Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
Assesst young learner by child friendly methodsIrma Fitriani
A presentation about how an English teacher should assess their young learner students. It shows the suitable method that teacher could apply and one of its technique.
ASSESSMENTS1ASSESSMENTS5Assessments and Grading Rubric.docxfestockton
ASSESSMENTS
1
ASSESSMENTS
5
Assessments and Grading Rubric
Formative Assessment
Questions and answers
Questions will be asked as the lesson goes on and students asked to answer at random
Observation
Observe how students react to new concepts
Exit slips and admits slips
Questions will be administered and collected at the end of the lesson
Self-assessment
Students will be asked to reflect on their learning process
Group discussions
Students will be grouped to discuss what they have learned
Peer-assessment
Students will be asked to assess one another
Formative assessment refers to the techniques employed by teachers to undertake the in-process evaluation of the students’ grasp of a concept being taught (Black & William, 2009). A good formative assessment should be able to give feedback to the teacher on the students' comprehension, the learning needs and the progress made during the lesson or topic. The objective of the designed formative assessment will be to gather information and learning experiences that will be used to improve the learning process and make modifications where necessary.
As the lesson progresses, the teacher will pose questions to the students at different stages of Piaget's Cognitive Stages of Development and students will be selected to answer at random to test the individual grasp of the processes and characteristics involved in the different stages. Observation will be essential in evaluating the students' concentration levels and their reaction to the introduction of new concepts. Admit slips with questions on the previous lesson will be given at the start of the lesson to test the students' comprehension of the previous concepts learned. Exit slips with questions on the lesson of the day will also be given and collected at the end of the lesson to evaluate how the students faired during the lesson. The students will also be asked to undertake a self-assessment test on how they understood the concept. Group discussion will be encouraged for the students to also do peer-assessment on one another and come up with questions on areas that need clarification and ways to improve the learning process.
Summative Assessment
The following questions will be asked at the end of the topic to do a summative assessment of the students' grasp of the concept of Piaget's theory of cognitive development.
1. Is the rehearsal of information among different levels of school-going children an ability they develop as they age or is it a skill they acquire through formal education?
2. In your opinion, would a genius child reach the formal operational stage faster than a child of formal intelligence?
3. Does the environment have any influence on the progression through Piaget’s stages of cognitive development?
A summative assessment aims to test the students' grasp and comprehension of the whole concept (Garrison &Ehringhaus, 2007). At the end of the topic, the above questions will be given to the students and answers expected within a given ...
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. What does the
research say?
There is a high correlation between comprehension
and fluency. Comprehension suffers when students
lack fluency.
If students are not fluent, cognitive energies are
focused on decoding and word recognition and
therefore are not available for comprehension.
44% of 4th grade readers are not fluent readers
according to NAEP (National Assessment of
Educational Progress)
3. What is
fluency?
Reasonably accurate reading
at an appropriate rate with
suitable prosody that leads
to accurate and deep
comprehension and
motivation to read.
Hasbrouk & Glaser (2012)
4. Why Six Minute Solutions?
The 6 Minute Solution is a researchbased, highly effective instructional
procedure for grades k-8 that builds
reading fluency in only 6 minutes of the
instructional day
It is quick and easy
Benefits good readers
as well as struggling readers
5. Why teach fluency?
Guided, repeated oral-reading
procedures are appropriate and
valuable avenues for increasing
reading fluency and overall
reading achievement
Fluency practice supports
comprehension
As students build fluency through
rereading, they accumulate a larger
reading vocabulary
6.
7. Minute 1 - Get Ready: Students organize their
materials, records date on their graph, and prepare to get
started
Minute 2 - Partner 1 Reads: The student has 1 minute to
read the passage while partner two marks any errors partner
1 might have made and the stopping point on (P-2 marks P-1
errors and stopping point on his/her Practice Passage with
marker)
Minute 3 - Partner 2 Provided Feedback: Partner 2 tells P1 how many words read, number of errors and provided
positive suggestions for next time (P-1 records number on
his/her Fluency Graph and P-2 wipes off markings on his/her
Practice Passage and gives marker to P-1)
Minute 4 - Partner 2 Reads: same procedure as minute 2
Minute 5 - Partner 1 Provided Feedback: Same Procedure
as minute 3
Minute 6 – Students Put Away Materials
10. Materials
Timer (1 per partner) or Smart Board
Presentation
One portfolio for each set of partners that
contains:
- 2 copies of the same Practice Passages
laminated or in a plastic sleeve (1 for each
student)
- 2 copies of the Fluency Record or Fluency
Graph (1 for each student)
- One dry erase marker and erasing cloth in a
Ziploc plastic bag
11. Students read the same passage all week
Pre-Assess students before starting the
program using the assessment to identify
current level
Optional: your could have the students
preview the entire passage (whisper read) on
day 1 or have no time limit on day one
Optional: to incorporate comprehension
strategies or summary writing you could
extend the time on day 5 (ideas can be found
in Chapter 8)
12. How do I determine
where to start my
students?
Students may be placed at their instructional
or independent level for the purpose of
reading fluency (Students should never
practice fluency with passage in which their
reading is less than 90% accuracy)
13. What is
fluency?
Reasonably accurate reading
at an appropriate rate with
suitable prosody that leads
to accurate and deep
comprehension and
motivation to read.
Hasbrouk & Glaser (2012)
