Beruflich Dokumente
Kultur Dokumente
Curriculum designed to teach the same topics, at the same pace, sequence and method Assessment uniform in content, formats, testing conditions, and time limits
students focus too much on the credit rather than aiming for authentic learning
Schools and educators tend to teach the test itself due to pressure to the school credibility and prestige
CONSTRUCTIVISM
CONSTRUCTIVISM
STUDENT
Learns at different paces and processes information in different ways, depending on his/her
CONSTRUCTIVISM
LEARNING
complex, gradual, and individual
not just merely a change in behavior
CONSTRUCTIVISM
EDUCATOR
personal observations in the classrooms as a more helpful way of assessing individualize learning by adjusting the lesson plan to the specific needs of students let the student take part in formulating the teaching methods
CONSTRUCTIVISM
ALTERNATIVE METHODS
assessment + learning
part of the whole learning experience stimulate more productive learning more process-oriented than productoriented.
CONSTRUCTIVISM
ALTERNATIVE METHODS
students createconstructed responses" rather than select from a pool of choices can also be standardized
Criteria/rubrics Same conditions/topic/guidelines
CONSTRUCTIVISM
PORTFOLIO
PORTFOLIO
a collection of student work gathered for a particular purpose that exhibits to the student and others the students effort, progress or achievement in one or more areas
PORTFOLIO
CONTENT:
Introduction* Student artifacts/works Student reflections* Self-evaluation* Short- or long-term goals* Parent and peer evaluation Traditional assessments tools **
PORTFOLIO
STUDENT
Select items for their own portfolios Reflect on their own works Monitor their own progress Create goals based on his/her current achievements
PORTFOLIO
TEACHER:
Monitor student growth Record lessons learned Use for parent consultation and advising Encourage/motivate students Help students achieve self-actualization /sense of fulfillment
PORTFOLIO
PORTFOLIO:
Contain variety of work from diff fields Content selected by both teacher and student Teachers select general items first Teacher may set criteria from which the student will select entries Peers and parents may also select entries
PORTFOLIO
SHOULD BE:
1. Continuous and ongoing
to show development overtime
2. Multidimensional
contains a wide variety of artifacts
3. Selective
artifacts selected for value and not for the sake of collecting alone
PERFORMANCE TASKS
PERFORMANCE TASKS
TASKS:
Should tap both broader/general concept and the application of more specific processes Can be applied in everyday life or in their future professions Can be used/watched by a larger audience beyond classroom
PERFORMANCE TASKS
PERFORMANCE TASKS
Will help students give value to tasks and gain sense of fulfillment Encompass higher-order thinking skills
problem solving, synthesizing lessons, independent inquiry
Help master procedures and processes Student should have some choice/influence in selecting the task
LOGS
Brief/concise entries
JOURNALS
Longer and more descriptive More personal and narrative in content Subjective opinions Personal experiences and feelings
Help connect lessons taught in class to other subject areas and even outside school Serves as a way of note-taking Help teacher monitor levels of interest and motivation Serves as a means of constant teacherstudent interaction
OBSERVATION CHECKLIST
OBSERVATION CHECKLIST
OBSERVATION CHECKLIST
GRAPHIC ORGANIZERS
GRAPHIC ORGANIZERS
Visual maps that simplifies complex relationships or concepts with the use of sequencing, comparing and contrasting, and classifiying.
These skills are needed to enable students organize and clearly understand the lesson
GRAPHIC ORGANIZERS
Will help them find patterns and make sense out of the info given to them by drawing conclusions on relationships and interconnections of the specific concepts
GRAPHIC ORGANIZERS
Teacher will be able to see if student can communicate lesson in simplest way possible Student will think of possible applications of the concepts
GRAPHIC ORGANIZERS
USES:
Representation of abstract concepts Representation of relationships b/w these concepts Method to organize/think of addtl ideas related to the concept Depiction of the relation of newly taught knowledge with past lessons Strategy to recall and record info
EXAMPLES: Conversations Oral examinations Book interviews Discussions of comments and reflections Grade consultations
TEACHERS:
Evaluate student reasoning and narratives Evaluate communicative and social skills Provide opportunity to know if student applies the lesson Respond more clearly and individually to student Foster a good teacher-student relationship
STUDENT Help clarify thinking Would feel that their ideas and opinions matter
SELF-EVALUATION Evaluate own progress Set own short- and long-term goals Appreciate own achievements
CRITICISMS
CRITICISMS
INTERVIEWS/PRESENTATION
Subjective especially peer evaluation Descending interest/focus of evaluators Influence from previous presentors
CRITICISMS
SELF-ASSESSMENT
Encourage narcissistic, self-indulgent and selfcentered personality Students gain too much control over own learning May result to boundless and unreceiving attitute from students denial of failure Might influence them to reject honest criticisms from others Create illusions of undeserved credit
CRITICISMS
PORTFOLIOS
Can simulate illusions of achievement Students and teachers tend to value form over content Visual appearance might distract assessor
Well-done visuals may mask mediocre content
CRITICISMS
PERFORMANCE TASKS
Students might do things purely for purpose of grades (or for making a portfolio) rather than for learning Real-life tasks become chores and lose their value
Ex. Outreach