Evaluating student-learning
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This document discusses different domains for evaluating student learning: cognitive, affective, and psychomotor. The cognitive domain involves knowledge and thinking skills, the affective domain relates to attitudes and values, and the psychomotor domain covers physical skills. Various assessment methods are presented for each domain, such as performance scales for psychomotor skills.
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Amanda boone behaviorism#2
This is my powerpoint presentation on behviorism. I had a video in here but it made the size too big for me to upload so i had to take it out. Sorry.
Affective and Psychomotor Domain of Learning
1. The document discusses different levels in the affective and psychomotor domains of learning. In the affective domain, it describes the 5 levels - receiving, responding, valuing, organization, and characterization by a value.
2. It also discusses the psychomotor domain, outlining 6 categories - reflex movements, fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication. Examples are provided for each category.
3. Action verbs are provided that could be used to measure outcomes in the psychomotor domain, like "to relax", "to walk", "to catch", and "to drive".
Factors in constructing evaluative instruments
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Evaluating student-learning (1)
This document discusses methods for evaluating student learning in three domains: cognitive, affective, and psychomotor. It describes Thurstone and Likert scales for measuring the affective domain, and performance/rating scales for assessing the psychomotor domain. The document focuses on providing assessment techniques for different types of student learning.
Selecting and-choosing-relevant-instructional-materials
Selecting instructional materials is important for effective teaching and learning. Traditionally, textbooks were the main materials used but now more innovative options exist like online resources and multimedia. Teachers must thoughtfully evaluate what materials will best support their curriculum goals and meet the needs and interests of their students.
Classroom (1)
Classroom assessment practices have been evolving in recent years. New approaches focus more on formative assessment that provides feedback to students and teachers to improve learning. The presentation discussed emerging trends that aim to make assessment more meaningful and supportive of student growth.
Components of-an-educational-system
K to 12 is the Philippines' education system under the Department of Education that aims to provide 12 years of basic education, from kindergarten through senior high school. It seeks to enhance students' basic skills, develop more capable citizens, and prepare graduates for lifelong learning and employment. The K to 12 system will give the Philippines a 12-year pre-university program in line with global standards, as the country currently has one of the shortest school systems in Asia and the world at only 10 years.
Properties of-assessment-methods
This document discusses key properties of assessment methods: validity, reliability, fairness, practicality and efficiency, and ethics. It defines validity as the degree to which a test measures what it is intended to measure. There are several types of validity including content, predictive, criterion, and construct validity. Reliability refers to an assessment producing stable and consistent results over time. Fairness means students understand what is being assessed and the method, and that assessment is used for learning not weeding out students. Practicality considers if teachers understand the assessment, it is not too complex, and can be implemented. Ethics refers to conducting assessments in a manner that conforms to professional standards of right and wrong.
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Amanda boone behaviorism#2
This is my powerpoint presentation on behviorism. I had a video in here but it made the size too big for me to upload so i had to take it out. Sorry.
Affective and Psychomotor Domain of Learning
1. The document discusses different levels in the affective and psychomotor domains of learning. In the affective domain, it describes the 5 levels - receiving, responding, valuing, organization, and characterization by a value.
2. It also discusses the psychomotor domain, outlining 6 categories - reflex movements, fundamental movements, perceptual abilities, physical abilities, skilled movements, and non-discursive communication. Examples are provided for each category.
3. Action verbs are provided that could be used to measure outcomes in the psychomotor domain, like "to relax", "to walk", "to catch", and "to drive".
Factors in constructing evaluative instruments
The document discusses factors involved in constructing objective evaluation instruments. It describes different types of objective instruments including achievement tests, intelligence tests, diagnostic tests, formative tests, and summative tests. It also outlines the major steps for measurement including identifying what to measure, determining the appropriate design, searching for existing instruments, defining the protocol, collecting and analyzing data, and comparing results to goals. The document discusses procedures for scoring assessments, methods for recording and reporting results, and provides an assessment schedule.
Evaluating student-learning (1)
This document discusses methods for evaluating student learning in three domains: cognitive, affective, and psychomotor. It describes Thurstone and Likert scales for measuring the affective domain, and performance/rating scales for assessing the psychomotor domain. The document focuses on providing assessment techniques for different types of student learning.
Selecting and-choosing-relevant-instructional-materials
Selecting instructional materials is important for effective teaching and learning. Traditionally, textbooks were the main materials used but now more innovative options exist like online resources and multimedia. Teachers must thoughtfully evaluate what materials will best support their curriculum goals and meet the needs and interests of their students.
Classroom (1)
Classroom assessment practices have been evolving in recent years. New approaches focus more on formative assessment that provides feedback to students and teachers to improve learning. The presentation discussed emerging trends that aim to make assessment more meaningful and supportive of student growth.
Components of-an-educational-system
K to 12 is the Philippines' education system under the Department of Education that aims to provide 12 years of basic education, from kindergarten through senior high school. It seeks to enhance students' basic skills, develop more capable citizens, and prepare graduates for lifelong learning and employment. The K to 12 system will give the Philippines a 12-year pre-university program in line with global standards, as the country currently has one of the shortest school systems in Asia and the world at only 10 years.
Properties of-assessment-methods
This document discusses key properties of assessment methods: validity, reliability, fairness, practicality and efficiency, and ethics. It defines validity as the degree to which a test measures what it is intended to measure. There are several types of validity including content, predictive, criterion, and construct validity. Reliability refers to an assessment producing stable and consistent results over time. Fairness means students understand what is being assessed and the method, and that assessment is used for learning not weeding out students. Practicality considers if teachers understand the assessment, it is not too complex, and can be implemented. Ethics refers to conducting assessments in a manner that conforms to professional standards of right and wrong.
Blooms taxonomy-of-objectives
Bloom's Taxonomy was created in 1956 by educational psychologist Benjamin Bloom to promote higher forms of thinking in education beyond rote memorization. It categorizes educational goals according to their complexity, from basic recall to evaluation and creativity. The taxonomy divides educational objectives into three domains: Cognitive (knowledge and intellectual skills), Affective (growth in feelings, attitudes, and values), and Psychomotor (physical skills). Each domain contains hierarchical levels of objectives, from basic to complex. Bloom's Taxonomy provides a framework to set appropriate learning goals and assess student comprehension.
Motivational factors-in-learning
The document discusses various topics related to motivational factors in learning, including:
1) Intrinsic and extrinsic motivation as well as self-efficacy beliefs.
2) Goal theories, self-regulation, and how cognition and motivation are coordinated in learning.
3) Classroom and environmental factors that can shape motivation, such as teacher strategies, the learning environment, and parental involvement.
4) Key aspects of self-regulation including goal setting, planning, attention control, use of learning strategies, self-monitoring, and self-evaluation.
Instructional materials (1)
This document discusses non-digital instructional materials and their importance in education. It provides examples of commonly used non-digital materials like writing boards, flip charts, and nature tables. Guidelines for designing effective instructional materials include keeping them simple, legible, and consistent. The document also discusses digital tools in education like laptops, smart boards, and e-readers, and their benefits in enhancing communication, making learning more efficient and eco-friendly. Both non-digital and digital tools are important for teachers in delivering technology-enhanced lessons.
Standards for-teachers (1)
The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
Designing and planning teaching and learning process
This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
Models associated with subject matter/discipline
The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
The internet
The document discusses various aspects of the internet including:
- The internet connects millions of websites and servers through an interconnected network.
- It allows people to communicate and share information globally through email, files, videos and more.
- The world wide web was created in 1990 by Tim Berners-Lee and allows webpages to be accessed through browsers and hyperlinks.
- Key components of the internet include URLs, domains, folders, files, protocols, browsers, and web servers.
- There are different categories of websites including news, education, business, entertainment and personal websites.
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Role of teaching in assessment.
This document discusses assessment in social science education. It defines assessment as tools used to evaluate students' academic skills and progress. Assessment plays a key role in how students learn and teachers teach. There are three types of assessment: assessment for learning provides feedback to guide instruction; assessment as learning involves students reflecting on their own learning; and assessment of learning evaluates achievement at a point in time. When assessing students in social science, teachers should evaluate various skills, interests, participation, and development on a continuous basis using diverse methods like observations, projects, and portfolios. The purpose of assessment is to reflect on learning and progress in order to support students.
Instructional process
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Characteristics of modern educational assessment
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3) Classroom and environmental factors that can shape motivation, such as teacher strategies, the learning environment, and parental involvement.
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The document outlines the 7 domains and their strands that define the Philippine Professional Standards for Teachers. These standards describe the expectations for teachers' knowledge, practice, and professional engagement. The 7 domains are: 1) Content Knowledge and Pedagogy, 2) Learning Environment, 3) Diversity of Learners, 4) Curriculum and Planning, 5) Assessment and Reporting, 6) Community Linkages and Professional Engagement, and 7) Personal Growth and Professional Development. The standards aim to improve student learning outcomes and quality education in the Philippines.
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This document discusses the process of designing and planning teaching-learning lessons. It explains that instructional planning involves determining learner needs, defining objectives, designing assessments and activities. Lesson plans have three parts - the beginning, middle (presentation) and end. When planning instruction, teachers should identify objectives, plan learning activities and assessments, sequence lessons meaningfully, create timelines, and plan closures. Backward design starts by focusing on outcomes, while traditional planning focuses on presenting content linearly. Both models can achieve standards when the goal is for students to master skills by year's end. Effective lesson planning is important for achieving positive student outcomes.
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The document discusses various models of discipline and teaching methods. It describes the Kounin model which focuses on the teacher's behavior and techniques like "withitness" and "overlapping" to address misbehavior. It also outlines Skinner's behavior modification model using positive and negative reinforcement. The Glasser model focuses on students taking responsibility for their behaviors. Other models discussed include Dreikur's mistaken goal model and Canter's assertive behavioral model. Teaching methods like lecture, discussion, questioning, viewing-listening, and the inquiry method are also summarized.
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- The world wide web was created in 1990 by Tim Berners-Lee and allows webpages to be accessed through browsers and hyperlinks.
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Characteristics of modern educational assessment
The document discusses the characteristics of modern educational assessment in the 21st century. It identifies eight key characteristics that assessments should have: (1) be responsive and generate data to inform curriculum; (2) be flexible and adaptable to student settings; (3) be integrated into daily instruction rather than added on; (4) be informative by clearly stating goals and using exemplars; (5) use multiple methods to account for different intelligences; (6) communicate assessment data clearly to stakeholders; (7) be technically sound through adjustments and accommodations; and (8) be part of a systemic and comprehensive assessment system. The document provides examples of how these characteristics can be implemented in classroom assessments.
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Evaluating student-learning
- 1. EVALUATING STUDENT LEARNING IN COGNITIVE, AFFECTIVE AND PSYCHOMOTOR - JERIC DAYRIT
- 25. AFFECTIVE DOMAIN
- 27. Thurstone scale
- 28. Likert scale
- 29. PSYCHOMOTOR DOMA
- 32. THANK YOU FOR LISTENING ❤️😇