...Methods of Assessments August 3, 2014 Evaluating and Selecting Assessments: In reading the article I believe the two checklists that would be extremely important to me in regards to the ELL students in the classroom would be Oral scoring rubric and observation checklist. The oral scoring rubric will allow you to hear the student read aloud in small and large group it will allow you to visually see if they can pronounce the words clearly where, everyone can understand what is being said by the student. You can set the grading rubric fairly for everyone to and have the rubric broken down into different area and grading from high to low and also explaining to the student what the scale means. The rubric could be put into different categories such are reading with a partner, re-telling the story assigned to, giving oral reports to the class, brainstorming the story in small and large group, written assignment of the story and also small group re-telling the story in a way that they understood the story, along with all of these there would need to be 3-5 questions they would need to write out answers for. Next would be observations checklist, with the observation checklist this could be used in so many ways such as portfolios to see the progression of the students work from the beginning of the year to the end, a writing portfolio checklist to see if the students have mastered by the end of the school year, two different projects of work one with a partner and...
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...psychological factors that have an effect on learners’ achievement in learning foreign languages”. (p6 the main psychological...); moreover, “The affective domain is a crucial element in learning because it may be one of the causes of success or failure since feelings shape learners’ attitudes and change them”. (the main psychological P.6). In that concern, this classroom-based research...
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...a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students. Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives. Since teachers find it difficult to develop their own classroom materials, have limited time and lie under external pressure that restricts their ability, it gives more emphasis on the use and utility of the textbook to compensate the loss of authentic materials" The content of a particular textbook generally aims at achieving the competency levels defined in the syllabus....
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...the research, the observations were occurred at the same period on two different days of each week including Tuesday and Wednesday from 16th of September to 30th of September for a total of 4 days. Each observation was scheduled for a 30 minutes at 10 a.m. to 10.30 a.m. In the first and second observations, researcher used the time sampling data sheet to record the frequency of problem behavior and determined the target behavior. After that, researcher used the ABC checklist in the third and fourth observations to identify the reasons and consequences of the occurrence of target behaviors. The interventions were planned to start on 6th of October to 20th of October for a total of five days. The duration of each intervention...
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...REINFORCEMENT Bautista, Joann A. Coca, Gerlyn C. Delaster, Katrina T. Familar, Ma. Bernadeth L. Ferolino, Eric Jon P. Ibay, Jay C. Adviser: Dr. Raquel Almasa Abstract Lessening attention seeking has been a worldwide problem not only by the teachers but also by parents and guardians. Reinforcement particularly direct reinforcement has been influencing the students of things that are expected of them inside the classroom. The main purpose of the study was to determine the common indicators of attention seeking that are prevalent inside the classroom, and its level. And also to determine the common direct reinforcement used by the teacher to lessen these behavior. Intervention plan are recommended ny the researchers to help lessen attention seeking behaviors. The researchers used quantitative and qualitative research design and an adapted checklist in gathering information. The number of respondents was comprised of ninety-eight students and three kindergarten teachers from the Buhangin Central Elementary School SpED Center Davao City. The data were analyzed by hand, organized into checklists....
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...measurable learning outcomes, content outline and its relationship to other elements within the course. There will be an intervention designed for the course that will include the following: the topic, the time it will take, the room setup, the interactions of the students, the media, materials, learning objectives, Gagne Level, Taxonomy Level, Instructional strategy and the assessment plans. The conclusions that are drawn will be discussed. Fire Safety for Special Needs Students Project Name: Fire Safety for Special Needs Students Project Mgr: Linda Lee Learning Intervention It appears that the students in Ms. Lee’s special education class seem to be having difficulties learning basic survival skills. The classroom for children with special needs is designed like a home. Children are taught basic survival skills so that they will know what to do in an emergency. During a recent fire drill, the students held their hands over their ears instead of lining up at the door. Once we got them to the door we told them we are now going outside and four of the students turned toward the gym instead of toward the door that had been opened for them. In another case, while role-playing, the students were told that a classmate’s dress was on fire and was asked what to do, instead of answering that they should grab a blanket, throw it over the classmate and pull them to the ground, while patting the fire out, two students said throw water on it, six students said...
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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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...This Behavior Intervention Plan was completed in conjunction with the Function Behavior Assessment (FBA) during my clinical practice at the high school level. As, I beginning to implement this behavior intervention plan (BIP), I provided 5- days of observation in the Resource classroom to gather information on MK. By examining the information in my FBA, I was able to recognize a pattern and create an intervention plan with a goal to increase MK’s on task behavior. A portion of my data collection for the FBA, I spent 54 minutes for 5 consecutive days observing the student in the classroom environment this ensured that I able to gain authentic information about the student and determine what was causing the behavior. Throughout the observations process, I was able to find a pattern in the student’s behavior. When independence tasks were assigned for the MK to complete, he would engage in off-task behaviors that would result in disrupt behaviors. When this happened, MK would receive attention from staffs and peers. When I completed the 5-days of observations I was then able to reflect on the data and create a BIP to help...
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...In this practicum experience I visited the classrooms of both a veteran teacher and a novice teacher. During the classroom observation, an observation form was checked off that examined the planning and preparing of the lesson, the classroom environment, and the delivery of the instruction to the students. After the observation, focus on the differences in their instructional behaviors, quality of their instructional practices, and how they executed teaching techniques to accommodate the diversity within their classroom. First teacher observed was Mr. Wright; he is a second year health and physical education within the school district. The following checklist will give you a look into Mr. Wright’s health class. CAMELOT SCHOOLS CLASSROOM OBSERVATION School: Camden City Accelerated Date: January 30, 2014 Teacher/Class: Mr. Wright; Health Observed Time: 12:40 – 1:10 Domain I – Planning and Preparation Exceeds Expectations Meets Expectations Needs Improvement Unacceptable Not Observed Demonstrates knowledge of core curriculum and student development X Lesson plans current and available X Uses materials, resources and technology to make subject matter accessible to all students X Teachers plan for student assessment is fully aligned with the instructional outcomes X Domain II – Environment Exceeds Expectations Meets Expectations Needs Improvement Unacceptable Not Observed Creates an environment...
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...Classroom Observation Instruments Kelly Grand Canyon University 551: Supervision and Instructional Leadership Dr. Gary McDaniel July 31, 2013 Classroom Observation Instruments 1 As a principal, there are many challenges one may face. The challenges range from scheduling to disciplining students. However, one of the most demanding areas is the ability to provide effective instructional leadership. “Recent research shows that high-performing school districts actively seek to establish a clear expectation that the principal will be the instructional leader and the primary architect of instructional improvement at the school (Togneri & Anderson, 2003). Making sure that teaching materials are high- quality and readily available for teachers along with scheduling appropriate professional development are two roles of an instructional leader. In order for these to take place the principal needs to be aware of what is going on within the classrooms. Conducting classroom observations is key in guaranteeing the right tools are provided to teachers. An approach that has becoming increasing popular is the learning-walk or walk- through. When administrators complete a walk through, it gives them the opportunity to gather information about the classroom and help frame collaboration. “The walk-through can be defined as a brief structured, nonevaluative classroom observation by the principal that is followed by a conversation between the principal and the teacher...
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...teacher observation and student self-assessment. * Components of Alternative Assessment a) Assessment is based on authentic task that demonstrate students’ ability to accomplish communication goals. b) The teacher and students focus on communication, not on right and wrong answers. c) Students help the teacher to set the criteria for successful completion of communication tasks. d) Students have opportunities to assess themselves and their peers. Performance-based Assessment Performance assessment ( Mueller, 2010) is an assessment in which students are asked to perform real world tasks that demonstrate meaningful application of essential knowledge and skills. It is a direct measure of student performance because the tasks are designed to incorporate context, problems and solution strategies that students would use in real life. It focus on processes abd rationales. There is no single correct answer; instead students are led to craft polished, thorough and justifiable responses, performances and products. It also involved long-range projects, exhibits, and performances that are linked to the curriculum. In this kind of assessment, the teacher is an important collaborator in creating tasks, as well as in developing guidelines for scoring and interpretation. Details regarding performance-based assessment will be discussed in chapter 7. Performance-Based Assessment Performance-based assessment is a direct and systematic observation of the actual...
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...II Resource Teacher: Mrs.Leonor V. Tacuhan Date: August 8, 2012 Cooperating School: Antonio V. Apostol Sr. Mem. Central Elementary School An Observation Guide to the CLASSROOM VISIT Read the following statements carefully. Then write your observation reported on the provided space. 1. Describe the community or neighborhood where the school is found. 2. Describe the school campus. What colors do you see? What is the condition of the building? 3. Pass by the offices. What impression do you have these offices? 4. Walk through the school halls, the library, and the cafeteria. Look around and find out the facilities that the school has. Observation Report An Observation Guide to the CLASSROOM VISIT Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, visual aids, announcements, do you see posted? 2. Examine how the furniture is arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged? 3. What learning materials/equipments are present? 4. Observe the students. How many are occupying one room? 5. Is the room well-lighted and well-ventilated? CLASSROOM FACILITIES MATRIX Classroom Facilities Description (location, number, arrangement, condition) 1. Walls There are rooms which lacks picture displayed on the wall. But some rooms...
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...BACKWARD DESIGN/DOWNWARD DESIGN CROSS CURICULAR PLANNING MODEL Subjects /Strands: Social Studies : Heritage & Identity: Our Changing Roles and Responsibilities Grade(s): 1 Dates of possible implementation: ________________________ Culminating task due date: ________________ | |What is important for students to know? What are the enduring understandings? What is the big open question to inform learning and link curricula? (consider | |A. BIG IDEA FOR THIS UNIT |starting with big ideas in Science or Social Studies) | | | | | |BIG IDEAS: A person’s roles, responsibilities, and relationships change over time and in different situations. | | |Their own roles, responsibilities, and relationships play a role in developing their identity | | |All people are worthy of respect, regardless of their roles, relationships, and responsibilities. | | ...
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...Unique Cromartie Developmental Checklist Observation Summary EDU 119-OW My observation data was collected on a 2 day observation of a young boy, by the name of Jade. This child is located in a class of 16 children, at a preschool in Rocky Point, NC. His birthday is 11/21/09, and at this present time of observation he is 4 years old. After several days of observation and according to the 4-5 year old developmental checklist, John is well above his age level in development. On day 1 of observation after arriving from breakfast, John washed his hands. After washing his hands he sat down on the carpet to wait for his teachers to join the carpet. The teacher read The Three Little Pigs. After the story, the teacher showed the children a short clip on you tube of the story, then asked the students to draw a picture of the story they had heard. John drew a picture of three pigs and 3 houses and wrote his name at the bottom. He then proceeded to retell me the story about the pigs and the wolf leaving out minor details. In retelling the story John covered some of the Language Milestones and some hand and finger skills while drawing the picture. According to the Language Milestones John was able to recall all parts of the story, not just some. He was able to speak sentences of more than 5 words, and he was able to tell a long story. By writing his name John showed hand and finger skills. He was able to print all the letters in his name. John is a very easy going child that got...
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...CDEC 1354-41001 1 December 2014 SLO 3 Narrative The most popular method of recording child observations is "narrative recording," or a written description of children's actions. 1. Running records (or Descriptive Narrative Record) A detailed narrative account of behavior recorded in a sequential manner as it happens; Not limited to a particular incident like an anecdotal record; The observer records everything seen. Advantages 1. Rich in detail; 2. Focuses on all behaviors, not just one particular behavior; 3. Does not require a great deal of training; 4. Understand not only what behaviors occurred but also the context in which the behavior occurred. Disadvantages Time consuming; Works well for observing one individual, but is difficult to use when observing a group; Observers keep themselves apart from the children which would be difficult for a teacher to do Samples Written samples of certain behaviors to discover how often, how long, or when a particular behavior occurs. Time sampling: The observer records the frequency of a behavior's occurrence over time Involves observing specified behaviors of an individual or group, and recording the presence or absence of this behavior during short intervals of uniform length Behavior is specified, defined, and limited Provides quantitative data or number of events Advantages Takes less time than running record and anecdotal records; Can record data on many children at once; It provides useful information...
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