本文主要讲的是教师对于学生学习应给予的帮助，所有学生在教室里的学习和发展不一定同时发生。一些学生可以更快地掌握概念，他们可能不需要更多的支持来满足课堂学习计划的最终结果。然而，为了达到同样的目标，一些学生需要一些帮助或激励。在这种情况下，多种评估有助于教师始终保持在循环当涉及到学生运动的学习目标。本篇澳洲代写价格文章由澳洲论文通AssignmentPass辅导网整理，供大家参考阅读。
Learning and development for all students in the classroom need not happen at the same time. Some students could grasp concepts faster and they might not need any more support to meet the end outcome for the class learning plans. However, some students will need some assistance or motivation in order to meet the same goal. Multiple assessments in this context help the instructor always stay in the loop when it comes to student movement towards learning goals.
Now, multiple assessments could involve direct and indirect assessments. In the direct assessments, the teachers would set activities or tests to the students and would be able to assess the students based on how well they depict the learnings or use their knowledge to complete the tasks. In the indirect assessments, the teacher uses his observation skills to understand how students conduct their activities in class room, their levels of interest, etc. Both these forms of assessment complement one another.
In multiple assessments, it is also important for the instructor to include summative and formative assessments (Harlen & James, 1997). Formative assessment is a part of the instructor teaching process. In a way, it helps the instructor to understand how well their current teaching plan is working and how they could improve that plan (Dunn & Mulvenon, 2009). The summative assessment is basically to understand if the planned lessons and outcome are met. This would assist the instructor plan for the next session of classes.
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