Introduction
The use of assessment in the class by teachers raises the achievement of students. It is as a result of this ideal that students will improve most if the aim of learning is understood. Effective assessment, involves sharing with students the learning goals, helping the students know the standard at which to aim, feedback provision that assists the student know how to improve, In comparison with past achievements, having them believe that every student can perform better, both the student and teacher, reflecting on the progress and performance o the student. It has been discovered from research that, the teacher’s involvement in the review of the student’s performance, encourages the student to take action in improving his performance. Formative and summative assessments differ(Goldman, 2008). Judgments are often made by teachers at key stages or the end of the year. Student’s results in terms of levels are described by test results. Questioning and feedback, thus, remain the best method of imparting knowledge to students.
Techniques of Effective Questioning
Questioning is an important tool, in assessing students’ performance. Teachers on their part can make use of questions; in assessing what the student knows, to analyze student’s responses and questions to discover what they can do on their own. Questions can also be used to discover student’s misconceptions, the student’s questions are used to assess their understanding. At providing the teachers with opportunities for assessment, some questions are said to be better than others(Youngsam, 2007). Rephrasing a question can make a difference that is significant to the student’s thought process, the demand of knowledge on the students, the degree to which students unveil their understanding.
Making use of feedback and marking strategy
Teachers know that, an element that is essential in helping students improve is feedback. When using the strategy of assessment for learning, there is every need for teachers to move from giving marks for work out of 10, accompanied by unrelated comments to the intention of learning. Teachers need to move to feedback giving, to help the student improve on a specific assignment. Feedback closes the learning gap and the student understanding is enhanced( Goldman, 2008). Trust is very important to be established between the student and teacher before feedback is given.
Reaction to answers
When the answer to a question by a student is correct, the teacher should not shower the student with too many praises. A quick acceptance, let’s say “Right” will be enough. And this should be followed by the next question. If the student is just starting the learning process, and his response to a question is correct but hesitant, time should be taken by the teacher in praising the student. He should also review reasons associated with the correct answer or the associated steps in finding the answer. This review will be important, if other members of the class are also in this initial learning stage. When an error made by a student is careless, the teacher should correct the student quickly and in a very simple way. In no way should the student be berated, but the feedback from the teacher should clarify the class on what the right answer is. If the answer from the student indicates lack of basic knowledge of the procedures, or facts necessary to get the right answer. The following should be done; the student should be provided with hints that will lead to the correct answer, the material should be rethought to the student(Youngsam, 2007). The giving of hints and re-teaching in response to lack of knowledge demonstrated by the student is said to be a procedure of correction. The quality of the procedure of correction of a teacher is a reflection of the quality used in the presentation of new content. If elegant rules and strategies of problem-solving are not provided by the teacher to the student, such rules will be absent in giving corrections.
Conclusion
Feedback is effective, when it indicates that the students are on the right part or track or when it stimulates the student to take correction. And students should be assisted in making use of their knowledge, and not in any way given the solution.
References
Goldman, S. T., (2008). Educational Guide. Cairo: The Return publishers, p15-17.
Youngsam K. L., (2007). Questioning and Feedback: Teachers Guide, Cape town: Oracle press. Pp 34-35.