Running Head: ARTICLE REFLECTION

Article Reflection: Promoting Assessment amongstst Primary School Students for Effective
Learning
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Article Reflection 2

Article Reflection: Promoting Assessment amongstst Primary School Students for Effective
Learning

The importance of evaluation shows that it cannot be clearly expressed as a method of

confirming the supervisor’s understanding and his ability to use the knowledge acquired in the
new environment, but only a limitation for evaluating the performance of underestimators. In
order to take into account the underestimation of these adjustments in primary education, it was
decided to use these studies to test the importance of evaluation in primary education (McGregor
et al., 2020).
In recent years, the educational evaluation process has developed significantly. This
model has two important signs. One is that whether we participate in international study surveys
(experiments) or conduct our own structural assessments, they will develop rapidly in many
different countries and fields; or both (Ajjawi, et al., 2020). Another importance is the increasing
evaluation so that the framework and its main animators (outstanding teachers) are accountable
for academic performance. The anticipated global commitment to the new Sustainable
Development Goals will now ``raise current expectations for education,'' shaping values and the
way ``quality'' is viewed, which now requires more important focus (McCallum and Milner,
2020). To measure the progress of achieving these goals, one must first conduct an evaluation to
determine whether students have acquired the necessary knowledge and skills, and whether the
framework provides students with the appropriate education to ensure these results. Although
evaluation is critical in this cycle, there is a serious double risk that the structure and its peers
rely too much on testing to trigger their modification (Geden, et al., 2020).
First, the most important exams are not applicable to all students, but only focus on a
few subjects-basically reading and mathematics, and science here and there-the natural result of
which is to narrow the scope of the curriculum and interrupt the education cycle. Basically, with
special exceptions, these tests ignore more personal skills, for example, acquiring new
knowledge through a series of methods, and using the basic knowledge and methods that
students learn in school in a useful way. The next danger is the inability to plan assessments
based on other important aspects of the educational structure-perhaps the complete curriculum,
not the separation of family members (if not all) (Ajjawi, et al., 2020). In order to make the
assessment high-quality and comprehensive, and to provide recommendations on the overall
Article Reflection 3

structure of education and its results, the assessment must be based on the curriculum structure,
the preparation and support of the instructor, text and content, version, organisation and other
departments (McGregor, et al., 2020).
The focus of this article is unlimited, and the potential "barrier" to effective use of
research is an underestimation of evaluation. Since these two skills are not synchronised-which is
completely normal and very special-the sustainability of both is threatened (Geden, et al., 2020).
No matter which psychological method is used for the curriculum, whether there is an
independent curriculum, and no matter what the teacher's achievements in the professional
development conference, the core and talents that the students will analyse and how to rely on
them can prove this knowledge. In order to adapt to the curriculum and public teaching methods,
most teachers "self-study exams (Uygur, et al., 2019)." In fact, if the supervisor does not do this,
colleagues, parents, students and even several local authorities will classify him as unreliable,
because the examination determines the student's chance to continue to receive traditional
education and obtain social, economic and personal rewards. Accompanying university studies.
Although many people think that primary education does not refer to the best technology for
primary selection (McGregor, et al., 2020).
In a state like the United States, according to the study, an executive vice-principal will
control the 12-year and compulsory education of its elementary school, up to 113 government
sanctions. This is the impact of teaching tests on teaching methods. The characteristics must be
considered immeasurable. The continuing education and sustainable development goals of all
cycles in 2015 will have a major impact on the teaching content of countries and the teaching
methods in the next ten and a half years, because they will have a major impact on the content of
global partners and educational institutions.
The world continues to do it (McGregor, et al., 2020). In accordance with the rationale,
these international cycles also include the development and prioritization of key labels to reflect
learning that supports these goals, as well as tools and methods by which countries and their
participants can assess the adequacy of these learning indicators (and other education)
(McGregor, et al., 2020). The deadline for 2015 (completion of the Dakar EFA application)
allows the international community to focus on evaluating basic reading and math skills, and in
some cases also evaluating science9. This applies to the same country with low, medium and
large divisions (McCallum and Milner, 2020).
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The next key element in the use of certain assessment methods is the inspection of the
education that conducts the assessment (McGregor, et al., 2020). The teacher’s assessment is
"basically an intuitive cycle, in which the teacher can check whether the educated content is
scientific, otherwise he can take care of his work (Geden, et al., 2020)." This means that teacher
assessment is closely related to their education, and classroom teaching can be regarded as an
integral part of the guiding principles (DeFoor, et al., 2020). Therefore, the technology used in
the assessment must be related to the way education is conducted, which is reflected in the
following research puzzles and the learning materials discussed. As a result, changes in the past
period to encourage accountability in compulsory education further evaluate the method (Ajjawi,
et al., 2020). The emphasis on guidance and evaluation has shifted from a world view that is
mainly about behavior and curriculum assumptions to a hypothesis that emphasizes algorithms
and government sanctions, whilst the other is a world view with ideological constructivism and
learning change that emphasizes thinking, statement, and explanation. And use classroom
assessment (McGregor, et al., 2020).
This comprehensive evaluation, included in the National Curriculum Guide for
Compulsory Schools, not only guarantees the recognition of learning, but also puts greater
pressure on equality in all aspects of children’s learning and development (Geden, et al., 2020).
If the assessment center is very broad, the scope of the assessment method and decision-making
will be affected (McGregor, et al., 2020). The ability to learn, write, understand and use basic
digital activities is essential for maintaining a reasonable and appropriate life in modern Western
culture. However, not being able to master these skills will actually hurt individuals in the
profession, society and society (McGregor, et al., 2020). When he enters elementary and middle
schools, the importance of children's leading skills in knowledge and arithmetic has increased. In
this sense, it is important to consider the extent to which education and mathematics can improve
or hinder their understanding of ideas, knowledge, and higher skills, given the progress and
development of children in each field of study (Ajjawi, et al., 2020).
The article clearly stated that before the child’s learning and math difficulties change,
young people are likely to be trained to deal with these challenges. It was recently discovered
that teachers can reliably use classroom assessment (Uygur, et al., 2019). In light of the
foregoing, it is important to provide assistance to teachers and schools to support them in making
Article Reflection 5

the best use of assessment to improve education and learning, and to develop and disseminate
valuable, supportive progress and performance (Geden, et al., 2020).
The archive basically characterizes the nearby teaching needs. It will determine the
reasons for the development of basic evaluation rules for teachers and schools (Ajjawi, et al.,
2020). These rules are designed to enhance teachers’ understanding of the importance and
application of assessment, build their knowledge of different learning skills, and allow them to
create effective arrangements for analysing and evaluating results (McGregor, et al., 2020).
However, it is important that the supervisory committee develop reasons for assessing the
professional development of teachers, which are related to plans that can be used to support
teachers in using compulsory school curricula (DeFoor, et al., 2020).
Through the assessment, the teacher will observe the child’s performance and input in the
daily classroom so as to collect comprehensive and consistent data on the child’s progress and
achievement (McGregor, et al., 2020). By evaluating the children’s answers to the teacher’s
questions, the nature of their contributions to teaching and meetings, and the questions they ask
in the learning environment, teachers can obtain data comparable to youth learning information
(McCallum and Milner, 2020). The appointments and tests received in the classroom and at
home will directly meet specific learning goals and improve the assessment of each child’s
progressive teacher image (McGregor, et al., 2020). Therefore, portfolios, accumulated work
patterns and projects will provide data on the development of young people during the period
(for example, one month or one month) (Geden, et al., 2020). Teachers use assessments to assess
data about children’s progress, achievements, and potential problem areas by making standard
and significant contributions to the child and predicting the known future.
Assessment involves assessment ability, which is called development assessment, but has
a broader meaning because it also includes assessment and assessment with symptoms (Uygur, et
al., 2019). Although the concept of evaluation is mainly related to school evaluation and
educational environment, teachers can also use evaluation data to evaluate the results of
intervention courses. Based on these evaluation data, the teacher can make a decision on the
selection of the order of the relevant materials, and make an appropriate decision, and propose a
method and approaches (Geden, et al., 2020).
Article Reflection 6

References

Ajjawi, R., Tai, J., Huu Nghia, T.L., Boud, D., Johnson, L. and Patrick, C.J., 2020. Aligning
assessment with the needs of work-integrated learning: The challenges of authentic
assessment in a complex context. Assessment & Evaluation in Higher Education, 45(2),
pp.304-316.
DeFoor, M.T., Moses, M.M., Flowers, W.J. and Sams, R.W., 2020. Medical student reflections:
Chaplain shadowing as a model for compassionate care training. Medical teacher, pp.1-7.
Geden, M., Emerson, A., Carpenter, D., Rowe, J., Azevedo, R. and Lester, J., 2020. Predictive
Student Modeling in Game-Based Learning Environments with Word Embedding
Representations of Reflection. International Journal of Artificial Intelligence in
Education, pp.1-23.
McCallum, S. and Milner, M.M., 2020. The effectiveness of formative assessment: student views
and staff reflections. Assessment & Evaluation in Higher Education, pp.1-16.
McGregor, D., Frodsham, S. and Wilson, H., 2020. The nature of epistemological opportunities
for doing, thinking and talking about science: Reflections on an effective intervention
that promotes creativity. Research in Science & Technological Education, pp.1-26.
Uygur, J., Stuart, E., De Paor, M., Wallace, E., Duffy, S., O’Shea, M., Smith, S. and
Pawlikowska, T., 2019. A Best Evidence in Medical Education systematic review to
determine the most effective teaching methods that develop reflection in medical
students: BEME Guide No. 51. Medical teacher, 41(1), pp.3-16.