...YORK UNIVERSITY S E N AT E C O M M I T T E E O N T E A C H I N G A N D L E A R N I N G ’ S G U I D E T O TEACHING ASSESSMENT & EVALUATION INTRODUCTION NEED FOR THE GUIDE The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. The Teaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions. Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a ...
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... Assessments in the Classroom Understanding what children know is important for teachers to plan instruction that meets the needs of all students. Formative Assessments are used to guide daily instruction and help teachers to determine whether students understand the concept being taught and how to move them to the next level. . Teachers use these assessments to see how the student is progressing as well as the understanding of new concepts and skills. The assessment provides information needed for teachers to adjust their instruction and way of teaching if necessary. There are several ways in which the assessment can help teachers gain the necessary information in the classroom. 1. Observations- Gather information of student learning through direct play and classroom involvement. This can also help teachers with instructional planning. 2. Questioning Strategies- Used for teachers to get the depth of student understanding and develop deeper thinking skills in students. 3.Goal Setting and Student Involvement- Students understanding og the goal at hand and whats needed to reach it. Summative Assessments are used at the end of a unit to see how well students understand the overall concepts of an unit . It may be use in the form of essays, short answer exams, or multiple choice questions to check for understanding. It may also be used for part of the grading process. It may be used in the classroom as a form of testing in several different...
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...a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students. Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives. Since teachers find it difficult to develop their own classroom materials, have limited time and lie under external pressure that restricts their ability, it gives more emphasis on the use and utility of the textbook to compensate the loss of authentic materials" The content of a particular textbook generally aims at achieving the competency levels defined in the syllabus....
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...Week 1 Arts Standards Scavenger Hunt EED 435 Week 2 Co-Planning Arts Integration Scenario Paper EED 435 Week 2 Visual Art Lesson Plan Template EED 435 Week 2 Visual Arts Integration Strategies Template EED 435 Week 3 Drama Lesson Plan Template EED 435 Week 4 Classroom Observation Reflection Paper EED 435 Week 4 Assignment Dance, Movement, and Music Integration Strategies Template EED 435 Week 5 Arts Personal Philosophy Paper EED 435 Week 5 Multicultural Unit EED 435 Week 5 Arts Integration Strategies Presentation ------------------------------------------------------------------------------------------ EED 435 Week 1 Arts Standards Scavenger Hunt (UOP) For more course tutorials visit www.tutorialrank.com Complete the University of Phoenix Material: Arts Standards Scavenger Hunt located on your student website ------------------------------------------------------------------------------------------ EED 435 Week 2 Co-Planning Arts Integration Scenario Paper (UOP) For more course tutorials visit www.tutorialrank.com Write a 700- to 1,050-word paper based on the scenario you chose from the Co-Planning Arts Integration Scenario in Week One. Include the following in your paper: A description of the development stage and critical thinking skills of the children in the scenario you chose An explanation of how the developmental stage and critical thinking skills of the children relate to the unit in the scenario A description of how you would lead...
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...2015 | Date of Review: | | Bureau/Center/Service/Division: | DEPED/ BINALONAN NORTH CENTRAL SCHOOL SPED CENTER/PANGASINAN DIVISION II | | | MFO | KRA and TOTAL WEIGHT | Objectives and Weight | Quantitative Target | Performance indicators | To be filled up during evaluation | | | | | 5 | 4 | 3 | 2 | 1 | Actual Result | Rating | Score | Basic Education Services | Pupil Development(Teaching-Learning Process)(25%) | Prepared an up-to-date lesson plan with the appropriate and flexible teaching materials that suit the varying needs of the pupils with special needs. (5%) | | Complete lesson plan for the whole school year. Lesson Plan is taught using different teaching devices and varied teaching strategies. No repetition of lesson for three days. | Complete lesson plan for the whole school year. Lesson Plan is taught using different teaching devices and varied teaching strategies but some lessons were repeated in 10 instances. | Teacher was found to have no lesson plan in three instances. | 10 times w/o lesson plan.The lesson plan is not well planned. | Many times the teacher was found to have no lesson plan and not discharging his work in the classroom. | | | | | | Documented the learners’ academic and behavioral progress by means of an anecdotal record and learners’ portfolio. (5%) | 1 Anecdotal Record Book with Pupil’s Portfolio | 1 Anecdotal Record with Complete Portfolio | 1 Anecdotal Record Book with Incomplete Portfolio | 1 Anecdotal Record...
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...1/8/2015 Educational Leadership:The Principalship:How Do Principals Really Improve Schools? CONFERENCE COUNTDOWN Houston, Tex. March 2123, 2015 10 02 WEEKS DAYS 07 19 15 HOURS MINUTES SECONDS HOME STORE MEMBERSHIP MY ACCOUNT HELP LOG IN Forgot Password? SEARCH ASCD GO About ASCD Books & Publications Educational Leadership Conferences Professional Development Programs Topics SHARE Print This Page Home Current Issue Archives Buy Contact April 2013 | Volume 70 | Number 7 The Principalship Pages 3440 70th ASCD Annual Conference and Exhibit Show March 21–23, 2015, Houston, Tex. Discover new ideas and practical strategies that deliver real results for students. More How Do Principals Really Improve Schools? Rick DuFour and Mike Mattos Instead of micromanaging teachers, principals should lead efforts to collectively monitor student achievement through professional learning communities. Principals are in a paradoxical position. No Child Left Behind admonished educators to use "scientific, researchbased strategies" to ensure that all students learn. Likewise, Race to the Top requires educators to use "researchbased" school improvement models. Unfortunately, the core strategies of both of these reform initiatives largely ignore this call for practices grounded in research. Principals are being asked to improve student learning by implementing mandated reforms that have consistently...
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...HOURS/METHODS 100 mins/CO/PE/ 20 minutes video Total Hours 2 hrs Test Lesson Type of Test: Brigade Certification Test Number Total Hours: 3 hours Prerequisite Lesson Number Lesson Title Lesson(s) None None Clearance There are no clearance or access requirements for this lesson. and Access References |NUMBER |TITLE |DATE |PARA/ | | | | |PAGE | | | | |NO. ALL | |TC 25-20 |A Leader’s Guide To After Action Reviews |Sept 93 |All | |TC 25-10 |A Leader’s Guide To Lane Training |Aug 96 |Chapter 5 | Student Provide Slides to students one day prior to the start of class. Students Study must be prepared to discuss the Slides during class. Scan TC 25-20. Assignments Instructor One instructor, familiar with TC 25-20, Requirements Additional None Personnel Requirements Equipment Overhead Projector, Screen Required Materials INSTRUCTOR MATERIALS: After Action Review Transparencies Required STUDENT MATERIALS: None Classroom, One Standard Classroom Training Area, and Range Requirements Ammunition None ...
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...RUNNING HEAD: Thematic Unit Plan Grand Canyon University RDG 512 Thematic Unit Study Melinda Chemin Abstract The following thematic unit all about plants incorporates reading and writing strategies along with science standards. The unit includes text suggestions as well as projects for reading and writing to enhance student learning. Culminating projects provide opportunities for students to display their learning as well as record their thinking during reading. Thematic units provide students with fiction and non-fiction selections to read and respond to. There is also a detailed description of the reading and writing activities to be included with each text selection and whether the selection is to be used as a read-aloud, independent reading, or in a listening center. Writing projects give students practice with the writing process culminating with collaborative group projects and published pieces. Rationale This thematic unit plan demonstrates the ability to create a unit study including literacy components in content areas. This plan also reflects the teacher understanding of how students learn and must be provided opportunities to read and write in authentic ways in order to demonstrate learning. This meets the requirements for course standards through the completion of the thematic unit demonstrating the understanding of literacy standards that must be addressed in a comprehensive literacy classroom through writing, reading, as well as the understanding...
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...Mrs. Cobb’s Class Newsletter September 2013 [pic] As part of the Responsive Classroom approach to classroom management, teachers at Mt. Pleasant employ a technique we call ‘Take a Break.’ When teachers ask students to ‘Take a Break’, students are not in trouble. The action is meant to be non-punitive It’s true purpose is to redirect a student who is making a mistake, about to make a mistake, or who is heading down the wrong path. We are guiding students to stop and think about what is going on and helping students make better choices or calm down while taking a break. Often, students are sent to the “Think Chair” simply to gather themselves. The goal is to get a student ready to learn and to keep instruction as seamless as possible. Eventually, we would like to get students to notice when they, themselves, need to take a break. Please be patient with teachers and your child as we put this strategy in place in our classrooms. Do not be alarmed if your child tells you they had to ‘take a break’ or even several breaks these first weeks of school. It’s a natural part of the back-to-school learning curve. It might feel odd at first, but will eventually be a normal part of our classroom. We have used it for many years with much success and I expect this year to follow suit. Since this is so common in our room, I will not be notifying parents of every break taken, but will contact parents if a trend develops or if taking a break is not working. 3rd...
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... JENNIFER P. DEQUITO, MAT-ELA, MED-EY Member ------------------------------------------------- ACCEPTED in partial fulfillment of the requirements for the Degree Bachelor in Elementary Education-Early Childhood Education. LESSENING ATTENTION SEEKING USING DIRECT REINFORCEMENT Bautista, Joann A. Coca, Gerlyn C. Delaster, Katrina T. Familar, Ma. Bernadeth L. Ferolino, Eric Jon P. Ibay, Jay C. Adviser: Dr. Raquel Almasa Abstract Lessening attention seeking has been a worldwide problem not only by the teachers but also by parents and guardians. Reinforcement particularly direct reinforcement has been influencing the students of things that are expected of them inside the classroom. The main purpose of the study was to determine the common indicators of attention seeking that are prevalent inside the classroom, and its level. And also to determine the common direct reinforcement used by the teacher to lessen these behavior. Intervention plan are recommended ny the researchers to help lessen attention seeking behaviors. The researchers used quantitative and qualitative research design and an adapted checklist in gathering information. The number of respondents was comprised of ninety-eight students and three kindergarten teachers from the Buhangin Central Elementary School SpED Center Davao City. The data were analyzed by hand, organized into checklists....
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...FORMATIVE ASSESSMENT 2 Abstract This paper explores the discussion of formative assessment in the classroom. It will do so by focusing on four discussions: (1) Describe how formative assessment is used in a class. (2) Explain the role psychometric models play in the creation of your assessment. (3) Explain the use of observational situations in formative Assessment. (4) Discuss expected challenges in your assessments, and how could they be addressed. These discussions will bring forward why understand the basics in understanding formative assessment and will generate a stronger role for an educator in dealing with today’s students. FORMATIVE ASSESSMENT 3 Description of how Formative Assessment is used in a class Formative assessments are basically the complete opposite of summative assessments, in where they are used on a daily basis in classroom instruction and not based upon reviewing students’ academic process periodically. Formative assessments are designed to help the instructor to determine what the students know, how to modify the instructional material to better aid the students comprehension, to help create more appropriate material, and better inform students of their own learning progress (Garrison, et. al, 2007). And, depending upon what type of material the teacher is responsible in instructing, there are several different facets the teacher can use in formative assessment, such as observation, worksheets, pop-quizzes, use of journals...
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...TEACHER’S ATTITUDES TOWARDS TEACHING, PATTERN OF CLASSROOM INTERACTIONS AND PUPILS ACHIEVEMENT IN SCIENCE A thesis Presented To the Faculty of the Graduate School RAMON MAGSAYSAY MEMORIAL COLLEGES General Santos City In Partial Fulfillment Of the Requirement of the Degree Master of Arts in Education By WILFREDO PIL UTRERA January 2012 APPROVAL SHEET This thesis entitled “TEACHER’S ATTITUDE TOWARDS TEACHING, PATTERNS OF CLASSROOM INTERACTIONS AND PUPILS’ ACHIEVEMENT IN SCIENCE” prepared and submitted by Wilfredo Pil Utrera, in partial fulfillment of the requirements for the degree leading to Master of Arts in Education, has been examined and is recommended for acceptance and approval for Oral Examination. JOHNNY S. BANTULO, MA . Adviser Comprehensive Examination – Passed ------------------------------------------------------------------------------------------------------------ PANEL OF EXAMINERS GERALDINE D. RODRIGUEZ, Ed. D. Chairman ___________________________ ___________________________ Panel Member Panel Member ___________________________ Panel...
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...San Carlos Department of Accountancy students visited some firms, manufacturing companies and local government units for their National Educational Tour. The sole purpose of the tour is for the students to have off-campus learnings with regards to the course they are taking. Concise summary of the place visited, date of your visit, the purpose and whether the visit accomplished the purpose and summary of findings, learnings and recommendations. (Based on the Companies Visited and Learning Outcome). NOTE: SHOULD NOT BE MORE THAN ONE PAGE. Companies Visited (Note: If only the guide question does not apply or cannot be answered for that specific company, it may be not answered.) I. Manufacturing A. Name of Company Visited 1. Company Profile * Short description of the company visited. * Vision, Mission, Values * Products manufactured * Other related information pertaining to the company 2. Observations and other related activities * Short factual narration of the experience during the visit. Highlights of the happenings. * Production flow / process * Production capacity * Other related activities II. Audit Firm A. Name of Company Visited 1. Company Profile * Short description of the company visited. * Vision, Mission, Values * Services offered * Other related information pertaining to the company 2. Observations * Short factual narration of the experience during the visit. Highlights of the happenings. * The interaction...
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...|Name: Gail Faulkner |Date:4-22-2012 | |Unit Title: the study of Water | |Grade Level: PRE-K | |Subject: Science | |Unit Length: 10 minutes | |Brief Summary of Unit | |(Describe the context for this unit within the curriculum, and the curricular aims of the unit.) | | | |What understandings or goals will be assessed through this task? (Students will…) | | | |Will understand how water is a way of life for people. They will also gain recognition of various types of things we use water for.| |The students will develop...
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...UNIT 6 PERSONAL AND PROFESSIONAL DEVELOPMENT IN HEALTH AND SOCIAL CARE Unit abstract The aim of this unit is to act as a focal point for all other units in the programme and embed the vocational nature of the qualification. In addition to the requirement for work experience and the opportunity to relate theory to practice, the unit will enable you to bring together your learning from other units. You will initially explore factors that affect learning, then plan and monitor your own personal and professional development and reflect on it. You will also gain key understanding of the health and social care sectors, including aspects of service delivery, and the fundamentals of research methodology. This unit explores the different ways in which learning can take place and how learning from individual experience can be used to enhance the quality of knowledge, skills and practice. You will initially explore your own knowledge, skills, practice, values and beliefs in relation to working in health and social care. You will then draw up a personal plan for self-development over the duration of the programme. The unit also introduces you to health and social care service provision. A minimum of 100 hours work experience is required for successful completion of this unit. Learning Outcomes On completion of this unit you should: 1. Understand the learning process 2. Be able to plan for, monitor and reflect on own development 3. Understand service...
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