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Most researchers refer to assessment as not just a test but also a means to advance student learning. Since the classroom is the main location of student learning, it is important that the teachers comprehend the role of effective classroom assessment. Not all the assessment practices used by teachers are effective, some may cause harm to the student’s learning process. Teachers spend part of the in time in assessment-related activities (McCombs & Miller, 2007). This paper will discuss three of such assessment tools that have either positive or negative impact on the learning process. The tools include scoring rubrics, portfolios, and weekly reports.
Scoring rubrics is one of the most effective tools for student assessment. Rubrics provide avenues of describing the criteria for evaluation based on the desired performance or outcomes for the students (Banks, 2005). They are mainly used in grading oral presentations and written assignments. The rubrics contain point values and scoring criteria that are linked together. In a classroom context, they provide a platform for comparison of how a student is expected to perform. The instructors use rubrics to give points to students’ tests and assignments. It is one of the most effective practices utilized by teachers to gauge whether a student is progressing in performance.
Another common assessment tool used by teachers in classrooms is a weekly report. They are papers that the students are expected to compile every week that discuss what was covered within that week, what part was unclear, any questions that are available and lastly the student is expected to write down a few questions he or she would give the students if they were in a position of a professor (McCombs & Miller, 2007). It is effective methods since it provides feedback regarding what the student have learnt and helps the instructor note any difficulties that were experienced. In addition, the teacher
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