Indigenous Education and Perspectives: Assessment Methods Report

This report provides an overview of indigenous education, focusing on various assessment methods and their application in the classroom. The report begins with an introduction to the teaching curriculum and the role of teachers in understanding and addressing students' needs. It then delves into different assessment methods, including initial, formative, summative, diagnostic, formal, informal, dynamic, criterion-referenced, and normative assessments. Each method is defined and analyzed, highlighting its purpose and implementation. The report also emphasizes the importance of recognizing and catering to individual learning needs. The conclusion summarizes the key points, and a reference list provides supporting sources. This assignment demonstrates an understanding of diverse assessment techniques and their significance in fostering effective learning environments within an indigenous educational context.

Running head: INDIGENOUS EDUCATION AND PERSPECTIVES
Indigenous Education and Perspectives
Name of the Student
Name of the University
Author note

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Table of Contents
Introduction:...............................................................................................................................2
Role of teachers..........................................................................................................................2
Analysis of assessment methods:...............................................................................................2
Importance of individual learning needs....................................................................................6
Conclusion..................................................................................................................................6
Reference List............................................................................................................................7

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Introduction:
In a teaching curriculum, there are different learning models and methods of teaching
which explains the involvement of learners. In this report different kinds of assessments are
discussed and the methods of involving the learners according to their needs are also
discussed.
Role of teachers
Even if the role of teachers is not specified anywhere, it is very much necessary for
the individual teachers to understand the gravity of their roles and responsibilities. The
teachers have to comprehend the requirements of their students at the initial stage. After they
understand specific needs, they have to deliver the learning methods and assessments by
using the learning materials in accordance with the needs. Lastly the teachers have to assess
whether their students are being able to comprehend their studies. This has been believed to
be the most important stage as this stage not only helps the teacher assess the capabilities of
the students, but also assess their own capabilities of a teacher.
Analysis of assessment methods:
Initial Assessment:
The initial assessment refers to the initial or the first stages of the learning cycle. The
initial assessment makes possible the preliminary screening processes of the students. This
procedure also acts as a benchmark for the decision making of the learning techniques and
systems (Flores et al. 2015). The initial assessments help the teacher to recognize the
necessary needs, competencies and capabilities of the students. This procedure can also
facilitate the teachers to plan and design the learning sessions for catering each of the

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requirements. Therefore the initial assessment also helps the teachers in measuring the
development of the students all through the study process therefore they can evaluate the
efficiency of the teaching procedures that is being used. Furthermore the initial assessments
are also used for obtaining a complete professional and personal understanding of the
students. Within my classroom sessions, I tend to ensure that I use the initial assessments
even prior to the beginning of study sessions. I tend to evaluate the performance of the
students on the basis of their previous grades for identifying their capabilities. Therefore I
also engage with them in the conversations with their parents or the teachers of their previous
grades for recognizing their specific weaknesses and strengths. During the initial classroom
sessions, I try to conduct the initial assessment on the students both informally and formally.
For making them more comfortable within the new environment, I tend to engage them with
some initial icebreaking activities. Moreover I also motivate them for having group
discussions and promote mutual collaboration of the students. This may also result into a
more communicative and participative learning culture. Along with that I also use the initial
assessments for evaluating their standards on different subjects. Therefore I am also capable
of obtaining a thorough initial assessment for my students.
Formative Assessment:
The formative assessments are those which refer to a suitable technique for evaluating
the awareness and absorption of the students within the classroom. The formative
assessments are mostly conducted during a class, but there are times where the teachers tend
to conduct the formative assessments at the initial stage of the classroom session (Griffin and
Care 2014). This is always done for evaluating the level of learning in the student till a
specific point. These assessments are extremely significant for grasping and maintaining the
interest and attention of the learners. I mostly adopt two major kinds of formative assessment
=s, tutorials and classroom assessments. The classroom assessments are randomly given to

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the students. There is no such specific and defined time for these assessments. The questions
of formative assessments are mostly designed in accordance with the subject areas that have
been discussed on that day or the previous day. These assessments are very important for
both the students ad me as this also helps to identify whether there is any requirement for
revising the teaching technique I have been using. The students also learn whether they have
to improve their concentration and learning skills in the classrooms. The tutorials enable
effectual interactions between me and the students; therefore as a teacher I can easily evaluate
the existing level of understanding and knowledge of the students.
Summative Assessment:
The summative assessments are performed at the closing stages of the teaching
procedures and program. Therefore these assessments are mostly formal and involve the final
result of the performance of the students. This includes examination conducted by a formal
body, work diaries and individual projects (Griffin and Care 2014). Summative assessments
also play a great part for summarizing the performance of any student during their entire
course. As a teacher, I think summative assessments are very important as they tend to mark
the finishing of the teaching cycle. Along with that these assessments also enable the teachers
in evaluating the entire effectualness of the teaching methods that have been adopted
throughout the course. This is mostly based on the collective learning experiences. Therefore
it should be mandatory for the students to sit for such evaluations at the end of their courses.
Diagnostic Assessment:
These assessments are the tools for diagnosing the capabilities, disabilities and
competencies of the students in different soft skills such as numeracy, literacy, language and
ICT. These assessments also enable the teacher in identifying the gaps between the expected
and existing skills of the students. I tend to ensure that the diagnostic assessments are done

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with the students. Usually these assessments are enabled through different groups’ projects
where the roles of the students are examined on the basis of their skills. As a teacher it is very
important to use these tools for modifying the teaching techniques and facilitating specific
skills in the teaching session.
Formal Assessment:
These are different forms of the summative assessments. An existing institution
prepare these assessments externally, however there can be internal formal assessments as
well (Mertens 2014). The students tend to perform these assessments on a periodical level.
The students can be engaged in internal formal assessments so that they can prepare for the
final examination.
Informal Assessment:
Informal assessments are generally prepared by the teacher internally. Informal
assessments are typically in the form of formative assessments that are provided to the
learners during a study session to measure their continuous level of learning. Multiple choice
questions are provided to the learners. It is expected that the teacher will be capable of
evaluate whether the students are paying attention in the class and whether they are being
able to comprehend whatever is being taught in the class.
Dynamic Assessment:
Dynamic assessment (DA) is a method of conducting a language assessment which
seeks to identify the skills that an individual child possesses as well as their learning
potential. The dynamic assessment procedure emphasizes the learning process and accounts
for the amount and nature of examiner investment. It is extremely process-oriented and

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interactive (Punch and Oancea 2014). There are active participants in this assessment. The
examiners and students both participate. The responses are mostly responsive and fluid.
Criterion reference Assessment:
It measures the performance of the students against a certain goal or a particular
objective. This assessment fixes the bar for assessing the students beforehand (Punch and
Oancea 2014). A specific standard needs to be fixed before the assessment.
Normative Assessment:
This assessment compares the performance of one student with other students. It can
also be called demographic assessments. A norm has to be fixed before the assessment takes
place. It is also a group assessment.
Importance of individual learning needs
The teachers should realize that all the students do not have same needs. They may
come from different backgrounds or different family structure, so their individual learning
needs and their requirements are supposed to be different. Therefore it is very essential for
the teachers to understand that each of the students has their specific education needs,
therefore the teachers have to provide equal education to each of them aligning with their
needs.
Conclusion
This report discusses all the ten kinds of assessments and explains the basics. This
report also comprises the ways of implementing the assessments.

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Reference List
Flores, M.A., Veiga Simão, A.M., Barros, A. and Pereira, D., 2015. Perceptions of
effectiveness, fairness and feedback of assessment methods: a study in higher
education. Studies in Higher Education, 40(9), pp.1523-1534.
Griffin, P. and Care, E. eds., 2014. Assessment and teaching of 21st century skills: Methods
and approach. Springer.
Mertens, D.M., 2014. Research and evaluation in education and psychology: Integrating
diversity with quantitative, qualitative, and mixed methods. Sage publications.
Punch, K.F. and Oancea, A., 2014. Introduction to research methods in education. Sage.