M.Sasikala, S.Mohammed Rafi
The best classroom assessments also serve as meaningful sources of information for teachers, helping them identify what they taught well and what they need to work on. Gathering this vital information does not require a sophisticated statistical analysis of assessment results. Teachers need only make a simple tally of how many students missed each assessment item or failed to meet a specific criterion. State assessments sometimes provide similar item-by-item information, but concerns about item security and the cost of developing new items each year usually make assessment developers reluctant to offer such detailed information. Once teachers have made specific tallies, they can pay special attention to the trouble spots—those items or criteria missed by large numbers of students in the class.School produce inequality. Work carried out by educational sociologists such as Kalwant Bhopal, David Gillborn and Deborah Youdell shows that the everyday practices of teaching and learning exclude already marginalised groups of students while guaranteeing success for others.
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