I need help creating a thesis and an outline on The Philosophy of Classroom Assessment. Prepare this assignment according to the guidelines found in the APA Style Guide. An abstract is required. While ideally, classrooms are constituted by students of the same level of achievement. in reality, this is not always the case. Early in my teaching career, I recognized that I would have to make the difficult decision to require all students to achieve the same achievement level. From this foundational level, I then began to design assessment strategies that required students to achieve an objective standard of accomplishment. In these regards, I have been greatly influenced by the constructivist theory of assessment, specifically a text Understanding by Design. This text contends that judgment should be designed from a top-down structure with the end goal in mind. Working from this theory, each semester, I considered the ultimate objective for the course. I then drove back from developing assessment strategies that would work as standards bearers for the marking period. Still, I recognize that this assessment approach should only be used to construct a general approach to curriculum development. As is later demonstrated, the most effective instruction and assessment will consider the learner’s background knowledge and phenomenological grasp of the learning material in developing dynamic and multi-varied assessment mechanisms.In addition to these constructivist approaches to assessment, I have become more directly acquainted with direct assessment methods. It’s indicated that one of the primary such means of demonstrating direct assessment strategies is through the teacher’s active involvement in student learning. In these regards, “the teacher a) presents information, b) develops concepts through lecture, c) requires students to recite or respond to questions, d) provides feedback and reteaching as necessary” (Payne 63). In terms of my assessment strategies, I implement direct methods in a variety of ways. After determining the course objective’s end, I would then break down the marking period into manageable units (chapters). Within each of these units (branches), there would be a final exam and quizzes. The quizzes were implemented in large part to motivate students to remain consistent with academic work throughout the chapter. In these regards, I often approached quiz grades with a more lenient approach than the chapter tests. .
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