Evaulation o The teacher can also use creative evaluation as part of creative curriculum. Perhaps there can be a rubric that students fill out regarding how they feel they did with a particular project or group evaluations that reflect on the general evaluation of a student's project. Teachers can come up with their own evaluations based on various parts of the lesson. o Sponsored Links Enroll in School at University of Phoenix. Discover Our Accredited Programs.
Assessment Artifact Name Institution Assessment Artifact Assessments form an essential means for teachers to gain insight on learning the progress of students. Assessments determine how students grasp concepts in class, which indicates the ability to make correct decisions. To evaluate learners’ performance, teachers make use of formal and informal assessments. This paper analyzes types of formal and informal assessments that an educator may use to appraise students understanding of concepts. Formal assessments refer to the systematic and pre-planned methods used in determining how students understand class teachings (Brady & McColl, 2010).
Within in this other conceptual layers such fall within it to again see if procedures are correct and fair. We look at sampling of learners work through various methods of assessment. This normally takes places with our centre using desk based observation and interviews as its main strategies during and post award delivery. Evaluation is taken as both narratives from learners and through video feedback with peers on the course. Informal interviews are also done with candidates from day visits to courses by the IV.
Abstract Psychology examines different areas of development for individuals, groups, and cultures. Psychosocial development is one concept found in psychology that examines the physiological and behavioral development of an individual. Individuals display respond differently to life experiences. The author will explore a case study and identify the psychosocial crisis present for the individual, family, or student. Upon reviewing the case study, the author will assume the role of a mental health counselor and apply lifespan theories to identify critical periods of transition for individuals involved.
Case Study #3 Building a Coalition MGMT 591-10559 Leadership & Organizational Behavior Part I: Group Development The group is at the forming stage. Our textbook states the forming stage is characterized by a great deal of uncertainty about the group’s purpose, structure and leadership. Members “test the waters” to determine what types of behaviors are acceptable. After reading over the case study I was torn between the group being at the forming stage or the storming stage. The group does have purpose as they plan to create an after-school program which will improve school performance both by the students and the teachers.
Intermediate Level Thematic Essay- This thematic essay adheres to New York State Learning Standard 5- Civics, Citizenship, and Government, Intermediate Level, Key Idea #2. Additionally, this assignment corresponds with the National Social Studies Curriculum Standards thematic strand of Civic Ideals and Practices. This thematic essay is designed as an in class assignment to assess student learning when your study of Native American history is complete. Teachers should display Discovery Kit images of traditional Native American culture in class for students to choose from during their writing. Possible answers should include information on County of Oneida v. Oneida Indian Nation, Worcester v. Georgia, Indian Removal under President Jackson,
Garrison, C. & Ehringhaus, M. (2009, June). Formative and summative assessments in the classroom. Middle School Journal, 40(5). Retrieved June 18, 2009, from http://www.nmsa.org/Publications/WebExclusive/Assessment/tabid/1120/Default.aspx The authors begin this article by discussing what a broad term assessment is and how educators should view their own classroom tests as assessments which provide essential information about students’ achievement and where any gaps in learning may occur. Summative assessments are administered to students at certain times to find out what skills students already know and to find out those skills that they do not know.
The challenge of student engagement in the learning process and their having access to technology was accomplished by scheduling my classes in the new media library during class periods. The ultimate challenge of increasing the students' cultural knowledge and learning critical thinking skills was achieved by allowing them research time to examine documents and information, and then frame responses based on the results of their findings. Students prepared individual and group reports by framing oral presentations, written presentations and power point presentations. All students were required to present their findings to the class and were coached on how to defend their viewpoints by preparing themselves to address any counter arguments and any evidence stated by a classmate that challenged their information. I ended each class period with a mini-lecture on the value of knowledge based learning and simply forming an opinion
Data Collection Teachers write down their observations in a notebook after the class is over, they write down which students are showing some behavior problems that might need an intervention, they can classify these records according to the nature of the function they belong too (attention, avoidance, escape, etc). This record is actualized every day so the evolution of individual cases can be followed and later it can be presented to the parents or behavior specialist. Another way to collect data in an indirect way is though the reports of other students that feel that the behavior of a particular student (or group of students) is limiting or threatening the free flow of the academic activities or the peaceful development of recreation activities. These indirect reports need to be written down. Another way to collect data is to talk to the parents of the students when they arrive to pick up their kids or in the school meeting for parents, then the teacher can inquire if the student is also showing behavioral problems at home or if the problems only occur in the academic context.
STUDENT DIVERSITY AND CLASSROOM MANAGEMENT Student Diversity and Classroom Management Antranete Compton Grand Canyon University EDU 450 Classroom Engagements and Management July 21, 2013 Introduction In this essay, we will explore six classroom management strategies. In addition, to those strategies we will discuss the significance for each student opposed to the various academic grade levels. These techniques are the pathway educator’s use for implementing ways to encourage their student by promoting critical thinking skills. The six classroom management strategies consist of the following elements, Wong’s Pragmatic Classroom, Kagan, Kyle and Scott’s Win-Win Discipline, Curwin and Mendler’s Discipline with Dignity, Morrish’s Real Discipline and Canter’s Behavior Management Cycle. In each strategy I will provide the reader with a hypothetical example that supports the strategy for classroom management.