A course-related self-confidence survey is one of the best class assessment techniques. This method is used to assess learners’ attitudes, values, and awareness. Instructors evaluate learners to establish if the learners have certain skills with a high level of confidence. Course-related self-confidence surveys enabled me, as a teacher, to instill confidence in learners without spending much time on it. It was discovered that this technique of class assessment is vital in assisting learners who are trying to acquire new skills. It can be applied to students who may have failed to catch up with their studies. During remedial lessons in mathematics, students were able to acquire confidence that enabled them efficiently to use mathematical formulas.
We will write a custom Essay on Self-Confidence Survey and Formative & Summative Assessment specifically for you
301 certified writers online
Secondly, this technique was effective for learners undertaking introductory courses, such as public speaking. It allowed them to develop confidence and content (Angelo, 1993). Introductory courses help students to gain significant skills. Through course-related self-confidence surveys, as a teacher, I was able to access information on students’ anxiety. This suggests that this technique exposes students’ limitations that may affect their performance. From my experience, as a teacher, I found self-confidence surveys useful in improving comprehension skills among learners. The teacher uses this information to come up with teaching methodologies that make the lessons clear and free of anxiety. Learners tested in-class assessment techniques develop a lifelong love for learning. This is partly because they gain confidence in their teachers and curriculum systems. As a result, it allowed them to acquire management and leadership skills. Learners can improve their self-esteem and commitment to their values.
Formative and Summative Assessment
Formative assessment involves teachers developing procedures during the learning process. This is to enhance teaching and learning activities that may promote students to achieve their goals. Summative assessment is identified by looking for educational results in external accountability. It does not assist learners during their learning process. Therefore, summative assessment cannot be depended on to improve students’ performance. As a student, I prefer formative assessment because it does not settle on the scores attained by students. Instead, it focuses on how the content was delivered to the learner. Formative assessment has numerous advantages, and the key benefit among them is that teachers can grade their learners on the level of their knowledge and understanding. This enables teachers to come up with modifications in their way of instructions to encourage students to perform well in subsequent assessments. Instructors can use individual or group activities to inform students of their progress to motivate them to embrace improvement. Group activities give learners opportunities to develop social and life skills, such as leadership, and cooperation. These are particularly essential skills in the promotion of co-existence in society. Formative assessment assisted me, as a student, in improving my performance.
According to Nilson (2010), formative assessment is beneficial to learners because it encourages them to take care of their learning. It also helps them develop a self-drive for study, which motivates them to acquire such skills as goal setting and self-evaluation. This makes learners become fond of learning and develop a mutual relationship with the learning environment. Formative assessment is beneficial to the day-to-day teaching process because it makes learning desirable to the learners. Teachers can monitor learners’ performance progress. It also enables learners to learn from their peers to perform better than they did in their previous assessment.
Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques – A Handbook for College Teachers. San Francisco, CA: Jossey-Bass
Nilson, L. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: John Wiley & Sons.