Assessing and Evaluating (1).doc DOC

Title	Assessing and Evaluating (1).doc
Author	Belmengaa Abdelmalek
Pages	11
File Size	2.5 MB
File Type	DOC
Total Downloads	151
Total Views	457

Summary

Assessment and Evaluation Key 1) The process of evaluating and assessing students should be as objective as possible. Concepts 2) Teachers can evaluate learners’ performance by using tools like rubrics, checklist and rating scales. 3) Teachers should use several different tasks or sources of informa...

Description

Assessment and Evaluation Key Concepts 1) The process of evaluating and assessing students should be as objective as possible. 2) Teachers can evaluate learners' performance by using tools like rubrics, checklist and rating scales. 3) Teachers should use several different tasks or sources of information, for example, exams, presentations, homework assignments, etc. to accurately assess learners' performance. 4) Teachers should develop criteria for evaluating learners before assigning a task or beginning the semester and inform learners what tasks and criteria will be used to evaluate them. 5) Teachers should give feedback on performance in addition to the learner's grade. 6) There are three purposes to assess learners: diagnostic – done before the teaching process, to see what students already know, formative, done during the teaching process, to see if instructional techniques are effective, and summative – done after the learning process, to see what students have learned. Key Words rubric, rating scale, checklist, measure, assess, evaluate, diagnostic, formative, summative, grade Learning Outcomes Learners will: 1) Identify the differences between checklists, rating scales and rubrics and match each instrument to appropriate tasks. 2) Design a checklist, rating scale or rubric. 3) Design a semester syllabus that includes information on class objectives, assignments, their values and the criteria by which they will be evaluated (homework for teachers). Teaching Strategies 1) Write-share: How do your teachers grade you? Do you think that your grades accurately represent your ability? (for university students) How do you grade your learners? What problems do you have in grading learners? Do your learners agree with the grades you give them? (for teachers) 2) Class discussion: What things do teachers evaluate? How do they evaluate them? 3) Individual learners read Sources of Grading. Teacher writes these questions on the blackboard and asks learners to find the answers while reading: How many sources of information should a teacher use when she grades learners? Why? How can the teacher choose which sources she should use? 4) Class discussion of the answers to the pre-reading questions and these questions: Which of these grading sources are not used in traditional teaching? Why do you think that traditional teaching doesn't use these sources? 5) Learners read an information gallery of assessment tools and answer these questions: What is the difference between a checklist, a rating scale and a rubric? Which do you think is most accurate? Most difficult to use? For what tasks could you use each instrument? 6) Teacher presentation on developing fair criteria for grading and information learners of how and on what they will be graded before assigning an activity. 7) Learners work in small groups to make an assessment tool. 8) Learners will design a syllabus for a class that they teach (homework for teachers). Check Yourself What is the traditional way to grade learners? What are the dis/advantages of this way? Do your learners know how they will be graded? How? Are the tasks that are graded in your classroom similar or different from real life language use? Why? Do you think that grades affect learners' motivation? Why or why not? How do students' learning preferences affect their grades? Do grades reflect work or ability? Why do you think so? Introduction to Teaching Methodology Assessment and Evaluation, Page 1...