by Randy Vilchis » Sat Aug 19, 2017 3:10 am
Do you use continuous assessment? Explain why/why not.
I have not used continuous assessment as the private schools I've worked with only practice summative assessment.
Is continuous assessment difficult to evaluate?
It is in a sense, as it requires sensibility from the teachers in order to track their students' progress in an organized way. If, by any chance, a certain piece of work is lost or destroyed, judging fairly might turn a bit controversial by the end of the course.
What information does continuous assessment give the teacher that tests don't give?
It shows teachers their students "real" progress. Tests print so much fear, so to speak, and it is almost for sure that every student's disposition will be afflicted somehow, thus reducing performance. Continuous assessment, on the other hand, makes progress to be tracked easily, it is relatively more fair, and it even shows students where they began and where they are now.
Does continuous assessment create more work for the teacher?
I don't believe so. It indeed requires the teacher to be organized and cater for everything their students produce, but that does not mean that he will become some sort of human locker (which might be the case). With enough organization, I in fact believe that it provides less work than marking tests.
Do you use continuous assessment? Explain why/why not.
I have not used continuous assessment as the private schools I've worked with only practice summative assessment.
Is continuous assessment difficult to evaluate?
It is in a sense, as it requires sensibility from the teachers in order to track their students' progress in an organized way. If, by any chance, a certain piece of work is lost or destroyed, judging fairly might turn a bit controversial by the end of the course.
What information does continuous assessment give the teacher that tests don't give?
It shows teachers their students "real" progress. Tests print so much fear, so to speak, and it is almost for sure that every student's disposition will be afflicted somehow, thus reducing performance. Continuous assessment, on the other hand, makes progress to be tracked easily, it is relatively more fair, and it even shows students where they began and where they are now.
Does continuous assessment create more work for the teacher?
I don't believe so. It indeed requires the teacher to be organized and cater for everything their students produce, but that does not mean that he will become some sort of human locker (which might be the case). With enough organization, I in fact believe that it provides less work than marking tests.
