Assessments in the Classroom

To start my evaluation program, I first reviewed the national standards of environmental science and then talked with host teachers. After talking with the host teacher to determine the position of the course by standard, environmental science tends to be built based on previous knowledge, so we selected two criteria that appear in order of teacher unit. Then I will break the standard into more manageable parts. By doing so, I was able to simplify the course and set appropriate and achievable learning objectives.

This section presents the definition of the term "evaluation" and explains the definition of classroom based evaluation (CBA) to further explain the relationship between classroom evaluation and learning. In the context of education, the term "assessment" is associated with "testing" by most teachers, learners and other stakeholders. However, the test is only one element of the evaluation, in fact it covers a broader range of elements, from testing to dynamic collaborative activities and tasks. Therefore, it is necessary to clarify the difference between evaluation and test before considering the definition of classroom based evaluation (Oksana: Insert page number? What?)

Classroom-based assessment is an important part of Washington's statewide comprehensive rating system. Teachers usually do comprehensive, temporary and formative evaluation in the classroom. Classroom-based formative evaluation is closely related to education and learning, so they are most likely to improve student learning. Class evaluation can be developed, selected, or adjusted through existing evaluation of the teacher. Information for teaching assessment is used by teachers, but it can be aggregated between school and school district. Detailed explanation and review of the plan to collect and compile classroom evaluation information is necessary. As with all the components of the evaluation system, considerable pre-job training and on-the-job vocational skill development are required to evaluate in the classroom.

To develop, implement and interpret information from classroom evaluation requires a lot of skills and experience that classroom teachers have not developed yet. Therefore, effective development and use of classroom evaluation requires substantial expertise development efforts. Detailed information on teacher and regional consultant's evaluation and education related abilities will be presented in subsequent sections directed to professional development work required for an effective comprehensive evaluation system (p. 20). Professional development of classroom evaluation skills should focus on evaluation methods reflecting the best characteristics of learning assessment, guidance support, and the above formative evaluation. The focus should be on helping teachers learn to correctly interpret the results of class evaluation.