Classroom management

Classroom assessment would provide a variety of evidence to support educational decision making. Assessment at all levels would be linked back to the same underlying model of students’ learning and would provide indication of student growth overtime. Thus, the purpose of testing is to collect objective information that may be used in conjunction with subjective information to make better education decision. As teachers, we have to keep our lesson plans ready to changes depending on the students’ needs and learning abilities. The authors tried to make it clear that teachers are responsible for educational decision by having everyday instructional decision, grading decision, and diagnostic tests. Such decisions are often based on two general problems that would face the teachers in classroom measurement process. For example, our evaluation should be based on a certain assessment format that would allow us to know what and how to evaluate. So, the major two problems that most teachers face while measuring students’ achievement: are how and what to measure. Some teachers do not know what to measure because of the lack for the specific objectives, and measuring methods. They have to be on the right standards, accuracy, and lesson traits qualities, and define what to measure during assessment. Thus, tests are originally designed to measure the ability of students’ achievement ability to apply for their life skills to real- life situations. However, it is not the ability to apply skills but whether these skills are required. Also, teachers have to consider students’ reading levels so her measurement would be based on the skill application and reading ability rather than achievement.

In my opinion, it is important to know what to measure and how we want to measure. As teachers, I think we should keep in mind that what and how to measure are the most fundamental aspects in classroom measurement. Specifying and defining what we want to measure often determines how traits should be measured.