Standards-Based Assessments Standards-based assessment is the primary outcome of standards-based reform. Well-designed tests ensure that all students have the knowledge and skills that they need to succeed at the next level. By using multiple and diverse sources, teachers can be certain that they have enough evidence to assess student learning. Understandably, the new way of teaching has had some teachers in a quandary as to the best method for panning lessons. Since the author is not currently teaching in the
UNIT 012 Principles of assessment in lifelong learning Main methods of assessments in life long learning are: academic (knowledge) and vocational (performance). Dependent on the subject, the assessment method may need to be adapted, using and adapting both these type assessments will ensure that the students acquire optimum achievement during my lesson. To decide which of these is most appropriate, the assessment cycle will be used: • Initial assessment - used to identify if my students already know something about the subject to be assessed and the needs of my students (for example more support). • Assessment planning - used to plan the suitable types and method of assessment following relevant organisational guidelines. • Assessment activity - to determine this, the method could be assessorled like completing questioning or student-led like gathering evidence of competence.
In this write-up, I will seek to explain the ways in which I could establish ground rules with learners, which strengthens behaviour and respect for others. In doing this, I will be explaining what ground rules are and why they are necessary. How best they can be established and also ensure that students take ownership of rules by putting responsibility on them. Ground rules can be defined as terms which govern the working relationship between the school/teacher and its learners. According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”.
Learning how my students think is essential when teaching the gifted. Once I get acquainted, I administrator a pre-posttest to determine their progress so that I can effectively provide individual differential instruction. Common Core State Standards places emphasizes on rigor and relevant. I choose activities that are giving challenges, while enhance student learning. This year, I will have each group to write a code of conduct that they will follow.
I have chosen to compare and contrast John Dewey and Nel Noddings views on their educational goals, a social justice curriculum, liberation education, issues of standardized testing and the effects on students and teachers. Dewey’s main educational goal is that education should have two sides: social and psychological. His evaluations are based on how the child interacts with society and how he/she contributes to the good of society. Dewey was the first one to say we need to look at the students to decide how to teach, a modern-day form of ‘differentiation’. He believed that all students should have the opportunity to take part in their own learning.
Retrieved October 25, 2010, from http://www.ascd.org The ASCD website describes many key components of high school reform. It also gives a variety of recommendations on how to achieve the goals of high school reform including multiple assessments, personalized learning, flexible use of time and structure, professional development, and business and community engagement and shows how each of these recommendations work. Democratic Leadership Council. (2008, January 30). High School Reform.
It lays out what we expect from the parents and what we will give back to them. The Dealing with bullying policy sets out our aims as a school and strategies for dealing with bullying so as to show parents that we will not tolerate it and that we as a school strive to provide a happy and friendly environment with the visions and values that promote positive behaviour and in so doing creating a place in which children and young people are able to learn. 1.2 Our Good behaviour for learning policy states that good teaching and learning are crucial to good behaviour and as a school we pride ourselves in encouraging and inspiring our children to succeed, our Dealing with bullying policy talks about our school curriculum being based around the five outcomes of ECM (Every Child Matters). Both policies are crucial in helping children and young people to: a) Feel safe…by allowing them to know that bullying is taken seriously and not tolerated as stated in the Dealing with bullying policy, it also reassures them that they will be listened to and acted upon. The Good behaviour for learning policy explains what appropriate action will be taken according to each case.
(Lazarin and Ortiz, 2012). CPS has also noted that testing students will become a major part of the teacher evaluation system. (isbe,net) These tests must be administered to the ELL student to fit their needs and match the standards set for their testing environments and individualized learning plans. The auxiliary staff aide the classroom teacher in developing a well balanced and most times an individualized program for the ELL students, CPS has to increase these 'human resources' to help the ELL student. Next I began think about the fate of the underperforming schools.
The Moser Report challenged further Dearing’s and Kennedy’s report by suggesting that the disaffected youth could be a result of deficiency in the basic skills of individuals such as literacy and numeracy. Moser suggested the need for a national strategy to improve basic skills. “As part of the National Strategy, the Government should commit itself to the virtual elimination of functional illiteracy and innumeracy”. (1998, p4) This was to be a ‘fresh start’ and should become part of the core curriculum of education. Moser further commented that accessibility to improvement of basic skills should be achieved by making the curriculum accessible for all through a pre-entry
Victoria Alcock Preparing to teach in the lifelong learning sector level 3 Assignment 1 Describe what your role, responsibilities and boundaries Would be in terms of the teacher training cycle. The role of a teacher/trainer can be a challenging one, not just for the teacher/trainer for the learner as well. As a teacher/trainer it is my responsibility to ensure that the learner/s are achieving to the best of their ability at a pace they are able to cope with.in my role as a tutor I have to: Identify needs when a new learner arrives to my sessions for the first time I will introduce myself and any other staff/learner that may be in the room. Once introductions have been done I will explain the course to the learner find out