One assumes that students will be different after a unit of work has been taught. The question arises as to the degree of difference. Hence, measurement assessment, and evaluation are important to determine the degree of difference. Within this context, classroom instruction enables students to achieve intended learning outcomes. In so doing, the teacher becomes a predictor.
Stations or centers might be teacher-led if new knowledge is to be given or student-led if mastery is to be obtained on the information given by the teacher. Project-based is another strategy and one of the best ways to differentiate instruction due to the students’ needs and styles are addressed. Projects internalize help and support among students beside some academic skills. Tiered Activities, on the other hand, are based on the learning tasks designed at different levels of complexity according to students’ readiness levels, i.e. to be gradually given to the students ,whenever the student finishes one stage, they transfer to the other one until the task is done, or at times keeping the learning outcomes same the learning tasks can be designed according to students’ learning preferences viz.
They should be actively involved in its implementation and its importance in lifelong learning. Generally, students judge their own work against a given criteria, provide information on how they can improve on that work in future and then grade their work. When the word “formative” is used in conjunction with assessment or evaluation, it connotes an improvement process while the word “summative” is used to describe a decision making process. 2.6 Distinctions between Self-assessment and Self-evaluation Assessment and Evaluation are necessary and complementary in education. Educators use assessment and evaluation to help their students build lifelong learning skills.
Active Learning has a profound impact on student’s learning. It gives students’ an opportunity to thinking critically and work independently. Every part of active learning encourages students to share ideas, act on them, and share the results of their work with others, which inspires everyone in learning. The following are some of the benefits of active learning method found by Gifkin (2015), Kim, Sharma, Land and Furlong (2013), and Braniff (2011), Abbas, Goldsby & Gilmer (2007). 2.4.1 Enhance Students’ Learning Outcome Active learning enhance Students’ Performance, as it actively engages the students’ in the task, leading to better performance in subsequent classes.
Abstract In original usage, student-centric learning aims to develop learner autonomy and independence by putting responsibility for the learning path in the hands of students. Student-centric instruction focuses on skills and practices that enable lifelong learning and independent problem-solving. Student- centric learning puts students ' interests first, acknowledging student voice as central to the learning experience. In a student-centric classroom, students choose what they will learn, how they will learn, and how they will assess their own learning. student-centric learning requires students to be active, responsible participants in their own learning and with their own pace of learning Usage of the term "student-centric learning" may also simply refer to educational mindsets or
The basic concept of learning is based on this theory. The mental processes as they are being influenced by either intrinsic and/or extrinsic factors, which eventually results in learning acquisition of an individual. Knowledge systems of cognitive structures are actively constructed by learners based on pre-existing cognitive structures. The teacher facilitates learning by providing an environment that promotes discovery and assimilation/accommodation. The cognitive processes are: observing, categorizing, and forming generalizations about our environment.
Second Language Motivation; the Role of Teachers in Learners’ Motivation Mastoor Al Kaboody (2013) Abstract In this paper Al Kaboody (2013) argues the most salient theories of motivation in teaching second language domain. He investigates the role of teachers in creating and continuing learners’ motivation through their learning process. It also suggests teachers the most appropriate and practical motivational strategies which assist learners in complex learning process. Introduction The outstanding role of motivation is obvious either in acceleration or achievement of second language learning process. According to Dörnyei (1998) motivation inspires learners toward SLL and as a powerful force assists them to continue the difficult process
Developing, producing, practicing to delivering presentation and speeches should be taking to proper considerations towards achieving active learning perspective in students. Also, reading what you write, checking contextual spelling errors, grammatical expression and their use, punctuations are necessary to attain active learning. 2 Areas of personal strength include my attitude to learning, behavioral and understanding of the purpose and goal to be achieved in motivational learning putting
Task-Based Language Teaching (TBLT) TBLT originates from Dewey’s view about the importance of experience for effective learning (Ellis, 2009) and emphasizes purposeful and functional language use by using real-life tasks in classrooms for learners to experience learning. Central to this approach is the task. Richards and Rodgers define TBLT as ‘an approach based on the use of tasks as the core unit of planning and instruction in language teaching’. It is assumed that in TBLT, the focus is on the process of doing the task, the skills and techniques involved. Communication and meaning are emphasized in the accomplishment of a task goal.
The answer to the question how to evaluate heavily depends on what should be evaluated. Teachers must ensure that teaching, learning, assignments, assessment and feedback are constructively aligned, and demonstrate the evidence of student’s achievement of the intended learning outcomes. Figure 1 shows how learning outcomes, evidence of achievement, assessment criteria and feedback linked with each other. Hence, based on how well learning outcomes have been achieved by a learner, assessment along with the feedback should be given to a student. In the following paragraphs we will discuss various formats and types of assessments.