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VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
VOC1 session 3, Vygotsky
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VOC1 session 3, Vygotsky

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  • The self-assessments can be done at different point of time – before the course, during the course or after the course.And similarlytheycanhavedifferentpurposes. Let’simaginefewcases:A studentthatenrolls to Frenchcoursecanbefore the coursetake a self-assessment to decidewhat is herstartinglevel and join the rightgroup.A youngpromissingfootballer is invitedby FC Barcelona’s academy to spendweekthere. He cancomparehisskilllevels to bestfootballers and he getsmotivation for histraining.An engineerstudenthas a mid-courseexercisewhere he has to design, say, a bridge. By doingso he canidentifywhat he hasactuallylearntsofar: what he is able to do. And what he stillneeds to studymore.Orsimilarly, thatevaluationcouldbedoneafter the course to decidewhatothercoursesareneeded.But is thereanysituationwhereself-assessmentwouldbegood for controlpurposes? <getcomments>
  • 1. students brainstorm criteriateacher and students negotiate criteriause student language to co-develop standards, or a rubric2. show examplesstudents practice classifying the examples using the criteria generated3. provide comparative datatalk about similarities and differences4.students identify strengths/weaknesses based on comparative datastudents generate goalsteacher guides students to develop specific actions towards their goalsstudents goals and action plans are recorded.
  • Transcript

    • 1. What is the role of the student's self-evaluation in vocational education? iVet 2013-2014 Vygotsky Team VOC 1, Session 3 16.10.2013
    • 2. What is Self Assessment? • In self assessment, an individual student or a student group assess its own work or actions. • Can be used along with teacher assessments • Can be guided by teacher‟s instructions and templates for assessment criteria • PRO + • Develops students‟ own ability to evaluate their actions • Saves teachers‟ time • CON – • Students‟ various level of criticality • Unfamiliar for students • Motivational biases
    • 3. Examples of Different Self Assessments What purpose? A student joining French classes takes online-test to decide what level course she should join. When? Diagnostic (before) Formative (during) Selective / Predictive Motivation Summative (after) A trainee-footballer is sent to have a test period with a professional team and to evaluate his real level. Guiding / Developing Control As a mid-course exercise an engineer-student builds a model of bridge and notes what calculations he already can and what he yet cannot do. The teacher-students writes an essay what learning she can apply in her work and what she still needs to learn more.
    • 4. Self-assessment can be used to… • reflect on topics students have studied • measure skills they have learned • find out their study habits • awake students sense of their overall strengths and weaknesses • motivate students • evaluate students‟ participation
    • 5. Four Steps for Using Self Assessment 1. Involve students in defining the criteria that will be used to judge their performance 2. Teach students how to apply the criteria to their own work. 3. Give students feedback on their self evaluations. 4. Help students develop productive goals and action plans.
    • 6. Benefits of Self-evaluation • promotes lifelong learning • helps students develop the ability to make judgements • students can become better learners • encourages students to become independent learners • can increase students' motivation
    • 7. Padlet Task: Questions About Self-Evaluation Please go to the address: Alexandra‟s and Timo‟s group: •http://padlet.com/wall/szpx0ov6gc Tiina‟s and Katja‟s group: •http://padlet.com/wall/lxbzqknnzb Virpi‟s group: •http://padlet.com/wall/1h04e4olky
    • 8. • There are studies that show how students can reflect on their own learning, but have often never been given the opportunity to do so. • Here are some of the questions that can be asked: • When you finish a study or a lesson, do you think whether you have really understood it? • Do you think about the process of learning? • Can you identify the strengths and weaknesses in the way you learn?
    • 9. Most common perceptions of strengths and weaknesses. According to “Self Evaluation in the Global Classroom” study: Top strengths: • „learning fast‟ • „understanding‟ • „making connections‟ Top weaknesses: • „laziness‟ • „difficulties in concentrating‟ • „managing time‟
    • 10. Difficulties in motivating students in selfevaluation? • The student‟s motivation is greatly influenced by: Interest Understanding Social environment • The peers can provide the important sense of motivation and the discussion in the class can be an important way to learn about „learning for life‟.
    • 11. Teachers can pay greater attention to student‟s individual development and talk about learning based on interest and how the student can do best. Digital image, Clarion University. http://www.clarion.edu/254/
    • 12. Sources • Peer and Self Assessment. Barral, R. http://www.youtube.com/watch?v=Yw67R8SVYKI • Macbeath, J., Sugimine, H., (2003). Self-Evaluation in the Global Classroom. RoutledgeFalmer, New York. Chapter 18, Pages 183-202. • Center for Development and Learning, Student self-evaluation: What reseach says and what practice shows, by Carol Rolheiser and John A. Ross • http://www.cdl.org/resource-library/articles/self_eval.php

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