Student Behavior Assessment as a Part of the Learning Process - Essay Example

Development of an Assessment method Behavioral Objective 1: Speaks Confidently to Others The ability of the student teacher to speak with a lot of confidence to the students is very important. This is because it will not be possible for the teacher to adequately pass the information to the students without being confident. The students taught by a teacher who is not confident usually do not take the teacher serious. As a result, there is a problem with learning. One of the most important characteristic of a student teacher is to ensure that he or she has acquired enough confidence (Taylor, 2003). In the training, the student teachers must understand clearly that they need to be very confident while they are speaking. People will tend to believe more those who are confident that those who are not confident. Actually, a teacher teaching students something he or she does not know very well will be believed more by the students if he or she is very confident. This is as opposed to a situation of a teacher teaching the students something which he or she knows very well but is not very confident as he speaks. The students will feel that he is not confident and therefore not able to teach them very well (Moskal, & Jon, 2000). Therefore, confidence is a very important part of the teaching, not just in the information technology but also in all professions involving teaching. The effective methods for the assessment of the Confidence in the student teacher are the live presentation. This is because; the presentation of the students to others on the matters of application of information technology will help the assessor know if the student teacher is confident. This means that all the student teacher will be supposed to make a presentation which is ten to fifteen minutes long which will be an indicator of whether the student teacher has acquired enough confidence. In addition, the knowledge of the teacher in the issues of information technology will be assessed. This is because, most of the times, a teacher is more confident if he or she has enough knowledge in a certain field and therefore will be able to pass that knowledge to the students effectively. Therefore, it is important that the teacher gains enough knowledge. The instructions to the candidate will be that all the teachers will be supposed to make a live presentation for a minimum of ten minutes and a maximum of fifteen minutes. The teacher should adequately demonstrate confidence by looking at the congregation. The teacher will also be supposed to answer the questions asked confidently without fearing. The other instructions will be that the teacher should have enough materials and teaching aids to help him or her to teach effectively. In the assessment, the teacher must demonstrate enough confidence as he or she teachers. She or he must be able to look straight to the students in the process of teaching. She or he must not draw his or her eyes away when a student looks at him or her. She should maintain her eyes on the class. If a teacher is able to maintain the eye contact with the students throughout, then he or she should get more than eighty percent in the assessment. If the teacher only spends about three quarters of her time looking at the students, then, the assessor should award her between sixty and seventy five. If the teacher is half the time maintaining the eye contact and half the time looking elsewhere, then he or she should be awarded between fifty and sixty marks. Lastly, if the teacher is not able to maintain more than half of the time he or she is teaching with contact with the students, he or she gets less than fifty percent and therefore a fail in that area. The major objectives which will be measured in this assessment method will include the knowledge of the teacher which is very essential in the building of confidence in the teachers. A person who has no enough knowledge about a certain thing is not likely to be very confident about something he or she is teaching. By the process of presentation, the assessor will be able to determine whether the teacher has gained enough knowledge to pass it to the students. If the teacher has not gained enough of the knowledge, he or she is likely not to be confident. Another objective to be measured is the ability of the teacher to look at the students. This is a skill which the teacher should have acquired in the teaching because without looking straight to the eyes of the students the teacher cannot pass the information adequately. Thus, it is of very high importance that the teacher is able to pass all the information to the students while teaching them. The ability to look at the students is brought about by the confidence of the teacher and therefore should be assessed to determine if the objective has been achieved. A teacher who does not look at his or her students is not confident and therefore will not teach the students effectively. One objective which will not be assessed by this method is the ability of the teacher to demonstrate adequate knowledge concerning the information technology. Although the assessor can access the level of knowledge the teacher has gained, it is not possible to determine with enough accuracy the level of knowledge and therefore the amount of understanding accurately. Multiple choice questions would have been the best assessment method for the students but the live presentation gives less idea about the acquiring of the knowledge, on of main objectives of the teaching process. This assessment method is very effective because of the following: First, the method has the element of validity. A method with validity is defined as the method which is able to effectively address the objectives without missing the point. Therefore, this method can effectively address all the necessary points and objectives needed for confidence in the teacher. As a result, the teacher will be able to effectively teach the students. In this method, if the teacher demonstrates enough confidence before the students, there will be no problem in the field. The method is also reliable. A reliable method is able to pick any of the problems in the student teacher. In this regard, the student teacher will be able to be assessed the ability to teach confidently and therefore no issue of a teacher being awarded marks for being confident and yet she or he is not. The method tests practically whether the teacher has the required confidence (Stiggins, 2005,). Behavioral Objective 2: Good Work ethics The ability of a teacher to maintain the good ethics of work is a very important component of her job. She must be able to demonstrate proper working ethics and therefore ensure that he or she does not fail to fulfill the work ethics. This is because the teacher will be able to teach properly when she or he has proper ethics of work. The ethics of work are the ones which will determine at a greater degree the ability of the teacher to pass the knowledge to the students with sufficient degree of accuracy. They will also determine the student’s ability to learn from the teacher. This is because the ethics of work are laid down so that the person can be able to perform his or her duties without any problem or difficulty. This will also ensure that the teacher will not make the students not concentrate because of his or her behaviors in the place of work. The assessment method for work ethics will be an interview. The student teacher will be told to present herself to the assessor with proper dress code and the tools of work. First the assessor will determine if the teacher has arrived on time. If she or he has come a bit late, then the impression is that the student teacher has no good ethical principles and is never obedient with time. Second, the assessor will determine if the student has used the correct dressing. The dressing which the teacher is in should not provoke the students. Thus the assessor should make his or her own judgment depending on the student teacher dressing. The assessment plan will measure whether the student teacher can be able arrive at the job place early and therefore does not come late. In addition, it will also measure the ability of the student teacher to dress according to the laid standards of the teachers dressing. In addition, it will also measure the teacher’s language which the teacher uses, whether it is ethical or not. Some of the targets which cannot be measured include the interaction of the teacher with others. During the process of the interview, the assessor will not expose the student teacher with other teachers so that they can interact and he determines how they do so. As a result, the assessor may not be able to pick some abnormal work ethics in the teacher making him or her not determine exactly the teacher’s ethics (Bowker, 1998). In addition, the assessor will not be able to adequately determine the ability of the teacher to interact with the student properly without some unethical behaviors. Some teachers fail to live to their ethical standards by engaging in relationships with their students. In this case, the assessor has no means of establishing whether the student teacher will engage in a relationship with the students or not. This is because this aspect will need a lot of time for the assessor to establish it and it will also need the exposure of the student teacher to the student environment. This is usually tested by the experience on the teacher for along time rather than just asking the teacher a few questions (Robert & Peter, 2009). The assessment method will award marks according to the discretion of the assessor. However the following guide lines will be important. First, the teacher who arrives on time will be given one hundred percent. If the teacher is late by two minutes, then she or he will get about eighty percent. Delay by five minutes, the teacher gets sixty to eighty marks and delay beyond five minutes will award the teacher less than fifty. On the dressing, if the teacher is properly dressed, she will be awarded one hundred percent and if not properly dressed, she will be awarded less than fifty. The average of the marks will then be determined and the overall mark given to the student. This method is good in that it is able to demonstrate repeatability. The results which have been demonstrated by the assessor can also be achieved by another assessor if he or she carries out the same interview. The assessment method should normally have the aspect of repeatability otherwise it will be regarded as an unfair assessment since one student will be examined different. But this type of the assessment, the results can be achieved by another different person carrying out the interview on the student teacher. This is a very important aspect of the assessment. Secondly, the assessment method is also reliable. In this case, it is able to address the specific objectives which are needed for the course. It will establish with a given degree of accuracy the ability of the teacher work while considering the ethical principles. For example, a teacher who comes for the interview late will mean that he or she cannot be able to go to class early. Therefore he or she will ever be late for the class. In addition, a student teacher who dresses poorly ands unethically when called for the interview can give the impression that when she is in class, she is likely to dress that badly (Kenneth, 1998). On the other hand, if a student teacher is able to arrive for the interview in time, it means that that teacher is very conscious with time and therefore able to work ethically. Arriving t work early is one of the most important ethical considerations for an individual who wants to be a teacher. He or she must arrive at work early enough so that he will be able to prepare himself and get to class. Dressing is also important because it will give an impression f what kind of a person the teacher is. If the teacher dresses badly, it may affect the concentration of the students and therefore make them not to acquire the knowledge needed in the students. As a result, the students will not benefit adequately (Black, 2009). Creativity Creativity is a very important characteristic of a teacher. The teacher must be to use the knowledge he or she has gained in the course of learning. Therefore it is very necessary that the examiner establishes the ability of the teacher to be creative and ensure that he or she can apply what he or she has learnt. This is important because the student teacher will be supposed to practically apply the knowledge as she or he teachers the students properly so that they can apply the knowledge in the solving the problems of the in the society. Thus, the examiner is supposed to establish properly if they are able to apply the skills. The method which can be used to check if the student teachers are creative is by the use of multiple choice questions. The multiple choice questions will cover a wide area of the study because they are many and at least every subject area will be covered. As a result, there will be full establishment of the teachers ability to apply the knowledge. The objectives which will be tested in these will include the knowledge gained by the student teacher and thus if he or she has got to understand the subject matter. In this objective, the teacher is supposed to fully understand the things which have been taught to him or her and therefore be able to master all the things being taught (Alan & Michel, 1998). Another objective to be tested is the teacher’s ability to make an interpretation of what has been taught, analyze it and make a concrete idea. In this way, teacher’s ability to understand and make a proper interpretation of the subject matter. With this, the student teacher can be determined to apply the knowledge is tested. The application of the knowledge is very essential in the creativity of the individual and therefore need to be established. However, the multiple choice questions do not establish the teachers ability to use the existing knowledge tom solve the problems facing the society (Sadler, 1998). This is because this method tests the theoretical bit of the learning process but does not test the practical point of view. Therefore with the multiple choice questions, the teacher will not be evaluated on the application of the knowledge and therefore his or her usefulness in the society will not be established (Carolyn & Rita, 2005). The student teachers will be instructed to mark the correct answer in a box which is provided. All the students will be given questions with multiple choice answer sheets. The students will be instructed not to answer what they are not sure as it will attract some penalty. If the student answers a right answer, he or she will be given a positive one mark but if he or she answers the wrong, one half marks is deducted from her marks. As a result the student teachers will only answer what they are sure is right and avoid the risk of guessing (Butler & Winnie, 1995). This method is very good in the assessment of students. First, it is repeatable. This means that another examiner who examines the same student after he or she has been examined by another teacher will provide the same results as the first examiner got. As a result, it will be accurate. The method is also reliable as it establishes with a lot of precision the student teacher’s ability to be creative and apply the knowledge (Federation international dedication physique, 1998). Enjoys Working with other people This is a very important part of the learning process. It is because the teacher will have to cooperate with others in the group so that they achieve the common goal. Without this, the teacher cannot be able to adequately teach the students. The evaluation method is the observation of the student teacher. The examiner is supposed to walk around as the students learn in the groups and establish if they are able to cooperate with their group members. If they are cooperating, then the student teachers have the capability of cooperating with other team members. In this form of assessment, the assessor will be able to establish the teacher’s ability to speak in the allowed language without causing harm to his or her team mates. This is important because those who are not able to communicate with their team mates are not able to work as a group. In addition, the assessor will also be able to assess if the student teachers have the ability to mobilize others so that they can carry out a certain objective. As a result, their team work ability is established. However, this method is not able to determine the teacher’s interaction skills. The student teachers will be advised to participate in groups but they will not be informed that they are being examined. This method is reliable as it will accurately establish if the student teacher can interact positively with his or her team members and therefore make group work easier. Marking Schedule Behavioral objective Evaluation method Standards for judgment Criteria for marking Speaks Confidently to Others Presentation The student should present the concept of confidence in the process of teaching Students awarded marks according to their ability to deliver the consent confidently Good Work ethic Interviews The assessor will establish the ability of the teacher to have good ethics as he or she teaches If the teacher dresses badly, then she or he will lose marks Enjoys Working with other people Observation in Group Discussions The assessor moves round discussion groups and establish if the students are participating adequately Those participating well with proper communication skills awarded marks Creativity Multiple Choices The student must pick one answer which is true an earn a mark The assessor will reduce marks equivalent to half if the student gives a wrong answer. In addition, he will give positive marks when he or she answers correctly References Alan, S, B, Michel, H, 1998, Behavioral assessment, Allyn and Bacon University of Michigan. Black, B, Harrison, C,Lee, C, Marshall, B, & William, D,2003, Assessment for Learning: Putting it into practice, Berkshire, England: Open University Press. Butler, D,L, &. Winnie, P, H, 1995 self-regulated learning and Feedback : a academic synthesis. Review of Educational Research, 245-281 . Bowker, 1998, Australian Books in Print Volume 1, Walter De Gruy'ter Inc. Carolyn, C, Rita, K, 2005, differentiated assessment strategies: one tool doesn't fit all, Corwin Press. Federation international dedication physique, 1998, Bulletin of the Federation international deduction physique, Pennsylvania State. From the American Associationfor Higher Education Assessment Forum. AAHE, went out of business in summer 2005 and their website is no longer available. This page Kenneth, G, 1998, International handbook of science education, Springer Moskal, Barbara M., & Leydens, Jon A, 2000,"Scoring Rubric Development: Validity and Reliability. " Practical Assessment, Research & Evaluation. Hall. Robert, E & Peter, H, 2009, Action Plan for Outcomes Assessment in Your Library, Dugan Sadler, D, R, 1998, Formative assessment: revisiting the territory. Assessment in Education, 77- 84. Stiggins, R, 2005, Student-involved assessment for leaming, Upper Saddle River, N.J, Prentice Taylor, G,2003,Informal classroom assessment strategies for teachers, Scarecrow Press. Read More