Voicu Irina Raluca

Performance level assessment for specific skills

I have noticed over the years that students in the same class will not have the same level of performance, the same pace of learning, nor the same type of cognitive, emotional or social perception, although the specific skills in the curriculum must be the same. Some students will demonstrate a better understanding of the oral texts, others prefer the written text or perhaps show a more acute desire to get involved in oral communication and different interactive situations. Like us adults, students have different traits and characters, some are more receptive, energetic and involved, others are more introverted, more anxious and less willing to step out of their comfort zone.
My role as a teacher is to know how to address these issues, whether through reinforcement and fixation exercises, or remedial exercises or support for high performing students. I have to organize my activity in such a way that the student feels evaluated objectively, in a friendly manner, marking every little progress that brings the student closer to the competence to be achieved. Assessment, along with teaching and learning, must be student-centered. Thus, the evaluation must focus on the formative elements that guide the student in the learning process, done from the perspective of the student’s training needs.
I carry out the assessment according to the particularities and specifics of the class to achieve the targeted competencies and I try to find a balance so that I bend to the need of the class and diversify the assessment so that everyone has an equal chance to respond to what is advantageous to them.
There are three forms of assessment that have their advantages and disadvantages:
Initial assessment
– for predicting and anticipating in advance any aspects that need to be improved, adapted, consolidated or fixed.
Advantages: a picture of the existing situation to be able to take the necessary measures by planning the next didactic approach and the recovery plan.
Disadvantages: there is no global assessment of student performance
Examples of assessment tools: investigation, test, interview, questionnaire

Formative assessment
– it takes place during the school year and has the role of showing what are the results during the education process itself.
Advantages: the student can fix his problems by receiving quick feedback through both self-assessment and peer-assessment; he can know his weak points and improve them
Disadvantages: rigidity and rigor both in the teaching process and in objectivity.
Examples of assessment tools: self-assessment/inter-assessment, systematic observation grid/evaluation grid, worksheet with answer key, 3-2-1 technique, portfolio, project, R.A.I method, oral examination

Summative (final) assessment
– occurs at the end of a training phase
Advantages: recognition of merit in students and teachers; the teacher knows what works and what does not to be able to use this to the advantage or future generations
Disadvantages: it does not provide a clear picture of the content learned by the students or the difficulties they encounter, causing stress and anxiety.

Examples of assessment tools: test, conceptual or cognitive maps, project, portfolio, interview