The comparison indicated that the results of student-peer marking might be misleading as a guide to the validity of peer assessment. Analysis of student feedback forms showed that students not only liked carrying out peer assessment, but also felt the benefits in terms of developing facets of their learning process and heightening their awareness of their work. The author
Research has demonstrated that students learn best when the educational process is purposeful, integrated, and collaborative. In most cases, faculties have learning goals for the students or courses they teach. However, these may not be made explicit. The assessment process involves articulating your learning goals, so that they may be communicated to others, and evaluated for continued improvement. Helps in having explicit goals also facilitates the integration of courses and programs to identify areas of omission or redundancy, and allows you to document success.
Dimensional descriptions in connection with the expectations of teacher’s effectiveness in the field of organizational behavior provide the basis of desirable or undesirable personality characteristics judgment. So pronounced neuroticism, as an undesirable trait for teachers in interactions with students is quite a justified assumption. Teachers with high neuroticism will need a long span of time to improve their social skills and communicative relationships to their students. Moderate extraversion is enviable because of its association with self-confidence, friendliness and positive emotions. A teacher should have receptive attitude towards unconventional ideas and acceptance of different cultural backgrounds, various feelings and behaviors of their students.
In respect of the strengths, the paper identified several advantages of the standard testing methods on students, which eventually promote the learning experience. In addition, the advantages allow teachers to evaluate the consistency and progress of students. Finally, the paper evaluated numerous weaknesses of standardized tests for both educators and learners. Among the disadvantages is their nonspecific nature, their failure to adhere to teaching provisions, their failure to provide educators with relevant learner information, the not continuous assessments, and their emphasis on
The research like Class Size and Pupil Adult Ration (CSPAR) project, California Class Size Reduction Reform and others provides evidences that reject the effects of CSR on students’ academic achievements or say that CSR does not affect students’ academic achievements a lot. However, other strong research like; STAR (Student-Teacher Achievement Ratio) and SAGE (Wisconsin’s Student Achievement Guarantee in Education) approve the significant effect of CSR on students’ academic achievement. This essay by combining all the above resources will show that CSR does affect students’ academic achievement; its effects are significant
Moreover, they pointed out the fact that they enjoyed taking part in the activities regarding the distance education on accountancy as well as reading the research articles and publications on this subject. Although they emphasized that it was necessary to assign more resources on this subject, which had to be supported by all, they stated that this method was not as effective as the conventional one and that they did not find it reputable to receive their accountancy diplomas through this type of education. In another study where the attitudes of the instructors towards e-learning were examined, it was concluded that the attitudes of the instructors towards e-learning proved to be positive. Separately, it was determined that self-efficacy, self-learning, instructional leadership and the use of multimedia were the attitude-affecting factors (Liaw
However, some researchers believe that class size doesn’t have any great impact on student’s achievements. This essay will critically assess the different types of evidences based on projects and anecdotal and researches elaborated that class size reduction have remarkable affect on student achievements. Reduction of class size helps teachers to provide different activities in order to make students understand the subject. Students can engage and participates more in the class and having more activities, which that would help student to learn more. In small class size there is no place to hide, some students have not that much courage to speak and talk in a large class so this is a very great opportunity for the teacher to give courage and promote students to talk and participate in class activities (Kennedy, 2015).
USE QUESTIONING AND FEEDBACK TO CONTRIBUTE TO THE ASSESSMENT PROCESS UNIT 2, 6.4 LITERATURE REVIEW Harlen explains that there are two main reasons for assessing students: to help their learning and to report on what they have learned. He argues that researchers typically discuss these reasons as different purposes for assessment and “mistakenly as different kinds of assessments that are somehow opposed to one another” (Harlen, 2007b). How can they achieve the aim? When learners know and understand these principles, the quality of learning will improve. Sharing this information with my learners will promote ownership of the learning aims and a sense of shared responsibility between me the teacher and learner to achieve those aims.
Besides a score, which gives quantitative data about how much of the material tested a student has mastered, information about student misconceptions can be determined by analyzing which distractors they chose and why. Information from assessments helps teachers determine which instructional approaches are best for certain students, what their students may already know about a given topic, and what subjects needs to be retaught. Research indicates that assessment and accountability systems are most effective when internal and external measures are coordinated by schools and districts to improve student achievement. The entire assessment and accountability system must be interconnected and aligned – assessments aligned to the standards, which
But some others perceived that memorizing the vocabulary is ineffective. The reason why the students perceived that memorizing the vocabulary is effective is because it was applied for the students in elementary level or for the younger ones like for elementary students (pupils). While the ones who perceived that memorizing vocabulary is ineffective is when it is applied in the upper level of age like for senior high school students. For the junior high school students, it will be impressive and easy to memorize the vocabulary if the English teacher assigning them to do certain activities based on the topic or real life situation. Conclusions By knowing the characteristics of effective English teacher based on the students’ perception, the English teachers are expected to follow and pay attention on those characteristics that can make them effective in teaching English.