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What should i be assessing


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What should i be assessing

  1. 1. ASSESSMENT FOR LEARNING<br />Presented by <br />Katty Hidalgo<br />
  2. 2. INTRODUCTION<br />Whatis ASSESSING?<br />Tomeasuretheskills of thestudents determine the transfer of modularization and credit transfer.<br />Teacher’s Training<br />2<br />
  3. 3. Generally it is used to make a particular educational decision. The objective and learning targets should match, and the selected assessment techniques should accommodate the specific needs of the learner to whom it is applied.<br />2/7/2011<br />3<br />
  4. 4. Assessment includes testing, evaluation and measurement. It uses both summative and formative evaluation to monitor student progress and structure future assignments that may be beneficial to the student. <br />4<br />Teacher’s Training<br />
  5. 5. WHAT SHOULD BE ASSESSING?<br />To put students in the appropriate level<br />To place students and enrol them in the correct job or occupation<br />To measure their progress and motivate them to advance higher levels<br />Teacher’s Training<br />5<br />
  6. 6. Todocumentprogrammeefectiveness<br />Todemonstratelearnersgain in ordertomeetaccountabilityrequirementswhenworkingwithcredits<br />To determine goals and needsfortheirownprogress<br />2/7/2011<br />Free template from<br />6<br />
  7. 7. Knowledge needed to be an educated person<br /> It is not precise, we can not limit education nor operate such many instructional courses that they can finish dizzy with what they are learning.<br />Teacher’s Training<br />7<br />
  8. 8. But we can say that to make our students educated we need to have a reliable assessment that it scores consistently our population of students working on their future job needs to be put on practice in their future lives.<br />Teacher’s Training<br />8<br />
  9. 9. THE DEVELOPMENT OF A BASE FOR A LIFELONG LEARNING<br />The following can be distinguished:<br />First hand work experience in a variety of settings<br />Development of the ability to reflect on and learn from practical experiences<br />Teacher’s Training<br />9<br />
  10. 10. Development of mental competences including numeracy, quick assimilation of large information and analysis of issues from different perspectives<br /><ul><li> Development of communication skills including oral presentation and report writing</li></ul>Teacher’s Training<br />10<br />
  11. 11. Development of technicalskillsincluding use of generic software, communicationstechnologies and foreignlanguages<br />Development of personal qualitiesincluding drive, self-motivation, time management, workingwithoutclosesupervision, leadership, enterprise, initiative.<br />2/7/2011<br />Free template from<br />11<br />
  12. 12. Development of appliedskillssuch as working in a group, problemsolving, evlauatingrisk and consequences<br />Understandingthenature of change and preparednesstoadaptappropriately<br />2/7/2011<br />12<br />
  13. 13. The General Educational Experience<br />The provision of an educational experience can be broken into sub-components such as:<br />Teacher’s Training<br />13<br />
  14. 14. A trainedmind<br />Theexposuretodifferentdomains of knowledge<br />Thevaluesthatdeveloptheaffective, moral and creativeaspects of personality and cognitiveissues<br />Theestablishment of a lifelonglearningeducation<br />2/7/2011<br />Free template from<br />14<br />
  15. 15. Preparation for a specific profession or occupation<br />The purpose can be separated in:<br />Integration of theoretical knowledge <br />Acquisition of expertise <br />Development of skills<br />Adquisition of the norms, attitudes, personal qualities and collegial ways<br />Understanding and demonstration of ethical codes and procedures<br />15<br />
  16. 16. Ability to reflect on one´s own practice<br />16<br />Preparation for general employment<br /><ul><li>Prepare students to fulfil the expectations of the employers and the collaboration of their colleagues.</li></li></ul><li>17<br />THANK YOU<br />