximately helplessness grades will collapse to be given, but as long as their way of grading is fair to every student, it is something that they will have to get it on with. There are many methods of measuring a students ability to accomplish a task. However, many students freeze under recipe testing procedures and may need to be evaluated in another manner. Also, it is heavy for teachers to understand fair grading procedures so students can best win from effective tests. By knowing the important ways of measuring student achievement, and proper formats for grading, students can be evaluated correctly. (Fairtest, 98)There are two main ways of evaluating a students work objective tests and hear questio ns. Objective testing places emphasis on a precise, efficient steering on a students knowledge of defined variables (Kopeikin, 2000). That is, a teacher can use this format to measure a special amount of a students knowledge. This can include multiple-choice, matching, true-false, and absorb in the blank formats of testing. These kinds of testing are best used for checking whether students have learned facts and routine procedures that have one, clearly correct adjudicate. In some subjects, carefully written test questions with planned outcomes can accurately cross off students who grasp a basic concept from those who do not (Fairtest, 98?). With multiple-choice questions, a teacher can strategically place answer choices in a manner that will best evaluate what her students have... ...ridge, MA 02139. (1998). Multiple-Choice Tests. Retrieved establish 11, 2004 from http//www.fairtest.org/facts/mctfcat.htmlFoCAL Points Issue 23. (2003). Assessment is Active Learning. Retriev ed bunt 11, 2004 from Public Education Network website http//www.publiceducation.org/pdf/FocalPoints/Assessment_Is_Active_Learning.pxxxxdfKopeikin Ph.D., Hal S. (2000). Evolution of Objective Testing Retrieved March 11, 2004, from http//www.psych.ucsb.edu/kopeikin/121lec14.htmNational Capital Language Resource Center NCLRC 2011 Eye St, NW Suite 200, Washington D.C. 20006. (1997). Portfolio Assessment Retrieved March 11, 2004 from http//www.nclrc.org/portfolio/6-5.htmlTrice, Ashton D. (2000) A Handbook of Classroom Assessment. United States Addison Wesley Longman, Inc.Woolfolk, Anita (2004) Educational Psychology. 9th ed. Boston, MA Allyn and Bacon.