The Assessment Tool Should Match with the Performance Objective - Assignment Example

Evaluation In the assessment related principles of teaching, the assessment toll should match with performance objective. a) Which assessment tool to use, which test to formulate must be based on our performance objective. If our assessment tool is aligned with our performance objective, we can claim that our assessment tool is valid. In the concrete, this means that if we want to teach our students how to make Shrewsbury biscuits, we simply let them work with their kitchen equipments and see them bake. Our performance test is aligned with our performance objective, therefore it is valid. If , however, we make use of a written test and ask our students to write down the steps of baking Shrewsbury biscuits, from the very beginning up to the end, to measure their ability to bake it as explicitly stated in our performance objective, our evaluation tool is far from being valid. To write down the steps of baking in order is one thing and to bake it is another thing. The scheme of work is challenging enough for those talented individuals or those in the Intuitive-feeling (self-expressive) and Sensing-Feeling (interpersonal) style of disposition. While for those gifted or those in the Sensing-Thinking (mastery) and Intuitive Thinker (understanding) style of disposition, this is too challenging. To analyze the characteristics of the two, results are below; Disposition/ Style Sensitivity to: Inclination to: Ability to: Sensing Thinking MASTERY Acts Details Physical actions Steps Remembering Describing Manipulating Ordering Organize Report Build Plan and carry out projects Intuitive Thinking UNDERSTANDING Gaps/flaws Questions Patterns Ideas Analyzing Testing/proving Examining Connecting Argue Research Develop theories Explain Intuitive-Feeling SELF-EXPRESSIVE Hunches Images Possibilities Inspiration Predicting/speculating Imagining Generating ideas Developing insights Develop original solutions Think metaphorically Articulate ideas Express and create Sensing-Feeling INTERPERSONAL Feelings People Gut reactions Experiences Supporting Personalizing] Expressing emotions Learning from experience Build trust and rapport Empathize Respond Teach Here is the summary of the style disposition: Sensing Thinking MASTERY Intuitive Thinking UNDERSTANDING Intuitive-Feeling SELF-EXPRESSIVE Sensing-Feeling INTERPERSONAL Prefers to Learn by: -Seeing tangible results -practicing what he has learned -following directions one step at a time -being active rather than passive -knowing exactly what is expected of her, how well the task must be done and why Studying about ideas and how things are related Planning and carrying out a project of his own making and interest Arguing or debating a point based on logical analysis Problem solving that requires collecting, organizing, and evaluating data Studying about things that directly affect people's lives rather tha impersonal facts and theories Receiving personal attention and encouragement from his teachers Being part of a team-collaborating with other students Activities that help her learn about herself and how she feels about things Being creative and using his imagination Planning and organizing her work in her own creative ways Working on a number of things at one time' Searching for alternative solutions to problems beyond those normally considered Discussing real problems and looking for real solutions Learns Best From: Drill demonstration Practice Hand-on experience Lectures Reading Logical discussions and debates Group experiences and projects Loving attention Personal expression and personal encounters Role playing Creative and artistic activities Open-ended discussions of personal and social values Activities that enlighten and enhance-myths, human achievement, dramas,etc. Likes Doing things that have immediate, practical use Being acknowledged for thoroughness and detail Praise for prompt and complete work Immediate feedback(rewards, priviledges,etc) Time to plan and organize her work Working independently or with other intuitive- Working with ideas and things that challenge him to think, to explore, to master Receiving personal attention and encouragement Opportunities to be helpful in class Personal feedback Sharing personal feelings and experiences with others Contemplation Being able to learn through discovery Opportunity to plan and pursue his own interests Recognition for personal insights and discoveries Dislikes Completing task for which there are no practical use Activities that require imagination and intuition Activities with complex directions Open-ended activities without closure or pay-off Activities that focus on feelings or other intangible results Routine or rote assignments Memorization Concern for details Rigid rules and predetermined procedures Long periods of working alone silently Emphasis on factual detail Highly competitive games where someone loses Detailed and demanding routines Too much attention to detail Facts, memorization, role learning Tasks with predetermined correct answers Detailed and demanding routines Here are some suggested classroom activities: Mastery - Direct instruction Drill and repetition Demonstrations Competitions Activities that focus on: Organizing and managing information Practicing a skill Observing Describing Memorizing Categorizing Interpersonal - Team games Learning circles Role playing Group investigation Peer tutoring Personal sharing Activities that focus on: Describing feelings Emphasizing Responding Valuing Understanding - Inquiry Concept formation Debate Problem solving Independent study Essays Logical problems Activities that focus on: Classifying Analyzing Using evidence Applying Comparing and contrasting Evaluating Self-expressive - Divergent thinking Metaphors Creative art activities Imagining Open-ended discussion Imagery Creative problem solving Activities that focus on: Hypothesizing Synthesizing Symbolizing Creating Metaphorical expression Self-expression The scheme of work for the year 8 is more on practical works, rather than thinking. The talented individuals are being prioritized; the course offers them the expressions of their ideas, kinesthetically, while the gifted individual's abilities are not well exercised. There should be additional measuring criteria involving them in fair percentage and ratings. b) The planned Learning Progression In every tasks in education, we always recommend and offering new and young learners to start on the lower level of comprehension, from the very basic of the course up to the concrete knowledge. The activities on the beginning are appropriate, because of its introduction for the unit is needed. It is difficult for the gifted students. c) Having 12 visual, 9 kinesthetic, 3 auditory students, is a difficult thing to assess inside the classroom, this is where you need to give special attention to the following students, not only for the dominant number but those who are left aside. The visuals deal with the spatial intelligence and are in favor of the lesson, since they can see most of the time the process of how to bake. They will probably learn more by seeing things from the instructor. And will probably depend on representing ideas visually. While the kinesthetic will be rated through their works, in which they spend strength, speed and flexibility. They can express their skills more on eye-hands on activities. While the auditory intelligent individuals, seems the least number of intelligencer of auditory who are sensitive to sounds and are effectively learns in listening and reading, that is not well given attention on the scheme of work progression, they are the gifted to be given a special attention. This learning style and multiple intelligences are considered in our assessment activities if they are integrated in our assessment activity themselves. We may not be able to integrate all learning styles and multiple intelligences in one assessment activity but what we can do is to strive to take into consideration as many learning styles and multiple intelligences as possible. The traditional assessments, practice of giving written test is quite inadequate. We need to introduce other techniques like portfolio assessments, authentic assessment tools. d) In implementing this work, there is a need to consider the differences of each student. They should be given and rated their abilities based on their own works, where they are much effective. The teacher should consider their limitation when it comes to different tasks that will only be in favor of t6he qualities that the other intelligent possesses. This task evaluated our capacity of how we work on a certain scheme of work to be applied to our pupils. We are tested and practiced, to on how we are going to create and administer a scheme of work, for our future real field in teaching. The teaching strategies are integrated when it is permeated by the concepts of multiple intelligences (MI) and varied learning styles of the learners. We use to thin k of intelligences in terms of linguistic and logical-mathematical aspects only. But with Gardner's MI theory, we are introduced to six (6) more intelligences-namely: 1) Bodily Kinesthetic 2) Spatial 3) Musical 4) Intrapersonal 5) Interpersonal 6) Natural Intelligence All this intelligence is represented in every classroom since every learner has all the intelligences with just one or two that are dominantly expressed. The ideal is every learner to have a balance development of all the eight intelligence. If this is the case, then we have been unfair to many of our students for the past years. No doubt, our teaching strategies in the past have been biased in favor of the linguistically intelligent and logically-thematically intelligent students. More often than not we thought in words. We also tested by way of word-written or oral. This was to the disadvantage of students who are dominant intelligence who were not linguistics. e) Consider the 24 students, having their own learning styles. Why not give them same tasks but suited for each styles. There should be some lecturing There should be writing activities Readings as well Drawing of the equipments (for recognizing) Writing the instructions Rating the output of baking Shrewsbury biscuits Measuring their speeds Each will be measured accordingly, based on their own learning styles and intelligences. If we believe that our tasks as teachers is to teach all pupils/students, and that it is possible that all students, even those from limited backgrounds, will have access to opportunities and therefore can achieve, then the bell curve mentality must be abandoned. (Danielson,2002) If we insist on the bell curve mentality we will be made to think that it is normal and is expected if some fail. This thinking may make us complacent. If some pupils/ students fail, we have already excused. "It is normal anyway". Some are really expected to fail." In the National Curriculum program, it indicates that Teaching should ensure that knowledge and understanding are applied when developing ideas, planning, producing products and evaluating them. Teachers should focus on their objectives and do their best to achieve those, even the students are also required and are expected to be informing about the objectives that they must reach at the end of the course. The teachers must consider the followings: Developing, planning and communicating ideas Working with tools, equipment, materials and components to produce quality products Evaluating processes and products Knowledge and understanding of materials and components Knowledge and understanding of systems and control Knowledge and understanding of structures And as stated by the National Curriculum, the Progression in D&T is as follows. When developing ideas pupils: generate ideas and recognise characteristics of familiar products (level 1) generate ideas and plan what to do next, based on their experience of working with materials and components (level 2) generate ideas and recognise that their designs have to meet a range of different needs (level 3) generate ideas by collecting and using information. They take users' views into account (level 4) draw on and use various sources of information. They use their understanding of the characteristics of familiar products when developing their own ideas (level 5) draw on and use a range of sources of information, and show that they understand the form and function of familiar products and develop detailed criteria for their designs and use these to explore design proposals (level 6) use a wide range of appropriate sources of information to develop ideas. They investigate form, function and production processes. They recognise the different needs of a range of users and develop fully realistic designs (level 7) use a range of strategies to develop appropriate ideas (level 8). When planning they: show that, with help, they can put their ideas into practice (level 1) select appropriate tools, techniques and materials, explaining their choices (level 2) make realistic plans for achieving their aims. They think ahead about the order of their work, choosing appropriate tools, equipment, materials, components and techniques (level 3) produce step-by-step plans (level 4) work from their own detailed plans, modifying them where appropriate (level 5) produce plans that outline alternative methods of progressing (level 6) produce plans that predict the time needed to carry out the main stages of making products (level 7) they make decisions on materials and techniques based on their understanding of the physical properties and working characteristics of materials (level 8). When communicating ideas they: use pictures and words to describe what they want to do (level 1) use models, pictures and words to describe their designs (level 2) clarify ideas when asked and use words, labelled sketches and models to communicate the details of their designs (level 3) communicate alternative ideas using words, labelled sketches and models, showing that they are aware of constraints (level 4) clarify their ideas through discussion, drawing and modelling communicating their own ideas (level 5) make models and drawings to explore and test their design thinking, discussing their ideas with users (level 6) communicate ideas, using a variety of media (level 7) respond to information they have identified. They identify conflicting demands on their design, explain how their ideas address these demands and use this analysis to produce proposals (level 8). When producing quality products they: explain what they are making and which tools they are using. They use tools and materials with help, where needed (level 1) use tools and assemble, join and combine materials and components in a variety of ways (level 2) use tools and equipment with some accuracy to cut and shape materials and to put together components (level 3) work with a variety of materials and components with some accuracy, paying attention to quality of finish and to function. They select and work with a range of tools and equipment (level 4) work with a range of tools, materials, equipment, components and processes with some precision. They check their work as it develops and modify their approach in the light of progress (level 5) work with a range of tools, materials, equipment, components and processes and show that they understand their characteristics. They check their work as it develops and modify their approach in the light of progress (level 6) work with a range of tools, materials, equipment, components and processes, taking full account of their characteristics. They adapt their methods of manufacture to changing circumstances, providing a sound explanation for any change from the design proposal (level 7) organise their work so that they can carry out processes accurately and consistently, and use tools, equipment, materials and components with precision (level 8). When evaluating processes and products they: talk about their own and other people's work in simple terms and describe how a product works (level 1) recognise what they have done well as their work progresses, and suggest things they could do better in the future (level 2) identify where evaluation of the design and make process and their products has led to improvements (level 3) reflect on their designs as they develop, bearing in mind the way the product will be used. They identify what is working well and what could be improved (level 4) test and evaluate their products, showing that they understand the situations in which their designs will have to function and are aware of resources as a constraint. They evaluate their products and their use of information sources (level 5) evaluate how effectively they have used information sources, using the results of their research to inform their judgements when designing and making. They evaluate their products as they are being used, and identify ways of improving them (level 6) select appropriate techniques to evaluate how their products would perform when used and modify their products in the light of the evaluation to improve their performance (level 7) identify a broad range of criteria for evaluating their products, clearly relating their findings to the purpose for which the products were designed and the appropriate use of resources (level 8). Remember, we wish to build the culture of success in the classroom because successes breathe success. Concentrate on the top that all can learn. Reference Arrend, R. Learning To Teach. New York: McGraw - Gill, Inc., 1004. Corpuz B., Gloria Salandanan, Principles and Strategies of Teaching,. Lorimar Pub.;Phil,2003. Ornstein, A. C. Strategies for Effective Teaching. Chicago:HarperCollins Pub. & Co., 1994. Read More