Five Principles of Quality Classroom Assessment Term Paper by Quality Writers

Five Principles of Quality Classroom Assessment
This paper describes five Ontario guidelines aiding teachers in quality classroom assessment of creative writing in Grades 1-6.
# 102689 | 1,587 words | 3 sources | APA | 2008 | US
Published on Mar 31, 2008 in Education (Elementary School) , Education (Education and Computers)

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The paper addresses (1) quality assessment of what and how students learn; (2) assessments serving students who are learning the language of instruction; (3) assessment towards clear instructions; (4) the ability of students to assess their own learning and (5) samples of students' work as evidence of achievement. These five sections are examined in relation to messages for the classroom teacher, steps towards implementation, signs of being on the right track and finally, how technology might assist in a task or project.

Quality Assessment of What Students Learn and How They Learn.
Assessment Serving Students Learning the Language of Instruction
Quality Classroom Assessment Ensuring Clear Instructions
Quality Classroom Assessment and Student Self-Assessment
Samples of Student Work as Evidence of Achievement

From the Paper:

"A: The key message for the classroom teacher is to develop an ability to observe students' different ways of expressing themselves, remembering that some students are able to learn from watching others, or listening to the teacher's views, whereas other students must perform an exercise practically, and from which such students often tend to learn quickly and concretely.
"B: The teacher should give instructions in different ways as in description, a demonstration of how she might perform the task, and when a task is underway, encouraging students. Work is not simply assigned and monitored for the class enters into a dynamic with the teacher involved."

Sample of Sources Used:

  • Education Quality and Accountability Office. (2004). Ensuring Quality Assessments - Enhancements to EQAO's Assessment Program - The Move Forwards. Toronto: EQAO. September 23.
  • Roessingh, H. and P. Kover. (2003). Variability of ESL Learners' Acquisition of Cognitive Academic Language Proficiency - what we learn from achievement measures. TESL Canada Journal. 21: 1-21.
  • Schwartz, Larry. (1994). Classroom Reports through Poetry. Markham, ON: Pembroke.

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