Therefore, before the teacher gives an assessment to the students he or she must cover a lesion and prepare to plan what question he is going to give to the students. Also must give the exam tips to students and sometimes for students to plan out how there are going to study for their examination. A very good example of assessment planning is the blueprint; teacher must able to make a blueprint before writing a test following the procedure and how will meet the learning out for each individual student. So proper planning helps teacher to collect their data information very easier and know how many assessments is going to give to the student in a
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,
Assessment: meaning According to me the term “assessment” is defined as the process to check how much a student has understood based on the lesson that was taught to them in class. Assessment also helps the students know how they progress in class. Assessment is a process that includes measuring improvement overtime, motivating the students to study, evaluating teacher’s method and ranking student’s capability in relation to the whole group evaluation. Importance of assessment in the teaching learning process. The assessment can benefit the students as well as benefit the teachers in many ways: For students, assessment can mean: ■ clarifying their instructors’ expectations for them ■ focusing more on learning as they
Learning materials is a learning resource that is used in the learning process. According to Ibrahim (2003, p. 3), learning materials needed by the teacher to manage the learning process includes syllabus, lesson plan, students sheet activity, evaluation instrument or test, instructional media, and students ' book. Learning materials developed in this research include the lesson plan, students sheet activity, test, and instructional media. Lesson plans The Lesson plan is learning activities plan for one or more meetings. The Lesson plan was developed based on the syllabus to guide the students ' learning activities to achieve basic competency.
Teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans., after receiving this information. Assessment is used as a research to find out as much as they can about what their students know, and what confusions, and prejudgment, or gaps they might have. Continuing assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a productive process that evolves over time with feedback and input from students.
This one takes observation, self-assessment, student-to-student assessment, and journal as the assessment types to be operated. With the purpose of observing students affective factors, the instrument used is the observation guideline containing the observed behavior indicators. This observation instrument can be used by teacher to note students’ progress throughout the learning process. Besides observation conducted by teacher, affective competence assessment is also handed to students by getting them write self-assessment. The instrument for this type is self-assessment worksheet which needs to be used by students to tell their strength and weaknesses in learning.
Informal assessment takes place when the teacher collects data to use for supporting an ongoing activity for example in the end of a session the teacher might ask the students questions about what was just taught. The answers to the questions will provide the teacher with an idea on how much the students have grasped their lesson, concept or skill in question. Informal assessment can be applicable also at the individual level by observing a single student’s reactions and outcome while completing tasks assigned in class. On the other hand, formal assessment is more systemically planned techniques and procedures to measure the student’s skills and knowledge. We are all familiar with the formal assessment such as: quizzes, tests, projects.
the observation checklist will be used to record the students’ behavior and participation during the teaching learning process. There are some aspects which will record through observation checklist such as students’ presence in the classroom, students’ confidence in present the storytelling, students’ participation, students ‘cooperative attitude during the lesson, and students’ activity in doing individual and group assignments given by the teacher. Stringer (2007) notes that participant researchers should carefully record details of interviews, using field notes , or tape recorders for this purpose. In the observation che the researcher will also give the students chance to do the peer
In guided inquiry the teacher provide the problem statement and research questions to the students and the students can formulate their own procedure. In case of any difficulty teacher may provide some clues regarding the procedure. So in guided inquiry the instructor structures the activities and situations for his students. For example mostly our science experiments are based on guided inquiry. Unguided inquiry: It is also a student centered approach and another type of inductive inquiry.
INQUIRY TEACHING METHOD The inquiry teaching method is a student’s centered. It is teacher guided educational approach which connects the students to explore the real questions. Inquiry teaching method facilitates the students in a way that it connects the learning of students with their interests. Students get and analyze information acquire the propositions, and give the solution and formed the technology and art products which display their thinking and make learning evident. As facilitator, the teacher would help them plan and carry out their investigation.