Reaction Paper

1876 Words Oct 5th, 2012 8 Pages
REACTION PAPER

It is said that effective teacher will use both assessment and evaluation regularly to improve student learning and to guide instruction. Indeed, both have pivotal roles in the teaching-learning process yet, somehow they do differ in many ways. Assessment and evaluation measure whether or not learning and/or learning objectives are being met. One could look at assessment and evaluation as the journey (assessment) versus the snapshot (evaluation). (Sue Watson, 2009) Assessment requires the gathering of evidence of student performance over a period of time to measure learning and understanding. Evidence of learning could take the form of dialogue, journals, written work, portfolios, and tests along with many other learning
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UbD provides a way to move from “covering the curriculum” to “ensuring understanding”. The learning is achieved not through hoping that the “teaching” of content yields understanding, but through carefully-designed instruction derived from the specific understandings and applications sought. The work of learning provides students with the opportunity to investigate, play with, test, and verify key concepts to make sense of content-which emphasizes the so called “backward design” in developing instructional process. Rather than beginning the planning process with activities, materials, or textbook content, backward design begins with identifying the desired long-term results sought. The question of the desired accomplishments serves as the focal point for the planning of all curriculum, instruction, and assessment and helps avoid superficial coverage. (Wiggins & McTighe, 2011) Moreover, it also features the innovations on planning the learning experience in order to achieve both content mastery and “understanding,”- that which I firmly believe suits and satisfies our learners’ academic needs. Thus, it says that a curriculum design must also consider these said goals: (1) engages students in inquiry, (2) promotes the transfer of learning, (3) provides a

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