Answer to Question #199165 in English for Natasha

Question

You have just been appointed as a teacher in a nearby school. In your first week your 

Deapartmental Head gives you the following information “there are 40 learners in your class 

with diverse learning abilities. Tsharivhone is one of the progressed leaner who is not coping 

with school work. He always submit very late, and the work looks untidy. There is a well-

spoken Thendo in the same class, who is an academically gifted girl, and always ahead of the

rest of her class. Thendo submit on time and the work neat and tidy. And lastly, there's Dan, 

who is an average learner who's just doing enough to pass assessments”.

4.1. Give a brief explanation of the term “diversity” in learning .your explanation should be

based in the context of the scenario above.

4.2. Which measures will you employ to cater to Tsharivhone’ s educational needs in terms 

of Assessment?

4.3. As a new teacher of Tsharivhone, which type of assessment will you give to him and 

why?

Answer 1

Diversity is everything that makes people different from each other. This includes many different factors: race, ethnicity, gender, sexual orientation, socioeconomic status, ability, age, religious belief, or political conviction. The case of of diversity as shown by the students in the class in the scenario of Tsharivhone,Thendo and Dan.

 

The greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice.

There are lots of ways you can deliver assessments for learning, even in a busy classroom. We’ll cover some of them soon, for now, just remember these assessments aren’t only for students -- they’re to provide you with actionable feedback to improve your instruction. Common types of assessment for learning include formative assessments and diagnostic assessments. Therefore, Assessment as learning Assessment as learning actively involves students in the learning process. It teaches critical thinking skills, problem-solving and encourages students to set achievable goals for themselves and objectively measure their progress.