Classroom Decisions and Learning Targets and High-Stakes Assessment

Introduction

Instructional success determines the level of teachers' preparedness in ensuring administration of their transformative power. Teachers' classroom control and authority increase content delivery, decision-making abilities, as well as effective monitoring and evaluation in the assessment process (Black, Harrison, Lee, Marshall, & Wiliam, 2003). Effective application of high-stakes assessment entails using of test scores to determine the cause of action, accolades, promotion or compensation for the institution, administrators and the teachers. Successful engagement with learners in any aspect of learning requires integrative and strategic accomplishment like the student-centered conferencing that helps teachers and or administrators to unleash the full potential in a particular student by establishing their weaknesses and strengths. Therefore it is essential to apply the balance between summative and formative instructional assessment practices in an athematic teaching and learning process.

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In balanced classroom decisions on the learning target and high-stakes assessment utilizing the formative and summative assessment techniques depending on the level of students achievement based on the level of their involvement during the pedagogical process to ensure accountability measures and learner-centered practices to increase learner involvement. According to Gutierrez, and Holt (2013) educational publicity is attributed to the effectiveness of the classroom decisions, pedagogical targets and high-stakes assessments applied by the teachers and school administrators to draw on the institutional image. The summative assessment practices enhance the periodic determination of the level of students' knowledge by assessing how much they know and do not know using standardized evaluation methods. On the other hand, formative assessment is integrated with the instructional process that gives feedback on necessary pedagogical adjustment requirements. Exploitation of formative assessment the teachers, administrators, and students realize the targeted standards-based teaching and learning goals to adjust to enhance students achievement (Tucker & Stronge, 2005).

Conclusion

As a result, teaching an environmental lesson in a science class for third graders, integration of summative and formative assessment strategies will help the teacher, administrator, and the learners evaluate the level of subject matter understanding and make the necessary adjustment to increase learners level of understanding of the primary concepts in the lesson's objectives.

References

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2003) Assessment for Learning: Putting it into practice. Berkshire, England: Open University Press.

Gutierrez, G. (Reporter), & Holt, L. (Anchor). (2013, March 30). Dozens Indicted in Atlanta Cheating Scandal [Video file]. Available at http://www.nbcnews.com/video/nightly-news/51383051#51383051

Tucker, Pamela D. & Stronge, James H. (2005). Chapter 1. The Power of an Effective Teacher and Why We Should Assess It: Linking Teacher Evaluation and Student Learning. Available at http://www.ascd.org/publications/books/104136/chapters/The-Power-of-an-Effective-Teacher-and-Why-We-Should-Assess-It.aspx