This study is a narrative self-study that reflects on the relationship between knowledge of assessment practice and theory and factors that lead to a change in practice.
There are a variety of ways to use assessment as a teacher in school settings, and this paper explores how the researcher-subject developed and changed assessment practices to inform her teaching, to assist her students in attaining mastery of curricular outcomes, and to report student achievement to parents and school administrators.
While tackling this complex topic, one discovers there is not one best way to assess student learning. Deciding to learn more about assessment demonstrating a willingness to try new assessment methods, to grow from successes and failures, and to look introspectively and critically current assessment practices, the result can be a more valid assessment of what a student knows and can do, and a more informed understanding of good teaching and assessment practices.
| Identifer | oai:union.ndltd.org:MANITOBA/oai:mspace.lib.umanitoba.ca:1993/18347 |
| Date | 04 April 2013 |
| Creators | Matthews, Tracey |
| Contributors | McMillan, Barbara (Curriculum, Teaching and Learning), Falkenberg, Thomas (Curriculum, Teaching and Learning) Enns, Charlotte (Educational Administration, Foundations and Psychology) |
| Source Sets | University of Manitoba Canada |
| Detected Language | English |
Page generated in 0.0017 seconds