![]() ![]() The list of further readings appended at the end of this chapter will also help you further explore this topic. It is accompanied by a set of prompts and suggested seminars in which teacher educators and prospective teachers will be encouraged to clarify and articulate these ideas to their particular contexts. This exposition on assessment is not intended to be comprehensive. This chapter will also invite you to consider a repertoire of assessment techniques and strategies to help inform your own assessment needs as a teacher educator as well as model best practices for student teachers. Recognizing the critical role that teacher educators can play in helping teachers change their assessment practices, this chapter is designed as a survey of relevant knowledge on assessment. Under such circumstance, the changes introduced in instruction and curriculum to promote learner-centered education are less likely to bear fruit. Moreover, if the tests are aligned less with active learning and more with direct instruction, they push the teaching practices to be more teacher-centered. When this happens, teaching to tests becomes the norm. Because of the high stakes attached to them, teacher-directed assessments tend to become mirror images of and preparation for final examinations. In such systems, the teachers usually have little firsthand experience or training in meaningful classroom assessment. In many educational systems around the world, however, final end-of-the-year exams are still the norm. The notions of authentic and continuous assessment have challenged and, in many instances, replaced the earlier emphases on summative tests and examinations. The recent reforms in assessment have, however, tended to expand the process of assessment to cover the entire course of studies. Working as a gate keeping and sorting mechanism, such examinations were not used as a basis for constructive feedback to the learners, but only as an announcement of their success or failure in a prescribed course of study. However, traditionally, final examinations-or summative evaluations-were the primary means of measuring success or failure at the end of a school year. Assessment has always come packaged with curriculum and instruction. Reforms intended to improve instruction and curriculum have not succeeded largely because of their lack of alignment with the assessment processes. Chapter 6 College Teaching and LearningĬlassroom assessment is arguably one of the least understood but integral elements of any coherent teaching and learning process.Chapter 2 The State of Teacher Education.Chapter 1 Professional Learning Communities. ![]()
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