...Saint Joseph College of Cavite, Inc. www.sjc-cavite.edu.ph FIELD STUDY 5 LEARNING ASSESSMENT STRATEGIES Second Semester 2014- 2015 Cav National High School FS Student- BSED III Mr. Resource Teacher M Department Head English Department Field Study 5- Learning Assessment Strategies EPISODE | RATING | COMMENTS | Form 1 for FS 5Documenting and Assessing Student Progress | | | Episode 1Documenting and Assessing Student Progress | | | Episode 2Assessment Tools in the Learning Environment | | | Episode 3Log Me | | | Episode 4Product Oriented Assessment | | | Episode 5Available Tests and Measurement | | | Episode 6Student Reflection | | | General Reflection | | | FORM 1 FOR FS 5 DOCUMENTING AND ASSESSING STUDENT PROGRESS (answered by my resource teacher) 1. List the procedures you follow to correct different types of student work (e.g. Daily papers, homework, test, projects, etc.) * According to my resource teacher, he corrects class’ homework orally/ on- the- spot to the class, however those essays, he is the one who checks it. And when it comes to checking of projects he prefers using rubrics for checking. 2. List the methods you use to record student progress (e.g. grade book, anecdotal records, progress charts, etc) * According to my resource teacher, he uses the traditional class records in recording the students’ progress. 3. List any time saving tips you have discovered...
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...EXPERIENTAL LEARNING COURSES FS FIELD STUDY 5 * Your Tools As you observe a class, note down your significant observation of the performance-based activity in the classroom. Then, make a checklist of the important things you wish to consider in your assessment planning. For these tasks, please use the Activity Forms provided for you. For your proposed plan for process-oriented assessment, it is recommended that you use the format that you agreed in your Assessment-2 class. Please remember that the rubrics are part and parcel of your assessment plan. OBSERVATION NOTES | Name of the School Observed: Cagayan State University Andrews CampusYear level & Section: III-J Subject Area: Social ScienceSubject Matter: Micro and Macro Economics Topic: Four Production ProblemsObserved teacher: Mr. Roger Ramos Objective: Perform a simple role-play showing ways on how to solve the four production problems. | Describe in bullets the performance-based activity you observe. * The performance-based assessment task that was given to us portrays real-life situation wherein we were able to use and apply the information we acquired during the discussion. It was an authentic assessment task that is embedded in a context that has some meaning or purpose beyond school or beyond the bounds of the classroom lesson or unit. * It involves all domains of learning: * Cognitive- we are able to use the information that we acquired by thinking on what possible way...
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...CLASSROOM ASSESSMENT CHAPTER 10 l Classroom Assessment LE ARNI NG OUTCOMES After studying this chapter, you should be able to: 1. Define assessment; 2. Explain the basic concepts in assessment; 3. Explain how to plan for assessment; 4. Describe types of assessment in the classroom; 5. Explain what is teacher-made tests; 6. Describe what is standardized tests; and 7. Explain what is authentic assessment. 254 CHAPTER 10 CHAPTER 10 l CLASSROOM ASSESSMENT INTRODUCTION One of the most basic and difficult task that teachers face in their work is the process of assessment. Classroom assessment includes all the process involved in making decisions about students learning progress. It includes the observation of students’ written work, their answers to questions in class, and performance on teacher-made and standardized tests. According to (Koyalik, 2002 as cited in Eggen & Kauchak, 2004): i. It facilitates teachers in decision making about learning progress through systematic information gathering. Besides that, assessment also accomplishes two other important goals; increasing learning and increasing motivation. The relationship between learning and assessment is very strong. Students learn more in classes where assessment is an integral part of instruction than in those where it isn’t. Brief assessment that provides frequent feedback about learning progress is more effective than long, infrequent ones, like once-a-term tests. 255 255 CLASSROOM...
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...College of Notre Dame of Maryland Education Department Technology Enriched Lesson Plan Rubric MTTS Technology Standard V: Design, Implement, and Assess Learning Experiences that Incorporate Technology |Criterion |Unacceptable (1) |Acceptable (2) |Competent (3) |Exemplary (4) |Score | |Content Standards and |The lesson plan is not related to current|The lesson plan is based on current state|The lesson plan is based on current state|The lesson plan is based on current state|( X 1 | |Objectives |state or school curriculum standards. |or school curriculum standards or |or school curriculum standards or |or school curriculum standards or |= ____ | | |The lesson plan does not include learning|competencies. Learning expectations |competencies. Learning expectations are |competencies. It establishes specific | | | |expectations and/or performance |and/or performance indicators are not |adequately noted. Performance indicators|learning expectations. Performance | | | |indicators. |listed in sufficient detail. |are listed and the plan shows how they |indicators are clearly defined and are | ...
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...Psychology 2220 12/4/2012 Part One Illinois standards for mathematics A. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. 1. Identify whole numbers and compare them using the symbols <, >, or = and the words “less than”, “greater than”, or “equal to”, applying counting, grouping and place value concepts. 2. Identify and model fractions using concrete materials and pictorial representations. B. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. 3. Solve one- and two-step problems with whole numbers using addition, subtraction, multiplication and division. C. Compute and estimate using mental mathematics, paper-and-pencil methods, calculators and computers. 4. Select and perform computational procedures to solve problems with whole numbers. 5. Show evidence that whole numbers computational results are correct and/or that estimates are reasonable. D. Solve problems using comparison of quantities, ratios, proportions and percents. 6. Compare the numbers of objects in groups. Standards Aligned Classroom Lessons 1. Represent and solve problems involving multiplication and division. Interpret products of whole numbers. 2. Represent and solve problems involving multiplication and division. Interpret whole-number quotients...
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...ProblemBased Learning in Higher Education: Lessons from the Literature Claire H. Major, University of Alabama Betsy Palmer, University of Iowa Major is an assistant professor of higher education administration. <cmajor@bamaed.ua.edu>. Palmer is an assistant professor in the Counseling, Rehabilitation and Student Development department <betsypalmer@uiowa.edu>. Abstract ProblemBased Learning (PBL) is an innovative educational approach that is gaining prominence in higher education. A review of the literature of PBL outcomes summarizes, across multiple studies, the positive effects of problembased learning. Since PBL brings with it unique challenges to traditional assessment, however, this study suggests alternative approaches. Alternative assessment may provide additional insight into the effectiveness of PBL and other alternative pedagogies. Introduction Traditional instruction, such as the typical lecturebased session that developed before textbooks were massproduced, often involves delivering as much information as possible as quickly as possible. The lecture method was one of the most effective and efficient ways to disseminate information and has often been used for this end. Because many faculty members are poor lecturers, and because students are often poor participants in the lecture, this type of instruction has often allowed students to be passive in the classroom. Students, not knowing how to be active participants in the lecture...
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...GRADING AND STUDENT LEARNING At a teacher inservice, a teacher described a problem that probably all of us have encountered. She had developed a curriculum based on the standards, using teaching strategies that promoted intrinsic motivation, creativity, willingness to take risks, a focus on mastery, etc. But all this disappeared when the concern for grades began to dominate shortly before the first grading period. How, she wondered, could she reconcile such a student-centered learning situation with the threat inherent in the traditional practice of grading? This column will describe some teachers’ solutions to the dilemma of maintaining positive classroom climate and productive teaching/learning/assessment strategies along with grading. The Problem with Traditional Grading Ironically, despite grading’s basic problems, teachers and students can become addicted to grades. The teacher mentioned above confided that she felt a real need for the “leverage” afforded by grades. And students quickly learn to ascertain what will count for grades and concentrate on this rather than on mastery itself. Many teachers routinely use grades as external motivators, often based on proxies for learning – points for attendance or worksheets, activities, etc. This is doubly problematic – they don’t deal directly with the Standards’ artistic processes of creating or responding, and the points (and the grade) become the focus of students’ efforts instead of those processes and understandings...
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...procedures the writers have employed in teaching several academic and workplace communication skills through engineering multidisciplinary projects (EMDPs). In these projects students are divided into teams, with each team comprising a minimum of three and a maximum of four students from different engineering majors. The students choose and appoint a team leader, choose a research topic/problem in the surrounding environment that requires input from all team members and collaboration from all students, each in his/her respective discipline, in finding a solution to the situation/problem. Team members choose the topics, obtain approval of the topics from cooperating engineering faculty and the course instructor, and then prepare detailed research proposals. They receive specialist feedback on their proposals, and based on how detailed their proposals are, are given the go ahead to proceed with their research. The execution of the research project requires the use of several technical communication skills such as, internet searches; sending email messages; writing formal letters; meeting with officials, engineering academics and experts, as well as giving powerpoint supported oral presentations, EMDP poster presentations and submitting end of research written reports. Keywords: Poster Presentations, Teamwork, Communication Skills, Project Defense 1. INTRODUCTION There has always been...
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...This item was submitted to Loughborough’s Institutional Repository (https://dspace.lboro.ac.uk/) by the author and is made available under the following Creative Commons Licence conditions. For the full text of this licence, please go to: http://creativecommons.org/licenses/by-nc-nd/2.5/ COMPUTER ASSISTED TESTING OF SPOKEN ENGLISH: A STUDY TO EVALUATE THE SFLEP COLLEGE ENGLISH ORAL TEST IN CHINA Xin Yu and John Lowe Computer Assisted Testing of Spoken English: A Study to Evaluate the SFLEP College English Oral Test in China Xin Yu and John Lowe University of Bath Introduction ‘If you want to encourage oral ability, then test oral ability’ (Hughes, 1989:44) Since its opening up to the outside world in the 1980s and the introduction of economic reforms that have involved engagement with the global economy and wider community, the Chinese government has become determined to promote the teaching and learning of English as a foreign language among its citizens. In particular, it has mandated the study of English for all college and university students and has made the passing of the College English Test (CET) at Band 4 level a requirement for obtaining a degree. With some ten million candidates annually (and rising) CET Band 4 has become the world’s largest language test administered nationwide (Jin and Yang, 2006). In a deliberate attempt to harness the backwash effect of examinations on teaching and learning, the Ministry of Education has insisted that all college...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...Types of Assessments | TYPE OF ASSESMENT | EXAMPLE | FORMATIVE OR SUMMATIVE? | Informal – observation that can alert the teacher on specific ways to guide the students. | * Students’ questions may indicate a need to review the material or may provide an opportunity to correct a simple misunderstanding. * Observation may indicate that the pace of instruction is too fast or too slow for some students. | Formative | Achievement- Achievement tests are not used to determine what you are capable of; they are designed to evaluate what you know and your level of skill at the given moment. | * Math exam on current chapter you are studying. * Skills demonstration in gymnastics. | Summative | Performance- Observation and judgment of an ongoing performance skill is usually obtained by using a checklist, rating scale, or holistic scoring rubric. | * Measuring amount of jumping jacks in gym class. * Science project * Play demonstrating the story being read in class. | Summative | Product- a kind of assessment where the assessor views and scores the final product made and not on the actual performance of making that product. | * Instead of grading activities that built up to how you gained the strength for the jumping jacks test, the teacher only grades on how many jumping jacks you can do. | Summative | Portfolio- A portfolio is a collection of student work used to show learning progress over a period of time or to show the student’s best work. | Included...
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...ON ENVIRONMENTAL ASPECTS OF PROJECT MANAGEMENT ENVIRONMENTAL ASPECTS OF PROJECT MANAGEMENT ABSTRACT The primary challenge in project management is to achieve all of the defined project goals and objectives while adhering to typical constraints which are usually scope, quality, time, and budget. Often, the basic flaw in project planning and design is the complete neglect or minimal consideration of environmental and social costs and dependence only on economic analysis for project preparation and investment. A failure to understand and internalize diverse or negative impacts on environment during project preparation could lead to several undesirable consequences, which may ultimately jeopardize the very objectives of growth and development for which the project was proposed. The need for environmental management for successful project completion is stressed upon and the challenges of addressing the key environmental issues are discussed. Environmental management is not just about the ‘trees and bees’ but also about health, safety, profits, quality assurance, reduced risks to reputation, and increased global competitiveness, states the author. Overall, it is about efficiency and reducing environmental and legal liabilities. It is argued that sound environment management reduces the unforeseen obstacles and bottlenecks that may otherwise hamper the delivery of project objectives while helping to improve the environmental performance of project operations. Environmental...
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...1 Using role playing in the classroom has many benefits: Empathy: When students are participating in role play activities, they are likely to be supportive of their classmates as they understand that putting yourself out there in these types of activities makes you vulnerable. This type of supportive and understanding atmosphere increases empathy among the students. Authentic language experiences: Role play activities give students practice communicating in authentic ways and situations. This will give them more confidence when presented with those scenarios when they are outside of class. Memorable learning experience: The process students go through when they are doing a role play activity (creating or learning the dialogue, practicing, presenting) will help solidify the new information they are learning. Dramatic activities provide “some of the richest and most memorable experiences (students) have in their struggle with the some second language” (Celce-Murcia, 71). Adaptable for multiple levels: Role play activities can be modified to fit upper and lower level students within the same activity. Lower level students can stick to the previously generated script and upper level students can modify the dialogue or improvise on their own. Students can take on as much or as little spontaneity as they feel comfortable. Decreases inhibitions: Parrish states that “because learners are taking on a different persona to a degree, they sometimes are less inhibited than they might be...
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...In Class Workshop on Learning Theory and Technology Integration What is an authentic learning experience? Give examples of learning activities that use authentic learning experiences. Authentic learning aligns well with the needs of today’s participatory learners. The challenge is to channel their online and collaborative abilities and interests into academic pursuits, helping them develop the higher-order thinking skills they may not acquire on their own. Instructors are encouraged to design activities for their students that match as nearly as possible the real-world tasks of professionals in the field. The challenges students are asked to undertake should be complex, ambiguous, and multifaceted in nature, requiring sustained investigation. Reflection, self-assessment, and performance review are fully integrated into the exercise. The real-world challenge comes with its own criteria for success. Students are held accountable for achieving the milestones that practitioners would have to meet under genuine working conditions. Teamwork is as essential to the authentic learning experience as it is likely to be in modern workplace settings. Groups of students have to draw on multiple sources and negotiate among multiple perspectives—including those of the stakeholders (business partners, clients, customers, citizens) who will be impacted by their performance. An authentic learning exercise highlights a student’s capacity to affect the world beyond the classroom and to make...
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...Terminology Research Project Stacey N. Lodge St. Thomas University Abstract Teaching children with learning disabilities requires extensive knowledge in terminology and multiple frameworks of classroom instruction and management. When implementing different frameworks, it is imperative to understand the role of each concept and how it can be used successfully to support students with learning disabilities. Differentiated Instruction can be provided through Response to Intervention (RTI), the Universal Design for Learning (UDL), and Technology in the Classroom, which are all well-known frameworks or strategies when discussing the teaching of students with disabilities. This paper will discuss each framework and its use within the classroom. Terminology Research Project Teaching students with learning disabilities presents difficulties for teachers utilizing traditional teaching strategies. “As every veteran teacher realizes, students with learning disabilities and other learning disorders may be less engaged in the learning task, unable to cope with multiple instructions, and poorly organized in their thinking and work habits when compared with students without disabilities.” (Bender, 2012, p.1) With this in mind, experts in the field have, over the course of time, developed several frameworks to support students with learning disabilities in the classroom. These frameworks of differentiated instruction, The Universal Design for Learning (UDL), Response to Intervention...
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