Introduction
Control and evaluation are primarily related to the duties of a teacher. The teacher’s assessment activity is a special kind of action that includes control, verification, assessment, and the final result, a mark directed by the teacher to the student in order to determine the student’s level of knowledge and influence him on the positive side. Depending on the personal qualities of the teacher, the style and manner of presenting the subject are different. Each adult has their own forms of control, assessment criteria, and grading style.
The importance of evaluation in student learning
With norm-referenced or criterion-referenced assessment, all student failures can be punished with a negative mark, turning the natural process of mastering knowledge, skills, and abilities into a duty, often discouraging the desire to study. The efforts of the child and the rationality of his educational activities may not be considered (Lok et al., 2016). The incentive that forced the student to learn the educational material may also be ignored, although the motives for acquiring knowledge change the essence of the relationship to knowledge.
I consider it important to utilize formative assessment in my classrooms, as it allows for feedback from students. When working with middle school students aged 11-13, I would also use performance assessments to stimulate proactivity, productivity, and application of skills and knowledge into practice (Rukmini et al., 2017). For this, tasks in which students can explore their strengths are especially effective, such as teamwork, demonstrating leadership, mutual assistance, and other qualities.
Conclusion
In conclusion, any teacher has an important role in the development of children. Different styles of assessment are a must for productive learning. However, the available advantages and disadvantages of each method make it possible to single out the most effective one for a specific group of students. A combination of styles is also available to optimize the evaluation process.
References
Lok, B., McNaught, C., & Young, K. (2016). Criterion-referenced and norm-referenced assessments: Compatibility and complementarity. Assessment & Evaluation in Higher Education, 41(3), 450-465. Web.
Rukmini, D., & Saputri, L. A. D. E. (2017). The authentic assessment to measure students’ English productive skills based on 2013 curriculum. Indonesian Journal of Applied Linguistics, 7(2), 263-273. Web.