Different method and techniques to use assessment

1. Authentic Evaluation:
Interviews, Writing Samples,
Projects, Exhibitions, Reflective
Journals
PRESENTED BY
DEENA GEORGE
H17MEDM002

2. “Analysis & interpretation of
information about any aspect of a
programme of education or training as
part of a recognized process of judging
its effectiveness, its efficiency and any
other outcomes it may have”.
Definition of Evaluation.

3.  A set of methods or techniques for
assessing the academic achievement of a
student.
Definition of Authentic Evaluation

4. Interview

5. An interview is a conversation where
questions are asked and answers are
given.
Definition

6. 1. Diagnostic Interview
2. Remedial Interview
3. Structured Interview or Controlled
Interview
4. Unstructured Interview
Types of Interview

7. 5. Individual and Group Interview
6. Directional Interview
7. Non-Directional Interview
8. Focused Interview
9. In depth Interview
Types of Interview

8. The problems related with education
like adjustment, self concept, anxiety
etc. can be known through diagnostic
interview.
It may be personal or in group.
It consists of variety of questions
necessary for the diagnosis.
The respondent is questioned and thus
diagnosis is done.
1. Diagnostic Interview:

9. Conducted to resolve the diagnosed
related problems for their remedy.
 It may be personal or in group.
It consists of variety of questions
necessary for the remedy.
The respondent is questioned and thus
remedial work is planned.
2. Remedial Interview:

10. In this type of interview the subject
matter, questions and methods are pre-
decided and fixed.
The order of the questions and words
are pre-decided and asked accordingly.
3. Structured Interview or
Controlled Interview:

11. It is uncontrolled and flexible whereby
pre-decided or pre-organized orders of
questions are not emphasized.
To get information about the attitudes,
motivations, characteristics and beliefs
of the respondent the respondent is
questioned in the way he feels
comfortable.
4. Unstructured Interview

12. Here as per the need the individual or
group interviews are conducted.
 Individual interviews are conducted to
evaluate the behavior, attitude or
development of the individuals
 Group interviews are taken for specific
or general problems etc.
5. Individual and Group Interview

13. Here interviewer is independent
The interviewer is free to ask any
question of any form and in any
order.
6. Directional Interview

14. Interview being irrespective of order or
sequence of questions
The interviewer should have talent of
asking the appropriate questions.
The respondent can be motivated about
the subject of research.
7. Non-Directional Interview

15.  Focuses on events or occasions or the
known situation of the respondent.
Prior to the interview, the interviewer does
the analysis and accordingly the questions
are decided by during the interview.
Interviewer interprets and evaluates the
excitement of excited samples.
Focused interview may be structured or
un-structured.
8. Focused Interview:

16. The amount of the experience and
characteristics of respondent can be
decided.
Here exciting situations are motivated and
concentrated over previous experience.
To get the relevant and in depth
information the intimacy between the
interviewer and the respondent is
established.
9. In depth Interview:

17. The act or process of one who writes:
such as.
 The act or art of forming visible letters
or characters; specifically :
handwriting
Definition of writing.

18. Any position which requires writing
may include a writing sample as part of
the application requirements.
Fields that commonly require writing
samples include editing, publishing,
research, and law.
The length of the writing sample is
usually determined by the employer.
writing sample

19. 1.Choosing the Writing Sample
Understand the purpose of a writing
sample. employer or university
application reviewer is looking for a
writing sample that shows how we
organize and express our ideas.
Steps to Writing Sample

20. The employer may note they are
looking for a one page writing sample
that shows our ability to communicate
a marketing idea effectively.
The same logic applies to a university
application writing sample: only submit
samples that respond to the instructions
provided by the university.
2.Read the writing sample instructions
carefully.

21. When deciding which writing sample to
use, it would be ideal if the sample is
relevant to the position or program we
are applying for and is also our
strongest piece of writing.
Our writing sample show demonstrate
our writing at its best, and relevancy
will come second to a well written
sample.
3. Choose the stronger writing sample.

22. Though our writing sample should
demonstrate our writing style and
voice, don’t use samples that use
informal language and a casual tone.
Our writing sample should appear
professional and polished.
Always submit recent or current
writing over old writing.
4. Don’t include informal writing
samples.

23. The employer or reviewer will likely note
how many pages or excerpts they want in
the application.
The standard page count is around two
to five pages for university writing
samples. Some employers may only ask
for a one to two page writing sample.
5. Go for short, polished samples.

24. 1. Check for grammatical and spelling
errors.
One trick is to read writing sample
backwards to look for any misspelled
words or grammatical mistakes.
 We can also ask a peer, friend, or
colleague to read over our writing
sample for any obvious spelling and
grammar errors may have missed.
Formatting the Writing Sample

25. Many applications will include a
formatting guide or a short paragraph
describing how they would like to
receive the sample.
 This could be: double spaced, with
page numbers on the bottom right
corner and our name clearly stated on
the front of the sample.
2. Follow any formatting guidelines
specified in the application.

26. If we are using a writing sample from a
document created for a previous
position, be sure to mask any real
names, descriptions, or numbers so
don’t reveal private information.
3. Remove any confidential information
in the sample.

27. This is especially important if we are
submitting a writing sample for a
university application, as it shows we
took the time to organize and format
our application.
Include our writing sample in the Table
of Contents so it is easy for the reviewer
to access.
4. Create a table of contents.

28. Project is the modern method in which
the students creativity in designing the
content of studies.
According to W.H. Kilpatrick,A project
is a wholehearted purposeful activity
proceeding in a social environment.
PROJECTS

29. PROJECTS

30. a. Individual and Social Projects:
In individual project every students
problem is solved in their own according
to interest, capacity and attitude.
Types of Project

31. The problem is solved by the group of
pupil in the class. Here the social,
citizenship qualities developed.
b. Group Projects:

32. In the simple projects the students are
completing only one work at a time. It gives
the deep information of the project, thus the
students get deeper and broader knowledge
about the problem.
In the complex project the students are
carried out more than one work at a time.
They are focuses on the work in various
activities and dimensions.
c. Simple and Complex Projects:

33. a. Creating Situation
In the first step teacher creates the
proper situation to the students in the
class.
He puts the knowledge of project it
should not force but arise of need with
them.
Steps of a Project Method

34. The teacher helps the students to select
the problem and guide them. Students
are having freedom to select the
problem.
b. Selection of the problem

35. The teacher discuss with the students
about the problem in various angles and
points. After the free express of student‘s
opinion about the problem, the teacher
writes stepwise in the board.
c. Planning

36. The students are stating their work in
this step. They are collecting the
relevant information and materials at
first.
The teachers give time and right to the
students according to their speed to
complete the work with their ability
and interest.
d. Execution

37. Evaluation of the project should be
done both by the pupils and the
teachers.
Here the students evaluating their
task.
 Has done in light of plans and
achieved results.
e. Evaluation

38. It is the last step of the project method
in which each and every step of the
work is reported.
The reported forms are recorded in
book.
f. Reporting and Recording

39.  If the students face failure during
execution of some steps of the project,
the teacher should not execute any
portion of the project instead he
encourages better methods or
approaches to get success.
Role of the Teacher

40. In project method of teaching the role
of a teacher is that of a guide, friend
and philosopher not a dictator or
commander.
He encourages the students to work
cooperatively and alert to avoid the
mistakes.
Role of the Teacher

41.  He should have a thorough knowledge of
individual children so as to allot them work
accordingly. He should have initiative, tact
and zest for learning.
Teacher should active and alert then he also
maintain the democratic atmosphere.
Role of the Teacher

42. Students get proper freedom to execute the
project in accordance with their interest
and abilities because they satisfied the
needs.
Habit of critical thinking gets developed
among the students through this method.
With this method, students get ample
chances which they can develop
coordination among their body and mind.
Merits of Project Method

43. This method helps in promoting social
interaction and co-operation among the
students, as they have to work in group
and interact with experts.
Mostly the projects are undertaken in
classroom as classroom assignments,
because of which load of homework
from the students for reduced to
considerable extent.
Merits of Project Method Cont..

44. • This method takes a lot of time to
plan and execute a single project.
• It is not possible to design different
projects for different topics and also not
able to cover all topics in the content.
Demerits of Project Method

45. • Such method can only be proving
successful if the teacher is highly
knowledgeable, alert and exceptionally
gifted.
• Teachers do not possess lot of
information regarding the manner in
which this method should be used as
result and hesitate to use
Demerits of Project Method Cont…

46. In education, the term exhibition refers
to projects, presentations, or products
through which students “exhibit” what
they have learned, usually as a way of
demonstrating whether and to what
degree they have achieved expected
learning standards or learning
objectives.
Exhibitions

47. Exhibition

48. 1.The teacher-student interaction
increases; where teacher understand the
knowledge of student and students too
understand their teacher's quality and
interest, vise verse.
Importance of Exhibitions in schools

49. 2. While preparing for exhibition,
students are in happy mood in thought of
participating and showing their friends a
new thing different from others.
Their inner core develops while doing
some creativity act in this stage.

50. 3. At the time of exhibition, every
student feels happy and enthusiastic,
which we never find in other
competitions.
In exhibition, participants were keen to
show their content and non-participants
were willing to know about various
subjects, and gain some knowledge on
different subjects.

51. 1) Increase Student Engagement
Students felt great ownership of their
work because they wanted to make a
difference and they knew their work
would have an audience beyond their
teachers.
EXHIBITION OBJECTIVES

52. Students learned skills required by state
standards, such as “the student will read
and demonstrate comprehension of a
variety of fictional texts, narrative
nonfiction, and poetry” and “the student
will find, evaluate, and select appropriate
resources for a research project”.
2) Increase Student Learning of
Significant Content

53. The high profile success of this
exhibition, our vision of transformative
learning is more likely to be embraced by
other teachers in our district.
Exhibitions can help schools and districts
scale up effective instructional practices
by showcasing these practices.
3) Promote a Shared Instructional
Vision Among Staff Members :

54. Exhibitions provide parents with insight
into the instructional vision of a school or
district. This expanded understanding is
crucial for generating support for
initiatives.
Parents are more likely to support our
School Board’s call for changes in state
assessments and accountability.
4) Develop Parent-Ownership of an
Instructional Vision

55. REFLECTIVE JOURNAL

56. Reflective journals are personal records
of students' learning experiences.
Students typically are asked by their
instructors to record learning-related
incidents, sometimes during the learning
process but more often just after they
occur.
REFLECTIVE JOURNAL

57. Record the development of learners’
ideas and insights and / or those of a
group in a given context and can
include concepts.
Ideas and main points from experience
and theory.
Purpose of Reflective journals

58. Reflect upon the subject content and
personal experiences as a means to
increase learners’ understanding.
Analyse learning process for self
development.
Purpose of Reflective journals

59. Reflective journals are used to explore
situations from a personal perspective,
but generally within the context of
learning from students’ own experiences.
They are used to reflect on, in and for
action.
Usage of Reflective journals

60. Common questions arising from
'reflection' are:
What happened? (Reflecting on
actions)
Why did it happen? (Reflecting in
actions)
What can be learnt from this for future
actions? (Reflecting for actions)
Usage of Reflective journals Cont…

61. Reflective practice can be supported in
classrooms by creating opportunities
that allow students to think about their
learning, their own lives, and the world
around them.
Importance of Reflective journals

62. The process often illuminates problems,
misunderstandings, and confusions and
helps determine new growth,
independence, and responsibility for
learning (Strong, Silver, and Perini
2001).
Importance of Reflective journals
Cont…

63. Reflective journals allow students to
practice their writing skills in an open-
ended format that encourages the same
thought process that is used in
analytical writing.
Importance of Reflective journals
Cont….

64. Zemelman, Daniels, and Hyde (1993)
believe that the most powerful learning
happens when students self-monitor, or
reflect.
Importance of Reflective journals
Cont….

65. As learners continue to distinguish
what they know from what they need to
re-evaluate or relearn, they begin to
translate discoveries they have made
about their own learning into plans for
improvement.
Importance of Reflective journals
Cont….

66. Just as reflective journals open the
windows of a student's mind, they also
allow teachers to look in.
Importance of Reflective journals
Cont….

67. In this way, the journals become a
useful assessment tool that gives
teachers additional insight into how
students value their own learning and
progress.
Importance of Reflective journals
Cont….

68. Students should keep their reflective
journals in a folder or spiral or bound
notebook.
Depending on the grade level of our
students, we want to keep the journals
in a place that is easily accessible.
Management

69. THANK YOU