An Educational Assessment

The test intends to investigate how students discern between coins, ascertain their value, create precise change using different coin quantities, and calculate the least number of coins required to make exact change. These children are typically taught money management skills through the use of worksheets, which they find tedious and demotivating to participate in the activity. The purpose of the work sheet test is to evaluate how well the students comprehend the concepts of money management. In this test the students were administered a series of questions that included Determine if the statements are True or False, Match the coins to the correct amount, and Multiple Choice Test.

Uses of tests

The test is important because the teacher will use the results to understand the needs of the learners. The main purpods4 of test is to understand the needs of the learners. In case the test is administered properly on an ongoing process, it will shape the students and motivate them into the learning process. The findings of the test will give the teachers an insight into the learning process in the classroom (Nitko & Brookhart, 2007). Moreover, the tests will help the teacher identify the areas of weakness in the classroom, which can be amended during instructions. The process is extremely important especially in the beginning of the lesson to determine if the objective of the lesson were attained. The test will allow the teachers to monitor the progress of the students in the classroom. Through the lesson, the teacher will use the test to monitor how the student progress as the lesson develops from the beginning to the end, which in turn informs the teachers in their lesson planning to check on specific areas that require a lot of attention during the teaching process. Additionally, this assessment can be provided in the classroom, be taken at home, or be done on a weekly basis to measure the level of competence in the learners (Nitko & Brookhart, 2007).

The tests used in the classroom can help the teachers collect information that can be used to improve the process of instructions. With the information, the teacher will improve their planning process, they will improve the kind of teaching resources used in the classroom, and they will modify their instructional procedures to fit the class. The test will also help the instructors formulate the next step in teaching because it will give a picture of the learners after instructions. Finally, it is important for the students to get access to the tests so that they can also improve their own learning in the classroom (Nitko & Brookhart, 2007).

Learners in the classroom needs frequent opportunities to think on the level of their studying process, as well as what can be done to improve the learning process. When teachers actively involve the students in the assessment process the students e likely to know their level of performance and improve their learning process. By setting their own goals, the students can make significant advances to improve their learning (Nitko & Brookhart, 2007).

Validity of a test

The primary purpose of a test is to improve scholars’ learning and educators’ teaching as both react to the report it provides. The assessment process is an ongoing process that comes out of the interaction between teaching and learning in the classroom. Validity refers to the extent to which the test actually measures what it is supposed to measure (Popham, 2008). The validity of a test usually requires decisions on the test and test scores to validate. In this case, it is important to include a few choices as a good estimate of the test. Validity is a matter of degree, therefore; several tests might fit the need or an increasing of a test and other constituent parts. A comparison of the consequences of the options the test will indicate a good chance of validity. A valid test can cam produces the same result even if it is administrated several times (Nitko, & Brookhart, 2007).

In addition to this, the test can be valid and not feasible. For example, testing instruments can be found anywhere and they can be used to assess practically anything in the classroom. In a comprehensive testing environment, one of the most important features are how test tallies are expended and the way they can influence students, schools, districts, and countries. Therefore, it is important that the assessment selected is appropriate for the situation (Nitko & Brookhart, 2007).

The following information was important when developing the test in the classroom. The time allocated to the students to take the test and the time required to score the tests. Once the test format was given, writing very good test questions to utilize within the test structure was necessary. Multiple-choice questions, offer the most flexibility since they can formulate a variety of test question structures, and they are a great way to test a student’s comprehension level and that is the section that my students did not miss many of the answers. Moreover, it is important to avoid excessive wording when creating the test questions was not used and I was clear and concise in word and phrase choices. Apart from this, a lot of consideration was made so that there was only one clearly correct answer from the options given to the students. Lastly, the correct answer options A, B, C, and, D was randomly distributed to ensure that there were not a clear pattern that becomes obvious to the students to get the answers.

The true and false questions were used to test the student’s recall ability of facts or knowledge. Thus, it is important to ensure that the answer is clear. A random order of true and false responses was used in the test to avoid creating a pattern. The false questions than true questions were used simply because it caters towards higher cognitive level students and an area that the students should develop.

Recommendations

The teacher should improve the ways of communication after allocating the test to the students, and the information obtained from the test should be carefully linked to the needs of the learners. Thus, the tests need to be developed with enough quality and can collect enough information from the students (Phelps, 2007).

Good classroom assessment would not be complete without involving the entire class in the assessment process. The teachers together with the learners should all be involved in the process to ensure the teacher attains the objectives of the class (Carless, 2015). The students being assessed need to know the way they performed and understand what is important for them after completing the tests. These students also need to know what to after the tests result thus it is the role of the teacher to offer enough guidance to the students as they interact in the classroom. The main emphasis here is to pay attention to the actual communication between the teacher and the students with the aim of using the tests results to improve the teaching and learning process (Vergis and Hardy, 2010).

It is important for the teacher to ensure that the tests developed for the learners cover the correct content taught in the classroom (Nitko & Brookhart, 2007). Whereby, the test material must align with the prescribed curriculum and the objectives of the program. The teacher also needs to determine if there is full coverage of the curriculum in the test content developed for the learners. Tests developed must only cover what the students have covered during their teaching and learning process. The teacher should not test what they have not taught which makes the taste complicated for the students (Carless 2015).

Assessments used in the classroom are an important portion of the learning process and need to be considered all through the learning process. The test developed must actually have a purpose and they must measure a specific output in the learners. Thus, the teachers cannot be giving an in-depth assessment to students from time to time. For the test to be effective, an in-depth assessment should be administered ones after some time like two weeks of learning (Nitko & Brookhart, 2007).

The learning process and instruction is a cycle, and the teacher needs to take the time to identify areas of weakness among the learners and take their time to improve this weakness. Using the obtained findings from the tests the teacher should adjust or improve their teaching methods, change the teaching-learning sources or increase more time for the content coverage. These improvements will mainly depend on the test performances (Moskal, Barbara & Leydens, Jon, 2000).

The teacher together with another teacher can work together to determine what to do in case the assessment results are not good. Good teamwork among the teachers can help in improving the teaching methodologies used in the classroom because the teachers will discuss and improve their own teaching (Carless 2015).

Developing the tests requires strategic planning and an understanding of the assessment goals. Thus, when developing the tests, the teachers needs to consider the purpose of the tests, consider the different assessment techniques, and consider the evidence that the students covered the content and grasped what the teacher tough in the classroom. Most significantly, a measurement must offer the proof it was intended to provide. It gauges the knowledge, abilities, and/or skills the teacher considers important (Carless 2015).

Test that is integrated into the teaching process is powerful tools used in the learning process, which can be used to improve the teaching and learning process. In case the test is used during the lesson, the teacher must ensure the learners understand the role of the test. The teacher needs to define the goals to be attained at the end of the lesson and set how the goals are going to be attained after the test is conducted(Carless 2015). A scoring guide can be developed to explain the performance of the students after the test, and the guide must be shared with the students to help them understand their performances in the classroom. In addition to this, the teacher can discuss the guidelines with the students to ensure they understand what is expected of them after completion of the tests. Students can also be encouraged to make changes and discuss with the teacher ideas concerning the tests. It is through the discussion that the teacher will improve their teaching methodology (Carless 2015).

Finally, the classroom assessment used in the classroom needs to be fair, and it should give all the students in the class an equal chance of answering the questions. In addition to this assessment created should only measure the objectives stated at the beginning of the lesson. Before developing the test the teachers needs to consider the kind of knowledge that needs to be tested. The teacher also needs to specify the kind of information needed after completion of the test. Tests instruction in the test must be well defined to avoid confusing the students. After the test has been done, it is important to analyze the outcome and create an understanding of the classroom situation. Lastly, the teacher must always provide the learners with feedback and it is the feedback information that can be shared and used to improve the learning process.

References

Carless, D. (2015). Excellence in University Assessment: Learning from Award-Winning

Practice. London: Routledge.

Moskal, Barbara M., & Leydens, Jon A (2000). “Scoring Rubric Development: Validity and

Reliability.” Practical Assessment, Research & Evaluation, 7(10). Retrieved January 30, 2009.

Popham, W. J. (2008). All About Assessment / A Misunderstood Grail. Educational Leadership,

66(1), 82-83.

Phelps, R. P., (2007)Standardized Testing Primer. New York: Peter Lang, 2007.

Vergis A, Hardy K (2010). “Principles of Assessment: A Primer for Medical Educators in the

Clinical Years”. The Internet Journal of Medical Education. 1 (1).