This document discusses assessment and evaluation in early childhood care and education (ECCE). It defines key terms like assessment, evaluation, measurement, and testing. It outlines four main purposes of assessment and evaluation in ECCE: 1) to support learning, 2) identification of special needs, 3) assessing a child's progress and program evaluation, and 4) accountability. It also describes three main types of assessment applicable to ECCE: diagnostic assessment, formative assessment, and summative assessment. For each type of assessment, it provides characteristics, purposes, forms, and how they are used to monitor learning progress.
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
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.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
Curriculum Development - Teaching and Curriculum Design Reni Riyani
The document discusses factors for teachers to consider when designing curriculum and teaching, including environment analysis, needs analysis, teaching principles, goals, content sequencing, format, presentation, monitoring, assessment, and evaluation. It provides examples of questions teachers should ask themselves in each of these areas, such as whether activities are suitable for the learners, provide new learning, and effectively teach the content and skills while monitoring learner progress.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
The document discusses curriculum objectives and alternative approaches to curriculum development in the Philippines. It provides an overview of the structure and goals of the Philippine education system from pre-school to tertiary education. It also outlines current priorities in improving education quality, access, and linking education to employment. Finally, it presents several alternative approaches to curriculum development, including technical, behavioral, intellectual, and humanistic models, as well as eclectic combinations of approaches.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
An educational model consists of compiling different pedagogical theories to guide teaching and learning. It abstracts from real teaching behaviors and can represent learning or teaching theories. Knowing educational models helps teachers develop curricula and generate better classroom results. Traditional models focus on study programs without social factors, using lectures. 21st century models respond to economic/technological changes and develop skills for students' future careers. Effective learning models for students include hands-on activities, collaborative projects, experiential learning, and direct instruction.
1. True - Activities are chosen based on the developmental growth of learners which is a characteristic of human relations-centered curriculum.
2. False - The focus is not on test scores but on solving common problems as manifested by individuals in the group.
3. True - The teacher considers the practicalities of group life which includes circumstances affecting learners.
4. False - The curriculum recognizes that all can learn and succeed, not just the "best".
5. False - The school environment fostered is not one of competition but of solving problems together.
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.
Topic 10 Issues and Concerns Related to Assessment in MalaysiaYee Bee Choo
The document discusses issues with Malaysia's exam-oriented education system and efforts to introduce alternative assessment approaches. It notes that the current system overly emphasizes exams and rote learning. School-based assessment is being introduced to allow for more holistic and continuous evaluation of students' cognitive, affective, and psychomotor development. This includes assessments of academic performance, physical education, and psychological traits. The goal is to reduce teaching focused solely on exams and enable evaluation of a broader range of skills.
Curriculum Development - Teaching and Curriculum Design Reni Riyani
The document discusses factors for teachers to consider when designing curriculum and teaching, including environment analysis, needs analysis, teaching principles, goals, content sequencing, format, presentation, monitoring, assessment, and evaluation. It provides examples of questions teachers should ask themselves in each of these areas, such as whether activities are suitable for the learners, provide new learning, and effectively teach the content and skills while monitoring learner progress.
The document discusses different types of curriculum design, including:
- Core curriculum which focuses on essential learning experiences for all students.
- Integrated curriculum which connects learning across disciplines around themes.
- Activity-based curriculum which is based on student needs and interests and promotes learning by doing.
- Learner-centered curriculum which emphasizes individual student development and emerges from their needs and interests.
- Teacher-centered curriculum where the teacher passes knowledge to students and determines curriculum standards and methods.
The document provides definitions, characteristics, advantages and disadvantages of these different curriculum designs.
The document discusses curriculum objectives and alternative approaches to curriculum development in the Philippines. It provides an overview of the structure and goals of the Philippine education system from pre-school to tertiary education. It also outlines current priorities in improving education quality, access, and linking education to employment. Finally, it presents several alternative approaches to curriculum development, including technical, behavioral, intellectual, and humanistic models, as well as eclectic combinations of approaches.
The document discusses several models of curriculum, including:
- The Tyler Model, which focuses on educational purposes, experiences, organization, and evaluation.
- The Taba Model, which is a grass-roots approach involving 7 steps like diagnosis of needs and selection of learning experiences.
- The Saylor and Alexander Model, which involves 4 steps of specifying goals and objectives, designing the curriculum, implementation, and evaluation.
- Models for students with special needs, including developmental, functional, and ecological approaches.
- The subject/teacher centered design which is based on teaching predefined subjects and has the objective of transferring cultural heritage. However, it ignores student interests.
This document provides information about National University's new student program advising and orientation. It introduces the faculty advisor and credential specialist contact information. It outlines the purposes of the orientation, which are to meet advisors, understand program and profession requirements, learn about credential requirements and deadlines, and have questions answered.
It describes the two routes to obtain a preliminary teaching credential at National University: undergraduate and graduate programs. The undergraduate route involves bachelor's degrees with blended or credential programs, while the graduate route involves master's degrees with teaching credentials and intern options. It provides details on the relationships between programs and credential courses. It also outlines the two clinical practice pathways of student teaching and internship.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
Group 5 phases_of_curriculum_developmentJohn Ervin
1. The document discusses curriculum planning and defines curriculum as a set of learning content and experiences selected to achieve institutional goals.
2. It explains that curriculum planning is a continuous process involving various stakeholders working together to study, plan, develop and improve the curriculum.
3. Good curriculum planning helps decide priorities and allocate resources, accomplish short and long-term goals, and identify and improve weak areas of the program.
This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
This document outlines the steps in curriculum development according to Ralph Tyler's model. It discusses 4 main steps: 1) formulation of educational objectives, 2) selection of learning experiences, 3) organization of learning experiences, and 4) evaluation of the curriculum. Under each step, it provides details on developing objectives based on student and social needs, principles for selecting learning experiences, organizing experiences for continuity and integration, and evaluating if objectives are achieved. It also discusses developing a master rotation plan, course plan, unit plan, and lesson plan to implement the curriculum.
The document outlines the curriculum planning process in the Philippines. It discusses defining curriculum planning as arranging learning opportunities for learners. It also covers the need for curriculum planning to address learner needs exactly and develop coordinated programs. Key factors in planning include history, philosophy, psychology, and contemporary issues. Stakeholders like learners, teachers, administrators, and parents shape the curriculum. Effective planning requires being open-minded, listening to feedback, and adapting to change based on research. The lack of planning can result in an unfocused, vague program developed by chance rather than design.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
PNU CTP Ed 3 Curriculum implementation through developmentsJosephine Ann Necor
The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include:
- Interaction between curriculum developers and teachers delivering the curriculum.
- Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment.
- Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
Designing and planning teaching and learning processCatherine Matias
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.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
This document summarizes a professional development conference for paraeducators organized through a partnership between Multnomah Education Service District and Concordia University. The conference aimed to address needs identified in a needs assessment survey, with sessions on instructional strategies, data collection and use, and effective teaming. Evaluation found that over half of attendees improved their knowledge with the training. Feedback indicated a need for continued, specialized professional development for paraeducators. Moving forward, the organizers will further develop the training partnership and tailor future conferences to different paraeducator contexts.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
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.
The document discusses three common approaches to curriculum design: the child/learner-centered approach which divides activities into units and allows freedom for self-discovery using various media; the subject-centered approach which focuses primarily on detached subject matter bits; and the problem-centered approach which develops independent, civic-minded learners by engaging them in problem recognition and solution-seeking.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
This document provides information about National University's new student program advising and orientation. It introduces the faculty advisor and credential specialist contact information. It outlines the purposes of the orientation, which are to meet advisors, understand program and profession requirements, learn about credential requirements and deadlines, and have questions answered.
It describes the two routes to obtain a preliminary teaching credential at National University: undergraduate and graduate programs. The undergraduate route involves bachelor's degrees with blended or credential programs, while the graduate route involves master's degrees with teaching credentials and intern options. It provides details on the relationships between programs and credential courses. It also outlines the two clinical practice pathways of student teaching and internship.
The roles of stakeholders in curriculum implementationChoc Nat
The roles of stakeholders in curriculum implementation are discussed. Stakeholders include learners, teachers, curriculum managers/administrators, parents, community members, and others. Learners are central to the curriculum. Teachers are curriculum developers and implementers. Curriculum managers oversee implementation. Parents support the curriculum financially and through involvement. Community members provide resources. The document also discusses curriculum pilot testing, monitoring, and evaluation.
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
The document discusses criteria for assessing curriculum goals and objectives. It outlines seven criteria that goals and objectives should meet: 1) syntactic correctness, 2) compliance with legal requirements, 3) addressing both knowledge and behavior, 4) passing the "stranger test", 5) passing the "so-what test", 6) alignment with student assessments and goals, and 7) making common sense. Meeting all seven criteria ensures the goals and objectives adequately represent important learning outcomes and can be used to plan and evaluate instructional programs.
Group 5 phases_of_curriculum_developmentJohn Ervin
1. The document discusses curriculum planning and defines curriculum as a set of learning content and experiences selected to achieve institutional goals.
2. It explains that curriculum planning is a continuous process involving various stakeholders working together to study, plan, develop and improve the curriculum.
3. Good curriculum planning helps decide priorities and allocate resources, accomplish short and long-term goals, and identify and improve weak areas of the program.
This document discusses evaluating different aspects of a visual art education curriculum. It describes evaluating the curriculum at various stages, from initial development through classroom implementation and student learning. Key aspects to evaluate include the supported curriculum materials, the written scope and sequence, how the curriculum is taught in the classroom, and whether students achieved the intended learning goals. The document provides frameworks and processes for evaluating each part of the curriculum through methods like alignment analyses, observations, student assessments, and end-of-unit test analyses. The overall goal is to engage in ongoing evaluation to monitor curriculum quality and ensure students are mastering the objectives.
This document outlines the steps in curriculum development according to Ralph Tyler's model. It discusses 4 main steps: 1) formulation of educational objectives, 2) selection of learning experiences, 3) organization of learning experiences, and 4) evaluation of the curriculum. Under each step, it provides details on developing objectives based on student and social needs, principles for selecting learning experiences, organizing experiences for continuity and integration, and evaluating if objectives are achieved. It also discusses developing a master rotation plan, course plan, unit plan, and lesson plan to implement the curriculum.
The document outlines the curriculum planning process in the Philippines. It discusses defining curriculum planning as arranging learning opportunities for learners. It also covers the need for curriculum planning to address learner needs exactly and develop coordinated programs. Key factors in planning include history, philosophy, psychology, and contemporary issues. Stakeholders like learners, teachers, administrators, and parents shape the curriculum. Effective planning requires being open-minded, listening to feedback, and adapting to change based on research. The lack of planning can result in an unfocused, vague program developed by chance rather than design.
A model is really the first step in curriculum development. A curriculum model determines the type of curriculum used; it encompasses educational philosophy, approach to teaching, and methodology. The good news is, unless you've been hired to design curriculum, you won't come across many curriculum models. However, it's good for educators to be familiar with the models used in their schools
The basic tenet of the dynamic or interactional models of curriculum development is that curriculum development is a dynamic and interactive process which can begin with any curriculum element (Print 1989, Brady 1990).
Walkers Model of Curriculum develop by Decker Walker 1971.
The proponents of this approach to curriculum development argue that the curriculum process does not follow a lineal, sequential pattern. Dynamic models have emerged from a more descriptive approach to curriculum where researchers have observed the behavior of teachers and developers as they devise curricula. Consequently the analytical and prescriptive approach, the very basis of the objectives and cyclical models, is not prominent in the dynamic models.
Platform
The three phases of Walker's model are the platform phase, the deliberation phase and the design phase. In the platform phase, platform statements made up of ideas, preferences, points of view, beliefs and values that are held by curriculum developers are recognized.
Deliberation
When the curriculum developers start discussing on the basis of the recognized platform statements, this is the second stage of deliberation, which is a complex, randomized set of interactions that eventually achieves an enormous amount of background work before the actual curriculum is designed (Print 1989 ).
Design
In this phase developers make decisions about the various process components (the curriculum elements). Decisions have been reached after extended discussion and compromise by individuals. The decisions are then recorded and these become the basis for a curriculum document or specific curriculum materials.
PNU CTP Ed 3 Curriculum implementation through developmentsJosephine Ann Necor
The third basic phase of curriculum development is curriculum implementation which involves putting the planned curriculum into practice in the classroom. It entails translating the official curriculum into lesson plans and delivering instruction to students. Some key aspects of implementation include:
- Interaction between curriculum developers and teachers delivering the curriculum.
- Integration of instructional content, organization of lessons, teaching strategies, classroom management, and student assessment.
- Requires educators to adopt new or modified curriculum programs which can involve changes to their knowledge, practices, and attitudes.
The document summarizes Katrin B. Lutao's reflections on various activities related to curriculum development. For activity 4 on tertiary education curriculum, Lutao prefers a learner-centered design as it prioritizes students' needs, styles, and development. For modifications, Lutao suggests balancing poetry with other forms of writing in the college curriculum. Lutao also notes that curriculum design impacts teaching and learning approaches.
The document discusses curriculum improvement and the curriculum development process. It covers several key points:
1. It defines curriculum improvement and describes it as the continuous modification and betterment of curriculum throughout the school year based on current students. This can be viewed as curriculum development or curriculum change.
2. It outlines the four phases of curriculum development: planning, content and methods, implementation, and evaluation and reporting. It provides details on the steps and processes involved in each phase.
3. It discusses different approaches to curriculum improvement, including technical/scientific, behavioral/rational, systems-managerial, intellectual/academic, and various non-technical approaches like humanistic/aesthetic and reconstructionism. It notes
Designing and planning teaching and learning processCatherine Matias
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.
A set of standards to be followed in assessment.
As they apply to curriculum, criteria are set of standards upon which the different elements of the curriculum are being tested.
This document summarizes a professional development conference for paraeducators organized through a partnership between Multnomah Education Service District and Concordia University. The conference aimed to address needs identified in a needs assessment survey, with sessions on instructional strategies, data collection and use, and effective teaming. Evaluation found that over half of attendees improved their knowledge with the training. Feedback indicated a need for continued, specialized professional development for paraeducators. Moving forward, the organizers will further develop the training partnership and tailor future conferences to different paraeducator contexts.
The document discusses curriculum and factors that influence curriculum development. It defines curriculum as the lessons and academic content taught in a school or course, including learning standards, lessons, materials, and assessments. It identifies several factors that influence curriculum development, including political, social, economic, technological, environmental, and child psychology factors. For example, politics influences curriculum through funding and standards, while technology impacts curriculum development through increased computer use and new degree programs.
This document discusses assessment in curriculum design. It outlines various types of assessment including placement assessment, observation of learning, short-term and long-term achievement assessment, diagnostic assessment, and proficiency assessment. It also discusses approaches to assessment including validity, reliability, and practicality. Validity refers to a test measuring what it is supposed to measure. Reliability means a test produces consistent results. Practicality refers to a test being feasible to administer within constraints like time and resources.
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.
The document discusses three common approaches to curriculum design: the child/learner-centered approach which divides activities into units and allows freedom for self-discovery using various media; the subject-centered approach which focuses primarily on detached subject matter bits; and the problem-centered approach which develops independent, civic-minded learners by engaging them in problem recognition and solution-seeking.
K to 12 Grading Sheet Deped Order No. 8 S. 2015 PPT presentationChuckry Maunes
Download Link Found Here
https://teachingtools-stuff.blogspot.com/2017/02/k-to-12-grading-sheet-deped-order-no.html
For the Grading Sheet Spreadsheet
http://www.slideshare.net/chuckrymaunes5/k-to-12-grading-sheet-based-on-deped-order-no-8-series-of-2015
Basic concepts in assessing student learningKaye Batica
The document discusses concepts related to assessing student learning, including defining measurement, methods of data collection, uses of educational measurement, evaluation, assessment of student learning, and principles of assessment. It provides details on formative, summative and evaluative assessment, as well as alternative assessments including performance assessments and incorporating portfolio assessment into the learning process. The relationship between instruction and assessment is that assessment should effectively measure student learning and provide feedback to improve instruction.
The Masters of Education in Teaching and Learning Summative Assessment requires teacher candidates to be proficient or advanced in three categories to complete the program successfully. Category one, Knows, has three subcategories: general and professional knowledge, content knowledge, and diversity. The summative assessment evaluates teacher candidates on communication, human relations and leadership, technology and resources, planning, and assessments. Candidates must meet defined proficiency levels to pass.
This ppt present literature on the meaning, purpose, and characteristics of continuous assessment, rational for adopting and implementing continuous assessment. It goes further to highlight problems of continuous assessment implementation, and present some guidelines of Planning and Organizing Continuous Assessment for more improved learning system.
Assessment And Accreditation In Higher EducationAmanda Moore
This document discusses assessment and accreditation in higher education. It begins by defining educational assessment and describing different types of assessment used in education, including diagnostic, formative, summative, and norm-referenced assessments. It then examines assessment specifically in higher education, outlining five stages of assessment: individual student learning within courses, individual student learning across courses, assessing courses, assessing programs, and assessing the institution. The document also discusses how assessment supports student success and how teachers are assessed in higher education. It concludes by noting that assessment and accreditation are important quality assurance processes.
This document discusses evaluating student progress. It begins by outlining the objectives of the unit, which are to define evaluation, describe methods of measuring student progress, analyze the need for evaluation, and discuss tools and using evaluation for instructional feedback. It then covers key concepts around evaluation including defining it as a systematic process of collecting and analyzing data to make decisions. It also discusses using both informal and formal evaluation for different purposes like informing teaching and judging student achievement. Overall, the document emphasizes that evaluation is an important part of the educational process that can provide feedback to improve instruction and measure student learning.
Basic concept in assessing student learningrouche mijares
1. Measurement in education involves identifying attributes to measure in students, determining how to measure those attributes, and establishing procedures to quantify observations.
2. There are various methods to collect assessment data, including paper/pencil tests, systematic observation, participant observation, and clinical methods.
3. Assessment data is used for many purposes like direct instructional decisions, program evaluation, and expanding the knowledge base. Assessment involves setting learning goals, evaluating student progress towards those goals, and using the results to improve programs.
Here are the key points about assessment types from the document:
- Assessment can be formative (ongoing to improve learning) or summative (final evaluation). Formative assessment provides feedback to teachers and students.
- Common formative assessment methods mentioned include observations, performance assessments, flexible interviews, and age-appropriate tests.
- Observations allow teachers to understand students' thinking processes and errors, not just behaviors.
- Informal classroom assessments are important for understanding individual students, as state tests only provide a limited picture.
- Record keeping is important for tracking students' progress, communicating results, and ensuring accountability.
The document discusses the purposes and types of assessment, emphasizing the value of format
This document discusses classroom assessment, defining its key components and importance. It outlines four components of classroom assessment: purpose, measurement, evaluation, and use. Measurement involves collecting data on student learning, evaluation is interpreting the data using standards and criteria, and use is applying the results to improve instruction and student learning. Classroom assessment provides critical feedback for teachers and students and is an ongoing process that promotes greater learning when used properly.
The document defines assessment and discusses its purpose and components. Assessment is defined as evaluating student learning and progress. It has several purposes, including informing students of their progress, motivating students, helping students set goals, informing teaching practices, and assigning grades. Assessment includes both formative assessment, which monitors student learning during instruction, and summative assessment, such as final exams. The document also discusses deficiencies in Pakistan's assessment system, such as an over-emphasis on rote learning and exams, and proposes incorporating more formative assessment approaches.
This document provides information about physics educational assessment. It discusses the meaning of assessment, measurement, and evaluation. It explains that assessment involves obtaining information about learning objectives, while evaluation determines if a student meets a criteria. The document also outlines types of assessment, including summative assessment which measures learning after instruction, and formative assessment which guides ongoing learning. It notes assessment should be planned based on its purpose of learning, as learning, or of learning. The document aims to help teachers understand principles of effective student assessment.
The document discusses best practices for assessing student learning outcomes at the institutional level. It outlines a six-step process for faculty to work through to identify, prioritize, define, map, measure, and analyze learning outcomes. Key aspects of good assessment include using results to inform decisions, having a focus on important goals, active stakeholder participation, communicating results widely, and ensuring results are used fairly and ethically. Regional accrediting bodies outline five principles for institutions around defining learning missions, documenting student learning against standards, compiling evidence from multiple sources, and involving stakeholders in the assessment process.
1. Formative assessment occurs throughout instruction to monitor student learning and provide feedback, while summative assessment evaluates student learning at the end of a unit or course.
2. Both forms of assessment are important, as formative assessment guides ongoing instruction and learning, while summative assessment evaluates the achievement of learning outcomes and can be used for grading purposes.
3. Effective assessment involves aligning learning objectives, instructional activities, and evaluation methods to obtain a full picture of student understanding.
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
The document discusses the functions of assessment in learning and development. It explains that initial assessment ensures the assessor understands the learner's knowledge, skills, and performance. The assessor must also ensure the learner understands the course units and support them in choosing appropriate units. The assessor and learner then decide on an assessment plan, including dates, times to meet, and assessment methods. Assessments provide measurements of a learner's achievements and identify areas for development.
CONTINIOUS AND COMPREHENSIVE ASSESSMENT IN EDUCATION Shisira Bania
Continuous and Comprehensive Evaluation (CCE) refers to a system of school-based evaluation of students that covers all aspects of students development. It is a developmental process of assessment which emphasizes on two fold objectives. These objectives are continuity in evaluation and assessment of broad based learning and behavioral outcomes on the other.
Unit One: Concepts, Purposes and Principles of Assessment
1.1 Concept of Assessment and related terms(Test,Mesurement,assessment and Evaluation)
1.2 Function of Assessment and Evaluation
1.3 Principles of Assessment (Validity, Equity, reliability and explicitness)
1.4 Basic assumption in assessing students’ performance.
Unit Two: Assessment types, Methods and Tools
2.1. Assessments Types
2.2. Assessment Method
2.3. Assumption in selecting assessment methods
2.4. Table of specification and construction of item
2.5. Test administration, making and grading
Unit Three: Item Analysis
3.1. Item difficult level
3.2. Item discrimination index
3.3. Item Banking
Unit Four: Ethical Standards of Assessment
4.1 Ethical and professional standards of assessment and its use
4.2 Race, ethnicity, gender, religion and culture in assessment and test
This document discusses assessment of student learning with technology. It describes formative, summative, diagnostic, and authentic assessments. Formative assessments provide feedback during instruction, while summative assessments occur after learning is complete. Diagnostic assessments identify student knowledge and skills, and authentic assessments reflect real-world tasks. Technology helps record and retrieve student information and results for easy teacher feedback. Teachers should consider goals, direct vs indirect methods, and intervals when choosing appropriate assessment tools. Rubrics can assess student performance analytically, by separate criteria, or holistically with an overall judgment.
1. Evaluation is an integral part of the teaching and learning process that assesses whether educational objectives are being achieved. It helps teachers ensure instruction is effective and students are progressing toward goals.
2. There are different types of evaluation, including formative evaluation during instruction and summative evaluation at the end, that serve various purposes like guiding instruction, student placement, and assessing program effectiveness.
3. Evaluation results are used to make decisions about curriculum, identify students needing remedial support, and allow students to plan future courses based on strengths shown through evaluation. It also motivates learning when used appropriately.
Similar to Instructional Design and Pedagogy in ECCE (20)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Film vocab for eal 3 students: Australia the movie
Instructional Design and Pedagogy in ECCE
1. College of Education and Behavioral Sciences
Department of Psychology
Program: Master of Art in ECCE
Course Title: Instructional Design and Pedagogy in Early Childhood Care and
Education (ECCE)
Course Code: ECCE 605
Credit Hours: 4
By
Khor Lual Puk
Submitted to Dr. Abi
Jimma university, Ethiopia
Jan,2022
www.ju.edu.et
2. www.ju.edu.et
2
Chapter Four: Assessment
and evaluation in early
childhood care and
education
4.1. The concepts of
assessment, evaluation and
other related terms in ECCE
4.2. The purposes of
assessment and evaluation in
ECCE
4.3. Types of assessment and
evaluation applicable to ECCE
4.4. Challenges faced in
implementing continuous and
summative assessments and
evaluations in ECCE
4.5. Strategies to be considered
in overcoming/minimizing
those challenges
CONTENT
S:
3. 4.1. The concepts of assessment, evaluation and other related
terms in ECCE
www.ju.edu.et
3
Assessment:
Assessment is the process of gathering and interpreting
evidence to make judgments about student learning.
It is the crucial link between:
I. learning outcomes,
II. content and teaching and
III. learning activities.
Assessment is used by learners and their teachers to decide
where the learners are at in their learning, where they need to go,
and how best to get there.
The purpose of assessment is to improve learning, inform
teaching, help students achieve the highest standards they can
and provide meaningful reports on students’ achievement.
4. Cont……
Assessment is a procedure used to determine the
degree to which an individual child possesses a
certain attribute.
Another purpose for assessing an individual child is
to gain a better understanding of how the child is
progressing within the program.
In addition, the collective assessments of children’s
academic achievement can be used to measure
the effectiveness of programs and its interventions.
4 www.ju.edu.et
5. Cont…..
www.ju.edu.et
5
Evaluation
Evaluation is the process of making judgments about
the merit, value, or worth of educational programs,
projects, materials, or techniques.
Assessments may be used during the process of
educational evaluation in order to make these
judgments. Evaluation often includes research-like
techniques, for the judgments and conclusions derived
from evaluation are based upon evidence (Smith &
Glass, 1987).
Evidence can include both systematic as well as
unsystematic observations of program outcomes.
6. Cont…..
www.ju.edu.et
6
Measurement:
Measurement: is the process of
quantifying students learning behaviors
(describing it in terms of quantity).
It’s means of determining the attributes
or dimensions of an object, skill or
knowledge.
7. Cont…..
7
Testing:
Test: is one of the tools of assessment which could
be the collection of activities or questions.
It’s used to examine someone's knowledge of
something to determine what he or she knows or
has learned.
Testing measures the level of skill or knowledge
that has been reached.
8. 4.2. Purposes of assessment and evaluation in
ECCE
www.ju.edu.et
8
4.2.1. Assessment to Support Learning
It help to promote children’s learning and development,
advocates that the process of teaching and the process
of assessment are inseparable.
It determine the starting point from which to begin the
curriculum process with children.
Typically, two aspects are considered within this framework
1. The first aspect determining the type of academic skills
and factual knowledge of the child.
2. The second aspect determine children’s current level of
developmental functioning.
9. 4.4.2. Identification of Special Needs
www.ju.edu.et
9
Identification is used to identify children’s special
problems for the purpose of determining if there is a
further need for additional services beyond that which is
already provided in their environment.
Usually a two-step process is required to identify children
with special needs.
A. The first step is screening:
This is a very brief assessment to determine whether
further assessment need to be warranted.
Screening is only used during the initial stages of
special needs identification and referral.
10. Cont……
www.ju.edu.et
10
B. Secondly, the child is referred to the appropriate
specialist or specialists who assess the child in depth
using diagnostic assessments.
The outcome of the diagnostic procedure is twofold
A. First, the assessment procedure should identify the
nature of the special need or needs.
B. Second, and just as important, the diagnostic
procedure should indicate the type of program that will
best serve the child’s needs.
11. 3: Assessing a child’s progress and program evaluation
www.ju.edu.et
11
In the third purpose, “monitoring trends/changes and
evaluating programs and services” for individual child
assessments are combined across groups of children to
determine program effectiveness and examined
individually over time to examine children’s progress.
According to McAfee and Leong (2002), there are three
reasons for teachers to track children’s progress.
I. To know that what they are doing with children in the
classroom results in learning and development.
II. To show both families and children that progress is being
made.
III. By providing evidence of progress to children and families,
an increase in motivation on the part of both parents and
children may be realized.
12. Cont……
www.ju.edu.et
12
Teachers should also use ongoing assessment in order
“to understand specific children and to gain information
on which to base immediate decisions on how to direct,
guide, teach, or respond” to the children.
By combining assessment information from the children
in the class- room, teachers can also evaluate the
effectiveness of their program while it is in progress.
Evaluation with this purpose is often referred to as
formative evaluation.
Formative evaluation refers to assessments of quality
that are focused on curricular programs that may still be
modified.
13. 4: Accountability
www.ju.edu.et
13
Assessing academic achievement to hold individual
students, teachers, and schools accountable is the
fourth purpose for assessing children in early childhood
programs.
Individual assessments can also be combined in order
to determine whether or not these standards are being
met, thus holding schools to a measure of
accountability.
14. Cont……
www.ju.edu.et
14
Two types of standards are usual in this instance
A. Content standards: refer to what should be learned
within the various subject areas.
Content standards can also include critical thinking
ability, problem solving skills, reasoning, and strategies
that are used by children in gathering information
(McAfee & Leong, 2002).
B. Performance standards: refer to the levels of
achievement that are thought to be appropriate for
individual grade levels.
They are a means of determining the degree to which
content standards have been achieved (Lewis, 1995;
Ravitch, 1995).
15. 4.3.Types of Assessments and Evaluations applicable in
ECCE
www.ju.edu.et
15
In the first session, we will see the types of assessment
that are applicable in Early Childhood Education.
4.3.1. Diagnostic
Is the type of assessment that is normally undertaken before
instruction in order to determine the students’ prior
knowledge of a particular topic or lesson.
Its purpose is to anticipate/predicts potential learning
problems and group/place students in the proper course or
unit of study.
NB: Diagnostic assessment diagnoses learning progress
during instruction.
16. Cont.….
www.ju.edu.et
16
Diagnostic assessment evaluates:
What level of skills and knowledge the student has
already achieved;
What skills and knowledge the students can bring
with them into the course;
It also evaluate the gaps or weaknesses that are
apparent in the student’s knowledge compared to
others of a similar age and ability.
17. Cont.….
www.ju.edu.et
17
Forms of diagnostic assessment:
It interviewing the student;
Make a discussion with parents/ caregivers/
other educational professionals who have
close links to the students;
It assess subject-specific skills test or
concept tests, and;
Close monitoring and tracking of pupil
progression.
18. 4.3.2. Formative
www.ju.edu.et
18
It is usually administered during the instructional
process to provide feedback to students and teachers
on how well the former are learning the lesson being
taught.
It uses pre-tests, homework, seatwork, and classroom
questions.
Results of formative assessment are used for
modifying or adjusting instruction.
NB: Formative assessment monitors learning
progress during instruction.
19. Characteristics of formative assessment:
www.ju.edu.et
19
Happens continuously in a classroom environment.
Involves both teacher and learner in a process of
continuous review and consideration regarding levels
of progress.
Provides constructive and encouraging feedback,
allowing individuals to take responsibility for their own
learning.
Allows lesson plans to be assessed and adjusted as
necessary, making teachers instantly aware of any
potential problems or areas of difficulty.
20. Cont….
www.ju.edu.et
20
Allows a teacher to plan lessons in line with
their pupils’ abilities.
Is an exceptional asset to maintain effective and
high quality teaching standards.
Can be oral or written feedback.
May take the form of positive assessment.
21. 4.3.3. Summative
www.ju.edu.et
21
This type of assessment is undertaken to determine
student achievement for grading purposes.
It is frequently based on cognitive knowledge, as
expressed through test scores and written outputs.
Results of summative assessment can be utilized not
only for judging student achievement but also the
effectiveness of the teacher and the curriculum.
NB: Summative assessment determines student
achievement at the end of instruction.
22. Characteristics of Summative Assessment
www.ju.edu.et
22
Summative assessment sums up the learning;
It’s carried out at the end of the unit, semester,
school year, or when the pupil is about to leave
the school;
Takes the form of a monitored test or exam and
is more commonly written than oral; and
It can be used to monitor the performance of a
whole school or group, not just an individual.
23. 4.4. Challenges faced in implementing continuous and summative assessments
and evaluations in ECCE
www.ju.edu.et
23
The following are the drawbacks of continuous assessment:
Danger of being too impulsive or improvised, and
may not always provide an accurate degree of
reliable objectivity.
Can be damaging to pupils’ self esteem if not used
appropriately or sensitively.
Can be difficult to set and maintain rigid
assessment standards if there is little or no ‘paper
work’ to back it up.
24. Cont.……..
www.ju.edu.et
24
Can be imposing if the teacher guides the class too
much often, or if the class relies on the teacher too
much – ‘spoon feeding’.
It can sometimes appear as if the teacher is
favoring some students over others, especially if
they commend or reprimand particular students
more than others.
25. Cont.…..
www.ju.edu.et
25
In contrary, the following are the drawbacks of summative assessment and evaluation:
Attainment levels are rigid and not usually open to
reviews; the grade achieved is irrefutable.
Exams can only assess the pupil’s performance on that
day, regardless of performance levels outside of the
exam situations.
School – based summative assessment is time – consuming
and means a lot of work for the teacher to ensure it is
completed to a high standard.
Ranking and scaling pupils can be damaging to their
26. 4.5. Strategies to be considered in overcoming/minimizing
those challenges
www.ju.edu.et
26
The followings are the most common skills educators and child care
professionals want to keep an eye on in order to overcome the challenges
throughout the year includes the following:
Checking to see if the whole class is sure about
what has been asked of them.
Engaging students through direct or ‘hands-up’
questioning.
Walking around the classroom to monitor students’
progress.
Guiding a student or whole class through a task
27. Cont…..
www.ju.edu.et
27
Establishment of a classroom culture that
encourages interaction and the use of assessment
tools.
Establishment of learning goals, and tracking of
individual student progress toward those goals.
Use of varied instruction methods to meet diverse
student needs.
Use of varied approaches to assessing student
understanding.
Feedback on student performance and adaptation
of instruction to meet identified needs.
Active involvement of students in the learning
28. Cont…..
www.ju.edu.et
28
Finally, It’s crucial for educators to administer these
assessments and evaluations in the right
environment and communicate with parents about
what a preschool assessment is approachable.
You can reassure those family members that your
assessments won’t be a stressful experience for
their children.
Instead of giving the children grades or making an
assessment pass/fail, the assessments and
evaluation should simply observe a child’s skills.