Classroom assessment is an essential part of instruction that can be defined as a process of determining how much a student knows and how well they are learning. From the lens of Next Generation Science Standards, the main objective of classroom assessment is to guide teaching and enhance learning. Assessment of students’ science knowledge, skills, and attitudes requires educators to utilize various tools and approaches. Questions are to be asked, work in progress is to be examined, and students are to be observed taking part in numerous learning processes. It differs from my previous understanding of the practice, in which classroom assessment was merely a tool to systematize student performance.
During the Learning Objectives assignment, I developed three learning objectives for the Natural Hazards course. These are the ability to make a report about a significant natural hazard, the ability to discuss it with other students, and the understanding of the effects that natural hazards have on human life. Consequently, I will know that my students have met these specific learning objectives if they are able to deliver a speech about a geological event that has altered the course of history. In addition to that, one must be able to discuss this event with others and demonstrate a thorough understanding of the topic. When it comes to evidence of student learning, it includes such artifacts as lesson plans, student assignments, student evaluation data, student surveys, and performance reports.
Formative assessment is aimed at monitoring student learning to provide continuous feedback that can help educators improve teaching and learning processes. Formative assessments are considered to have low or zero-point values, and they might include identifying a lecture’s main point, drawing a concept map, or submitting a research proposal for feedback. Summative assessment has as its goal the evaluation of student learning when an instructional unit ends and its comparison against a standard or a benchmark. Summative assessments often have a high points value, such as papers, final projects, midterm exams, and senior recitals. The learning objectives I have developed are related to formative assessment and reflect my vision of student engagement in activities. In my opinion, not only should students be able to process information, but they should be able to communicate it to others and discuss it with them, that is, be properly engaged in learning activities.