Академический Документы
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Rubrics
A rubric is an authentic assessment tool used to measure a student's work. It
helps teachers to evaluate a student's performance based on a full range of
criteria rather than a single score got from the written examination.
A rubric is a working guide for students and teachers and the criteria should be
shared with the students, ahead of assessment, to let them know how their
work/performance will be assessed.
Learning Logs
Learning Logs are used for students'
reflections on the material they are
learning.
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Learning Logs
The act of writing about thinking helps students become deeper thinkers and
better writers.
Teachers and students can use Learning Logs as classroom assessment for
learning, as students record what they are learning and the questions they still
have, and teachers monitor student progress toward mastery of the learning
targets in their log entries.
By reading student logs and delivering descriptive feedback on what the
student is doing well and suggestions for improvement. the teacher can make
the Learning Log a powerful tool for learning.
Self-assessment
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Peer Assessment
Peer assessment is a process for learners to consider and give
feedback to other learners about the quality or value of their work.
The practice is employed to save teachers time and improve students' understanding of
course materials as well as improve their metacognitive skills.
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Concept Maps
A concept map is a hierarchical form of structure diagram that illustrates conceptual
knowledge and their relationships within a specific topic from general to specific
concepts.
Concept maps are graphical tools for organizing and representing knowledge. They
include concepts, usually enclosed in circles or boxes of some type, and relationships
between concepts indicated by a connecting line linking two concepts.
A concept map is often known as a flow chart, it is widely used to gain an insight on
the overview and for brain-storming new ideas and developments.
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Reflective Journals
Reflective journals are records of ideas, personal thoughts and experiences, as well as reflections
and insights a student has in the learning process of a course.
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Observations
The teacher carefully observes and records student behaviour in everyday
school settings, for example during oral reading, discussions, seminars, field-
trips, seatwork, independent studies, projects or groupwork. The recordings are
preferably made during instruction or as soon after as possible.
A variety of tools and techniques have been developed that are recommended
for managing the collection and documentation of observations.
Teacher Protocols
Anecdotal Records
Checklists
Rating Forms.
Observations
A teacher protocol is a diary or a logbook in which the teacher assembles
observations. Care is taken to record regularly and to collect notes on all
students.
The student's verbal comments and actions in various natural situations reveal
clues to attitudes, interests, appreciation, habits and adjustment patterns that
cannot be discovered by other means.
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Observations
Checklists are forms used to make observations more systematic and easier to
manage. A checklist is a form used to mark the presence or absence of a
particular behaviour or the qualities of products. Use of checklists are the
convenient method for recording evidence in the area of personal and social
development.
Rating forms are similar to checklists but demand observer evaluation. Rating
forms can be used to rate procedures and products, but are most commonly
used to assess personal and social development, such as commitment, interest,
conduct and cooperation
Observations
Checklist for observing work habits
(mark yes or no)
Follows directions
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Projects
Projects are research assignments which involve fact-finding and analysis on a
specific area or topic. They are usually in the form of a dissertation, which
contains sections on the project's inception, analysis, findings and conclusions.
Projects
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Projects
Portfolio
A portfolio consists of evidence assembled to show how the student can meet
specified learning outcomes or assessment criteria.
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Current
Assessment should take place within a short time of learning.
Valid
All components that are to be assessment must be assessed. There must be sufficient
evidence to ensure that the candidate meets the competency specified by the current
standard. The candidate must not be asked to provide evidence for or be assessed
against activities that are outside the scope of the unit standard.
Reliable
The assessment must be able to stand up to scrutiny. That is, other assessors should
reach the same conclusion. A number of evidence-gathering methods can be used to
ensure consistency.
Flexible
There is no single approach to competency based assessment. Evidence can be
collected using different methods, at different times, under a variety of conditions.
It must be responsive to the needs of the situation and the candidate.
Fair
Assessment must not discriminate against individuals or groups. Different people
and different situations need different assessment methods and, where necessary,
reasonable adjustments to meet individual requirements must be made.
Safe
All work and all assessment must comply with occupational health and safety
requirements.
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