...YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a ...
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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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...FORMATIVE ASSESSMENT 2 Abstract This paper explores the discussion of formative assessment in the classroom. It will do so by focusing on four discussions: (1) Describe how formative assessment is used in a class. (2) Explain the role psychometric models play in the creation of your assessment. (3) Explain the use of observational situations in formative Assessment. (4) Discuss expected challenges in your assessments, and how could they be addressed. These discussions will bring forward why understand the basics in understanding formative assessment and will generate a stronger role for an educator in dealing with today’s students. FORMATIVE ASSESSMENT 3 Description of how Formative Assessment is used in a class Formative assessments are basically the complete opposite of summative assessments, in where they are used on a daily basis in classroom instruction and not based upon reviewing students’ academic process periodically. Formative assessments are designed to help the instructor to determine what the students know, how to modify the instructional material to better aid the students comprehension, to help create more appropriate material, and better inform students of their own learning progress (Garrison, et. al, 2007). And, depending upon what type of material the teacher is responsible in instructing, there are several different facets the teacher can use in formative assessment, such as observation, worksheets, pop-quizzes, use of journals...
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...duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. 16 Analysis of Country Risk Chapter Objectives Identify the common factors used by MNCs to measure country risk Explain how to measure country risk Explain how MNCs use the assessment of country risk when making financial decisions Explain how MNCs can prevent host government takeovers 2 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. What is Country Risk Analysis Country risk is the potentially adverse impact of a country’s environment on an MNC’s cash flows. An MNC conducts country risk analysis when it applies capital budgeting to determine whether to implement a new project in a particular country or to continue conducting business in a particular country. 3 © 2012 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part, except for use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website for classroom use. Country Risk Characteristics Political Risk Characteristics 1. Attitude of consumers in the host country - a tendency of residents to purchase only locally produced...
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...CLASSROOM ASSESSMENT TECHNIQUE INTERVIEW WITH MAAM PACIO 1. Bakit often ang paggamit ng Classroom Assessment Technique? Ans: Para malaman kung may natututunan ba talaga ang mga estudyante. That’s why we come up with different kinds of assessment techniques in assessing our students whether they understood our discussion or not. So sabi ko nung sa interview ni Arvin, I use identification, essay, sometimes roleplay, sometimes group dynamics, sometimesdifferent kinds of assessment. Why? Because there are some who are tactile, there are some who are good in psychomotor, there are some who are good in visual, there are also some who are good in audio. That’s why we use different types of assessment 2. Bakit seatwork ang mas preferred na assessment techniques base sa sagot ng estudyante? Ans: Seatwork?No, I don’t agree with that. Because for me, quizzes ang pinakamarami and group dynamics. Maybe they are referring to other teachers not me. Because they are still first year students, I believe that when you say seatworks, you mean essays. I don’t prefer to give essays to my students 3. Why the most effective is seatwork? Seatwork because usually they are grouped into how many groups, and how many members in one group. So basically, its like if I don’t know the answer, you can help me know the answer. 4. Is the whole classroom assessment technique used in HTOURS1 really effective? Ans: Not all. Because usually, hindi natin maiiwasan na may tamad na talagang sumasakay lang...
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...with a difference in levels of abilities. In this picture it shows a small group working together without confrontation. | In the educational process it helps for the students to be able to work together because they may be able to understand and work with each other. The difference in their ability levels can bring the group together to help those who may not understand the teacher, but may understand the way another student explains the material. | Picture C: Inquiry Instruction | Inquiry instruction is a technique that teachers use by creating a situation where students use their problem solving skills, like the puzzle the child is working. | Inquiry instruction works well in the educational process for those who are active, hands on learners. It helps the students to seek out information to gain a better understanding of material and create new knowledge by using problem-solving and critical thinking techniques. | Picture D: Informal assessment | Informal assessments are evaluations of a student’s understanding and knowledge where there is no formal score as a result, such as by children raising their hands. | Informal...
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...Working Memory Training Working memory has been a growing topic of interest in the field of Speech Language Pathology. It affects all aspects of children’s development, including speech, language, reading, and classroom success. Working memory deficits are prevalent in people with schizophrenia, attention deficit hyperactivity disorder (ADHD), traumatic brain injuries, learning disabilities, specific language impairment (SLI), and intellectual disabilities (Van der Molen, Van Luit, Van der Molen, Klugkist, & Jongmans, 2010). With the rising awareness of how working memory deficits can effect children’s development, the question of whether speech language pathologists should assess and treat these deficits has been asked more and more. Assessing and treating working memory deficits are key and can help many different populations improve in their speech and language development. Assessment for working memory deficits and working memory training should be standard and included into the normal regime. The following paper will touch on what working memory is. As well as how a deficit in working memory can effect children’s development, whether they are typically developing children, or children with other disorders. Some assessment options and then training techniques of working memory will be introduced as well. What is Working Memory? Working memory requires the ability to attend to new information, retain incoming information, and manipulate the new information (Riccio...
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...African- American students feel as if they are consistently misunderstood. Using various teaching techniques will help these students learn more efficiently and grasp the information and retain it. Keeping the information relevant for these students also plays a huge role in their retention level of...
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...AET 535 Interview Presentation on Assessments Learning Team B Dr. Greg Thomas 9/30/13 Donna Romano Name: Paula R. Boblitz Title: Nurse Coordinator at University of Virginia's Neuro-Oncology Department Highest level education - Bachelor's degree in Nursing Organization name - Unversity of Virginia Years of teaching - 30 years Type of learning environment - Within the hospital- hands on What kind of assessments are used? We use different assessments. We verbally ask the students questions as well as we watch them work. Questionairres are sent out to the different departments that they are working in to assess their abilities and their work ethic. They are also giving tests about what they did for the week and what they thought could be better or was good about what they did. They are also asked to asses their teaching and themselves. What information do you want your learner to retain? We are hoping that they retain all that they learn. They will be nurses that will work with patients in sometimes life emergiencies. We want them to know what to do and how to do it. If the patient can be saved, we want them to have the ability to do it. How are assessments changes implemented? Once all the data is compiled and read through we take in account what everyone has said and critiqued. We can make changes immediately once all are in agreement. There are 5 of us that make that decision based on the facts of the tests, the journals and the questionairres...
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... 3. Using instructional materials B. Learning Styles 1. Through raising their hands 2. Answering in chorus 3. Reading by their own C. Evaluation Technique 1. Informal assessment 2. Recitation in oral 3. Assignment D. Classroom Management 1. Chairs are properly arranged 2. References are accessible anytime 3. Classroom facilities were clean 4. Discipline and proper behavior of students are observed. II. General Impression The teacher motivates her students through asking question in relation to the previous lesson. The teacher has a well-modulated voice which everyone can hear it clearly. She manages the lesson properly. The interest of the students arouse the teachers sense of humor. OBSERVATION SHEET Name of Teacher Observed: MRS. VIVIAN F. FAJARDO Grade Taught: Grade IV-C Subject: SCIENCE Date: October 03, 2012 School: DARMES Point of Observation: MOTIVATION AND EVALUATION A. Teaching Strategies 1. Presenting pictures 2. Informal questioning strategy 3. Learners teacher interaction B. Learning Styles 1. ;learning through visualize pictures 2. Through oral questioning 3. Through understanding C. Evaluation Technique 1. Seatwork 2. Oral recitation 3. quiz D. Classroom Management 1. Chairs are properly arranged 2. Lots of pictures posted on the wall 3. Reference materials are accessible anytime II. General Impression ...
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...learning style by completing the LEAD survey in chapter 7. After completing the assessment, state your learning style. Based on your experience, is this assessment accurate? Explain why or why not by providing examples. My learning style is the tactile learning style, based on experience I do agree with the assessment but I also relate with part of the auditory learning style as well. 3. In your own words, state the difference between learning style and learning strategy. What are some specific techniques you can use to help you understand and retain new concepts? Learning style is the natural way of learning (kind of a default pre-programmed way) while learning strategy is an adopted or chosen technique that would help the learner assimilate better. * Mind mapping is a concept I want to try out, I’m sure it will help me understand and retain new information * I also want to incorporate listening to music during study time. 4. How do you put your learning style into practice in the classroom? If you are a visual learner, how do you use visual elements to help you learn material? If you are an auditory learner, how do you use this preference to improve comprehension? If you are a tactical learner, how do you incorporate motion or physical activity into your studies to help you better understand concepts? Give examples that illustrate how you practice your learning techniques. Being a tactile learner, I love hands-on approach; an example is my computer...
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...Explain some forms of language assessment that you use with children? In the Montessori classroom, assessment occurs in 4 ways. * The Montessori three period lesson. * 1st Period: I (the teacher) show and name a new concept. Example: “These shapes are congruent.” * 2nd Period: I then (at a later time) ask the student to show a particular concept. Example, “Show me the congruent shapes.” * 3rd Period: Finally, I ask the student to recall the concept. Example: “What are these shapes called?” * The materials are self-correcting which shows my students when they have made a mistake so they know to go back and try again. * There is an isolation of difficulty in the lesson sequence that allows me (the teacher) and the child to assess understanding of complex processes from the beginning to the end. * Eudsoft Unit Testing. Edusoft is a Benchmark Assessment Program that East Baton Rouge Parish School System utilizes. The tests content is aligned to the Common Core State Standards. Each unit test has both multiple choice and open-ended items. How do you work to meet the language goals of all the children in your class individually? Individual learning takes place within the Montessori environment. The Montessori classroom is prepared with a wealth of materials selected and designed to meet the needs of the children individually. This allows each child to learn at their own pace. What techniques or strategies do you use to encourage...
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...Throughout my school placement I collected data, used different assessment methods, gathered feedback from student, had several discussions and reflected on my own practice. I used this research to form the evidence for findings and conclusions. 1. Questioning – Key assessment method I improved my questioning techniques which has resulted in a better learning environment for the students and improved my teaching. There are several different sources of evidence for this claim; firstly this is something that has been mentioned by my tutors, saying that my questioning was “good teaching methodology and …. Method of ongoing assessment” (Appendix 3.7), and “questioning again using probing and scaffolding techniques to elicit feedback and encourage elaboration allowed you to identify gaps in students' knowledge” (Appendix 3.4). I got feedback from the students through the teacher after I had left and they mentioned that my question...
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...week, in order to enhance both the value of the learner's comprehension and the professional improvement of the educator, the assessment and evaluation of the learning process can be looked at as two interrelating strategies ( Carnegie Mellon University, 2016). During a topic on cardiac arrhythmias, I would want to monitor the students' learning outcomes by utilizing a formative evaluation. Using classroom assessment techniques (CAT) is a type of assessment tool, which would include observing the students' frame of mind and comprehension with respect to the course concepts( simulation labs), their study practices, or their reactions to my teaching methods (Scheckel, 2016). Another CAT I would use it the "one minute paper" technique by asking my students to jot down " What important questions remains unanswered?" at the end of each class session (Scheckel, 2016, p. 170). Learning and fully understanding cardiac arrhythmias can be intimidating; therefore, another formative evaluation technique I would want to use it the "Course related self-confidence surveys" which would provide me information on how "confident" the student feels about their ability to accurately identify a dysrhythmia. Based on these formative assessment methods, the immediate feedback will help me to make refinements in order to meet the learners'...
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...of students. Scheduling and routines are important, but flexibility is also a must at all times. An effective teacher also employs different instructional strategies, behavior/classroom management techniques, and a variety of assessments. Other hallmarks of an effective special education teacher are patience, passion, and the ability to engage all students in learning through whatever means possible. You must read your class and adapt to them. making some attempt to connect with each student in the class. Outstanding teachers also employ superior instructional strategies to deliver that content to their students. They know how best to communicate material in a way that engages all students. Outstanding teachers make a personal connection with their students. Their students believe that their teacher cares about them personally. Their students believe that they can trust their teacher. The best teachers communicate high expectations to their students, and their students are inspired to do their very best in order to make their teacher proud. Successful teachers know what research says about the best practices and also have an intuitive sense of what works in the areas of student engagement, instruction, the effective use of time, the arrangement of the classroom, how to use a variety of assessments to monitor progress, and differentiation based on age, ability or learning style. Great teachers know what works. teachers should continue their own education by taking continuing...
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