EDUCATION MANANGEMENT II 210T<br /><ul><li>ASSESMENT OF TEACHING:
DEF NO 1: is the process of evaluating the quality and appropriateness of the learning process including teacher performance and pedagogic approach.
(Kristoffen, D ;( 2003)’Denmark in educational evaluation around the world an international anthology (Copenhagen, the Danish Evaluation institute)
DEF NO 2: teaching is a complex activity, information for this type of assessment must gather from a variety of perspective. This can include teacher self assessment, learner feedback, pear or colleague and administration perspective.
(IDR (center for institutional developments and research), pg 123 (2006) source of data for assessment of teaching)
DEF NO 3: Both formal and informal assessments have application for the teacher involved in learning. They provide feedback to the teacher about the effectiveness of their teaching (or of their facilitators of learning) in this way the results of assessing may be an aid to course evaluation.
(Harris D., Bell.C. (1994) evaluating and assessing of learning, kogan page Ltd London.pg 95)
DEF NO 4: while many Teachers find teacher evaluations unpleasant or undesirable at least two benefits are associated with sound well developed teachers evaluation programmes, first administration and teacher begins to share a common language about teaching.
(Anderson L.W. (1989) The effective teacher, Mc Graw-Hill publishing company. new York, pg 90)
DEF NO 5: assessment of teaching and learning can include assessment of how well the teacher performs as a teacher/learning facilitator. This also reoffered to as evaluating of teaching and learning.
(Horris.D, Bell (1994) Evaluating and assessing for learning, kogan .pg 240.page LTD, London
DEF NO 1: Speaks of the pedagogy of teaching of which is mostly emphasized in the teaching and learning </li></ul>ACTIVITIES FOR ASSESMENT OF TEACHING<br /><ul><li>Portfolios- collection of students work
DEF NO 1: Assessment for learning shifts the emphasis from summative to formative assessment from making judgments to creating description that can be used in the service of the stage of learning.
(Earl.L (2003) pg45 assessment as learning; using classroom assessment to maximize students learning, Corwine Press, Thousand Oaks.CAP)
DEF NO 2;good assessment for learning involves a two way dialogue between both student and teacher ;each not only listening to what the others is saying but using what is said to inform the learning process.
(Black.P.Harrison.C.Lee.C. Marshall B. and William .D. (2003) assessment for learning; putting it two practice open university Press, England, pg 89)
DEF NO 3: assessment of learning takes place; teachers continually adopt instruction to meet learners needs.assesment is therefore used to support instruction .assessment for learning rather than assessment of learning.
(Leahy.S, Lyon C.; Thompson.M. and William .D. (2005) pg19 classroom assessment; minute by minute, day by day ASCP)
DEF NO 4:the effect of assessment for assessment as it plays out in the classroom is that learners keeps learning and remain confident that they continue to learn at productive level if they keep trying to learn. In other words learners do not give up in frustration or hopelessness.
(Sitggens .P.J. (2002) pg 104 assessment crisis the absence of assessment for learning, P.Delta Kappon)
DEF NO 5: for assessing to be of maximum value to learners, the learners need to be involved in the assessment process. This must include active involvement in feedback and may well include involvement with the design and judgments.
(Horris .D., Bell (1994) evaluating and assessing for learning.Kogan.pg 94 page LTD, London)
DEF NO 3:</li></ul>ACTIVITIES OF ASSESMENT FOR LEARNING<br /><ul><li>Reflects a belief that all students can improve
DEF NO 1;assessment of learning in classroom is typical done at the end of something (e.g.unit,a course ,key, stage and take the form of the test or exam that include questions drawn from the material studied during that time.
(Earl.L.(2003)assessment as learning ;using classroom assessment to maximize student learning,Corwine press, thousand Oaks, A p.g22)
DEF NO 2: while formative can be seen assessment for learning summative assessment can be seen as assessment of learning summative takes place after a learning event or period usually per semester or a year or phase of learning.
(Dreyer J.M (2008) educators as assessor, Van schailk publishing, Pretoria, pg 23)
DEF NO 3: Assessments of learning gives an overall picture of learner’s progress at a given time for example then end of term or on transfer to another school.
(Du plessis.P. Conley L.du Plessis .E. (2007) Teaching and learning in South African schools. Van Schailk publisher, Pretoria, Pg 72)
DEF NO 4: Assessment of learning-focused on measuring after the fact and used for categorizing students and reporting these judgments to others. (Lorna M. Earl (2003) Assessment of learning; using classroom assessment student learning, p.g 25)
DEF NO 5: Compare one student achievement’s with standards. (Albert Assessment Consortium, Cooper, Daman (2003), Talk about assessment.)</li></ul>ACTIVITIES OF ASSESSMENT OF LEARNING<br /><ul><li>Learner’s achievement is measured in terms of learner’s ability and use to report.
Development of the ability to reflection and learn from practical experience.
Using peer feedback to assess individual group oral presentation.
Use feedback to assess and manage own performance.</li></ul>4. Teaching as learning:<br />Def no 1: Teaching and learning is aimed primarily at language teachers and it could be very useful for teachers to explore in their own.<br />Def no 2: Is the method that allows pupils and students to be prepared and teach lessons, or part of lessons.<br />Def no 3: Is an effective resource for teachers and students focusing on improved academic achievements and striving to meet new academic standards.<br />Def no 4: Ways that teacher can promote student learning.<br />Def no 5: It is Summative and involves determine the quality of the learning that has taken place at the end of unit or theme.<br />Activities of Teaching as learning<br /><ul><li>Discussing topics and projects, many of which are based on examples of teaching materials.
Helping students to accept that there is more than one right answer.
Making lectures more meaningful to learning experiences.
Focuses on the area to be considered and which in most cases invites teachers to identity aspects of their current ideas and practice on the issue.
Helping students to understand a difficult concept.