Classroom Assessment Being a Teacher, Essay

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Certainly, there is a difference between mastery and expertise, but depending on the curriculum the idea of mastery goes beyond Bloom's rote memory and moves so that student's can demonstrate competence and an ability to synthesize past information (Lalley and Gentile, 2009, 29-30).

The idea, though, is to ask ourselves as educators what the point of assessment is: grading for parents and administrators, checking progress, or as a learning tool to help both students and instructor gague how much of the material has been mastered. Effective teaching is dependent upon a number of different factors and cannot easily be quantified. These factors include a number of qualitative issues (cognitive skills, maturity, demographics, etc.), content area, expertise in subject matter, and so forth. However, regardless of the stimuli given, it is possible to use planning, pedagogical technique, and certain activities to make any lesson more effective.

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To make skills more embedded, it would be wise to use some of the following:

Effective use of preliminary objectives, learning examples, and explanations of terminology

Effective use of student-centered activities (brainstorming, what ifs.

Effective use of quick writes solo and partnered (group and individual ideas)

Meet with ESL students for 10 minute jump start; vocabulary, definitions, picture walk and idea chunking.

Effective use of shared reading, map and kinesthetic skills, and interactively using facts to find issues dealing with assignments.

Effective use of lesson wrap-up and review using pre-loading techniques for future lesson (31-33).

Finally, the key is to balance formative and summative assessments so that mastery learning occurs; testing and assessment should be based on levels of "competence rather than as a competition" (34).

REFERENCES

Lalley, J.; Gentile, J. (2009). Classroom Assessment and Grading to Assure Mastery.

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