Classroom experience and assessment are often issues that are struggled with by every level of education including but not limited to higher education. The goal of all assessments be they classroom, institutional or even national level is to have a measure that is comparable among students so as to record and gage learning outcomes. The problem is that not all assessments are equal or as useful as others. While personalized assessments are useful for instructors they are hardly comparable outside of the single classroom, standardized tests or even trade level licensure exams (i.e. standardized tests) are highly comparable but often do not express the breadth of learning. As a student the experience of assessment has been broad with some seemingly being very effective and other assessment feeling like a waste of time, or at the least a form of hoop jumping that did not aide the student learning or more important the demonstration of progress. As a student in higher education I can think of two examples of assessment that proved to fall into these broad categories. The most effective assessment tool I have experienced is an interactive cumulative online portfolio. In this circumstance students submitted nearly every assignment to...
(Strudler, 2011) The professor was then able to review on a weekly basis the progress of students and intervene when scores were poor or when a particular student was falling behind in his or her work. Even the quarterly and final written papers were submitted to the system so that the professor had them as soon as drafts were complete in a format that allowed rapid communication and easy access. The experience of an online portfolio did several things for me, first it gave me incentive to stay abreast with coursework on a weekly basis so I was actively demonstrating my learning in a progressive way and felt as if even though the class had a relatively high learning curve there was instant access to the professor and other students if there was a problem or a concern about an assignment. In other words I did not have to wait until class met the next time and take up teaching time to ask a question about a rudimentary aspect of an assignment, or something that didn't make sense to me. Most importantly the portfolio program gave me incentive to keep up on my coursework and not to procrastinate assignments until a few hours before…
It is a quantitative instrument, that has been statistically validated, and probably most appropriate as an instrument to ensure adherence to certain state and/or national standards. MCC -- Dialogue approach to rating a teacher's performance. Both qualitative and quantitative in nature, does encourage robust dialogue between teacher and observer, and more self-analysis from the instructor. Essentially an evolving template that can be used in multiple grades, classrooms, and subject areas.
Classroom Introduction- The way humans communicate and share ideas and concepts in society is complex. How are ideas conceptualized -- how are they explained -- how does discourse relate- and how do humans understand messages -- what is true about language- what is not? These are just some of the issues surrounding theories of language acquisition and development. However, a full review of all current linguistic theories is out of
Classroom: Teaching Utopias, Dystopias, and the American Dream This article published in Teaching American Literature: A Journal of Theory and Practice in 2011 examines the advantages and pitfalls of democracy in the classroom. The author, Rebeccah Bechtold, tells of her attempt to create a utopian classroom by enabling students to design and implement their own syllabus. The class was designed so students were included in deciding "a majority of the
Classrooms are diverse environments, characterized by students from varying backgrounds, and with varying needs and skill levels. It is from this diversity and the recognition of how it contributes to the richness of a learning environment that the concept of differentiated instruction arises. Through differentiated education, students representing diversity have the opportunity to learn in environments that promote inclusion, unity, and understanding. An investigation into the effects of differentiated instructional
Students with special needs are at an increased risk fro having low self-esteem which can often impact their potential for achievement. The best way to overcome this is to reinforce students with positive behaviors and help them work through challenges they may be facing daily. Glasser (1984) developed a theory that suggests that students need to be taught to control their behavior in order to succeed, and thus the role
Rural special education quarterly, Vol. 23, Issue 4, 3-9. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=104&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Lake, V.E. (2004, August). Ante up: Reconsidering classroom management philosophies so every child is a winner. Early Chil Development and care, Vol. 174, Issue 6, 565-574. Retrieved November 26, 2010, from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=17&sid=5c0f11c9-17f3-4f60-8ce3-d4df66666494%40sessionmgr14 Los Angeles County Office of Education. (2002). Teacher expectations and student achievement. Coordinator Manual. Marlow, E. (2009, December). Seven criteria for an effective classroom enviironment.
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