Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
Teachers can also use assessments to find strengths and weaknesses of the students which will enable variations and adaptations to be made as necessary to improve student learning. A more conventional use of assessments is to provide grades for the student, their parents, and the teacher. They can use the data ascertained by the assessments to track the students’ progress throughout the class. There are two different types of assessments teachers can use to measure a student’s progress they are formative and summative. Formative assessments are used throughout the learning process to allow teachers to know if the students are understanding the lesson and make adaptations it as necessary.
In this stage, the teacher analyses the data collected from the situational pilot test. After analyzing the result and developing the test, it is suggested that the developed test is piloted again to another group of learners so that the test will have a good quality in terms of validity, reliability, practicality, and authenticity. New trends in pragmatic competence
176). Sheets are typically in the form of instructions and steps to complete a task. Student sheets activity contains a set of basic activities that must be performed by students to increase the understanding of the formation of basic capabilities corresponding indicators of achievement of learning outcomes that must be taken. In the development of these materials, Student sheets activity contain contextual problem-solving activities that assisted fraction card media to find the solution or other possible strategies. Test The Test is done to measure the standard to which learning outcomes desired behavior change in the learning objectives have been achieved by the students (Purwanto, 2009, p. 67).
Schools and teachers assess students in numerous methods, for a diversity of reasons – ranging from extensive classifications of judging, sorting and ranking, to more subtle explanations, determining students’ needs and level of understanding. Educators have distinguished a very strong difference concerning summative assessment and formative assessment; however the distinction is believed to be modified between how data is generated and how assessments are used. This paper will focus on formative assessments, and the difference between formal formative and informal formative assessments. Proceeding to the observation on how assessments can be used in the classroom effectively, the aspects of assessments and procedures to follow. Concluding
The major objectives of this research were to examine the association between students’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior. Furthermore, this study aimed to examine the relationship between teachers’ thinking styles and the preferred learning environments constructed by teacher interpersonal behavior, investigate the effect of teachers’ interpersonal behavior on students’ thinking styles in learning, and study the contributions of students’ thinking styles to learning achievement. This study found that students’ and teachers’ thinking styles could predict the preferred learning environments constructed by teacher interpersonal behavior, the learning activities provided the opportunities to train students in the use of their teachers’ preferred thinking styles, students’ thinking styles and learning achievement were related. Furthermore, the results of this study showed that students ' thinking styles changed in all classes of experimental groups, with teachers ' teaching in teaching being the main factor
A key characteristic is that the assessment information used by both teacher and pupils to modify their work in order to make it more effective”. In a similar vein, Tunstall and Gipps (1996) wrote “formative assessment means teachers using their judgments of children knowledge or understanding to feedback into the teaching process and to determine for individual children whether to re-explain the task/concept, to give further practice on it or move on the next stage”. (cited in Harry Torrance and John Pryor, 1998, p389). In addition, Black & Wiliam (1998) adopted a more restrictive definition by limiting the term to assessment conducted while learning was taking place. They defined formative assessment as a concept that teachers use information from activities to determine the next steps in learning and teaching.
As the students learn the principles of inquiry the teacher guides them to use the resource material and performs experiments and conducts discussions with other students. • Support System The support that can be used in this model comprises a set of confronting materials, a teacher who understands the intellectual process and strategies of inquiry, and other resource material in the form of books, films, self instructional material, maps diagrams etc. to verify the data, form hypothesis and build the theory of properties. • Instructional and Nurturing effects The major outcomes of the models are development of scientific process skills viz., observing, collecting and organizing data, identifying and controlling variables, making and testing hypothesis, formulating explanations and drawing
Speaking AE2 – Effective presentation (Course code: EN012IU) is a compulsory course at International University which aims to provide students with the knowledge and skills needed to deliver effective presentations. The course is usually taught to second and third year students, who generally have high levels of English proficiency. This paper will review the course’s learning outcomes and evaluate the extent to which tests and assessment activities could reflect these learning outcomes. 1. The course’s expected learning outcomes The course’s expected learning outcomes are stated in section 7 of the syllabus – course objectives as “On completion of the course, the students are able to prepare and deliver effective, formal, structured presentations that are appropriate to the specific environment and audience” (Appendix 1).
Performance Assessment Performance assessment is a method of teaching and learning that involves both process and product. It is not just a testing strategy. In performance assessments, students are involved in the process of constructing various types of product. Instead of measuring how much they know, performance assessment measures what students can do with what they know. Performance assessment tasks are based on what is most essential in the curriculum and what is interesting to a student.