As a teacher, Head of Department, or an Administrator, How Would Apply the Teacher Guide in Assessing Your Students?
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The provided guide for teachers can be deployed by people, occupying different positions. It is evident that teachers are direct users of the document. As a teacher, I would apply the guidelines for improving my performance and objectivity of assessing my students. This guide is a valuable source of information because it provides essential elements of assessment practices such as assessment culture, basics of kid watching strategy, and ways to measure the performance of the students both academic and approaches to learning. More than that, it includes information regarding annual progress in learning and designing appropriate learning and progress reports as well as curricula. So, as a teacher, I would use the document as a framework for becoming a friend to my students, helping them to achieve better academic results, and keeping them motivated.
Still, there are as well options for administrators and heads of departments to apply the given teacher guide. For instance, as an administrator, I would deploy it for reviewing reports provided by teachers in order to find out whether they are designed according to the rules. Also, it is helpful for assessing teacher’s communication with parents, especially checking whether they report student progress and make parents involved in the learning process, which is predetermined by the document. As ahead of a department, I would use the guide for reviewing reports issued for external assessments, understanding requirements for these kinds of assessments, and concluding whether student performance and assessing them correspond with established standards and department policies.
Strengths and Challenges of the Teacher Guide: Review the Teacher Guide and Discuss Some of the Strengths and Challenges of It Within Your Education Context?
Reviewing this guide revealed several strengths of the document. For instance, it is well-developed and designed. Including numerous examples of reports, records, and standards, it is helpful for improving the performance of the students as well as the reputation of a department by avoiding failures to meet the established rules. Moreover, the guide mentions key strategies for assessing students and a detailed framework for the whole process, which makes it possible to turn the approach to measuring performance into a multifaceted system, thus increasing objectivity. Finally, it teaches how to assess students, design the reports so that they are consistent with reality and reflect existing challenges, if any, and do curriculum mapping (“Teacher Guidebook,” 2012).
Still, there are some challenges. For instance, the guidebook mentions external and standardized assessments, but it does not include information regarding international assessments, which are commonly undergone by schools (“Assessments,” n.d.). Moreover, even though it does point to the necessity of reporting and corresponding with established standards, the guide does not list measures and steps, which might be helpful or critical in case of failing to meet these standards or pass national and international assessments. Finally, regardless of mentioning philosophy, principles, and practices, the document does not involve the staffing structure. It means that all responsibility is laid on teachers and no people occupying other positions are mentioned. That said, in case of failing to meet standards or understand all details of the guidebook, teachers do not know whom to ask for help (“Guiding Teachers,” n.d.).
Assessments. (n.d.). Web.
Guiding Teachers. (n.d.). Web .
Teacher Guidebook. (2012). Web.