Which assessment tool is most appropriate in the assessment of the internalization of a value?

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006 - Cebu - LET Rev - Assessment 8-25

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006 - Cebu- LET Rev - Assessment 8-25.docx

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This paper is based on action research aimed at solving the problem of engineering students' insufficient vocabulary size for academic reading. In the study, vocabulary learning was integrated into an existing reading course, and classroom concordancing was applied with the objective of comparing its learning effects on vocabulary learning with those of a conventional method. In addition, the study aimed at exploring students' learning processes and attitudes while dealing with classroom concordancing. The study was conducted with two intact groups of engineering students in one academic semester. In the preparatory stage, a purpose-built corpus was compiled from academic texts in engineering fields. Then target words were selected from high frequency words in the corpus, which were also words in the GSL or AWL lists. This target word list was used to design all lessons, materials, activities, and tests. During the study, the experimental group was trained through paper-based and hands-on activities to deal with concordance information in the corpus, whereas the comparison group was taught through reading and vocabulary exercises. This paper describes the background of the study, general aspects of “classroom concordancing,” research methodology, and findings from the study.

This article is a summary of a presentation delivered in the 1st PEMEA Continuing Education Program which aims to equip teachers with a basic know-how of portfolio assessment to enable them to effectively assess student learning and evaluate educational outcomes. The seminar focused on current trends in classroom assessment, particularly the development and use of portfolios in the basic education level.

Learners in deprived areas could be helped by educators in endowed areas to enhance their education. Mobile phones are cheaper to own than computers, and are also already in the hands of many learners hence their use could assist in enhancing their education. The study of requirements for the use of mobile phone platform to enhance education at the JHS and SHS levels in Ghana has been undertaken with the objective of harnessing mobile phone usage power. The research question is: what are the requirements for the use of mobile phones to enhance education at the Junior High School (JHS) and Senior High School (SHS) levels in Ghana? A case study of GATE/QuizMax of South Africa was used to provide insight into such parameters as 1) learner motivation for mobile learning, 2) mobile phone challenges, 3) content development, 4) system architecture for mobile learning, and 5) the role of education authorities and regulatory challenges. Inference from this study is used to examine requirements for Ghana. Procedures for content standardization, generalized/personalized courses, assessments, feedback, enrichment and remediation have been examined as well as regulatory needs. The study concludes that Ghana is ready for mobile learning albeit regulatory measures and pilot funding is needed.

The study aimed at examining Iranian (N= 230) and Turkish (N=156) high school EFL teachers’ opinions about teacher autonomy over (a) choice of appropriate teaching methods, strategies and techniques to meet student needs, (b) evaluation of the implementation of the established curriculum (c) teacher involvement in decision making processes and (d) using personal initiative to solve work problems. An 11-item questionnaire was used (α= 0.754). The results revealed that there were slight differences between Iranian and Turkish teachers’ autonomy perceptions. They also indicated there were significant differences among teachers in considering their gender, age and academic level, while no significant relationship was found for their marital status. Keywords: Teacher autonomy; Curriculum development and evaluation; Pedagogy; Decision making; Problem solving; EFL teachers; Iran; Turkey

1 MA through research 4 Dissertation 65 Cobuild Dictionary 87 Contrasts of Korean and English 113 Subjective test design and analysis Published February 20, 2005

Which form of assessment is most valuable?

Formative Assessment is the most powerful type of assessment for improving student understanding and performance.

Which assessment tool will you use so that performance results can be highly measurable?

Rubrics can be used as both formative and summative measures of performance. They are often used as a development assessment tool for tracking change or improvement over time.

What is the most authentic assessment tool?

Authentic assessment can include many of the following:.
Observation..
Essays..
Interviews..
Performance tasks..
Exhibitions and demonstrations..
Portfolios..
Journals..
Teacher-created tests..

Which of the following is the most appropriate assessment tool for assessing the development of learning in the affective domain?

Checklists - are the most common and perhaps the easiest instrument to construct in the affective domain.