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Teaching philosophy

Surveying in a learning environment can take many forms, such as test points, teacher observation, or informal issues, but the ultimate meaning, purpose, and / or purpose of evaluation is inevitably the trainee. Do we simply search for numbers to write a class book to help our system administrators or seek to deeper understand our students and our own abilities? My loyalty lies behind the latter. Whether for the benefit of our students, ourselves, our school or our state, evaluation should be directed to learning and understanding students, while we measure our effectiveness to achieve this goal. Simply put, students are not only determined by the way they know, but how successful our educational strategies / methods are.

According to Stice & Call (1987), "the most important aspect of evaluation and evaluation is to create numbers to rank, tag and compare". True, each of the given considerations is valid; ranking scholarship and recognition, labeling to find more appropriate methods for individual education (eg talented or exceptional) and compare the average level of student competence, but these considerations are only part of the story. As I see, evaluation, documentation and evaluation are more than simply the student's classifications. They deal with tools that enrich our students' behavior and learning style (metacognition) and their own pedagogy.

From the point of view of qualification, the survey can be a motivating and distracting force. On the one hand, a good class can greatly increase the student's self-understanding and encourage it to repeat or exceed such successes in the future. On the other hand, the poor degree can swing the student and reduce his scientific will. In both phases, teachers are tasked with supporting our students with encouragement, optimism and, above all, help. Regardless of what students have received scores, students need to be clarified to learn both the strengths and weaknesses of the student in the current understanding of a topic and therefore clarify the purpose or objectives of the lesson that the pupil and the teacher devote more attention. Although tests and homework are vital to students' extended learning, they are not the end in themselves. The assessment documentation must help to see the grades in question.

Documentation evaluation can have a complex impact on student learning. Unique courses generally have less impact on student qualifications than the student's aggregate accounting. This means that instead of showing the student what is right or wrong with a given evaluation that only briefly understands and shows how the student has done the passing of time, he or she may experience wider defects or virtues in learning. For example, suppose Johnny did not perform well in his recent math quiz. This does not mean that Johnny does not understand the lesson or that the teacher does not explain enough; there are a number of responsible external factors (eg illness, bad nutrition, home illness, etc.). Under such circumstances, a single test score may be misleading, but when comparing the score with a larger picture of the class of units or semesters, Johnny and the teacher find that they are doing well in understanding the mathematical concepts but have weak application skills. The compilation and documentation of Johnny's scores is useful in highlighting or failing to develop a student, not enough to truly fulfill your needs. Without attaching a report to your records, the sums collected are of little value to you or your teacher.

The process by which we report this report is called evaluation. By using longitudinal comparison, Johnny and his teacher identified the areas that need to be corrected and can now take appropriate steps or make arrangements to improve Johnny's educational experience. This is the essence of the evaluation, and this writer's view is the most important aspect of the larger, more general evaluation period. Only if the students understand what their grade can indicate they are able to rearrange appropriately. This is not a one-way street at all; teachers should also aim at learning plans and evaluations. When there is clear and well-defined explanations accompanying the assessment, both teachers and students are more likely to maintain positive attitudes towards education and a deeper and more understandable understanding (Lu & Suen, 1995). [19659002] As for my evaluation of my professional career, my teacher training and my personal school experiences have led me to apply multiple types of assessment.

As mentioned earlier, students generally make lessons for teachers or teachers to mislead false interpretations. Only when the evaluation changes will give you a good picture of the student's performance. For many students who owe me, they are having difficulty with large, standardized tests, but still perform very well in local, teacher-designed tests. Storey (1970) reflects this claim by saying that "The most appropriate and reliable data available to the classroom teacher come from their own well-designed, itemized, multiple choice tests" (p. Xiv). I think this is true, as teachers develop their examinations based on their own expectations, which they share with their personal experience and interaction with students. This is not possible with national standardized tests.

On a daily basis, in my practical experience, I have found that students find that preliminary tests make it easier to organize important topics during ongoing education. By informing students about what I've learned (learners) to learn from my class, each student shows increased retention in post-tests, compared to lower scores if no pre-test has been given. Regrettably, every pre-lesson routine pre-examination really suppresses student learning, as listeners only listen to the material covered by the pre-examination and all other information is released.

Formal evaluations can be used to supplement examinations (eg informal question-answer time and teacher observations). One type of formatting evaluation, as Niebur (1994) has discussed, used a business card in his music class. You would choose a small sample of students to observe the day, then silently roll over the room and make notes of the performance of the cards. They did this because he noticed that some students would be under their performance when they know they are being watched. So you could evaluate the assessment without jeopardizing your student's ability to get an idea of ​​your skills. Although I'm not a music teacher, I feel that this technique can be useful in defining social and communication skills and evaluating student impact. Although it is important to provide a multiple assessment for students, my most trustworthy statement of assessment is not so much what I use from surveys but what types of questions are included in the assessment.

"The average test in state schools reflects the type of inferior thinking most students are, and measurement is almost always done by standby, false, multiple choice or other" objective "measure (Shanker, 1990, p. 32). I'm so hoping to avoid it. By emphasizing Bloom's emphasis on the original and revised taxonomy, not to mention the awesome insight, I feel that the only way to make a real challenge for an individual's students is to implement higher-minded thinking skills as a history teacher, I certainly appreciate the importance of simply recalling facts (eg People, Places, and Dates), but history and social studies require a high level of analysis as they relate to the current world situation. that it is open-ended they would never understand the importance of the past, which is usually the most difficult aspect to promote the recognition of historical classes.

This is related to my annual / semester plan for my students. As the semester progresses, I would slowly like to formulate a deeper understanding of content, raising open or unreasonable questions about evaluations in any form. This means that at the beginning of the semester I focus more on rote memory skills, but gradually I build a big picture for important concepts (such as social development and structure, imperialism and nation building, civic engagement, etc.). By the middle and the end of the semester, after these concepts have been properly presented and discussed, my assessment is more inclined towards deep understanding, not simply. Based on the documentation, I can determine what content is being held in the right way, as well as the lack of content understanding.

To sum up, evaluation, documentation, and evaluation in context use make something bigger than their parts. Only one or two applications rarely end up by maximizing student learning. In addition, multiple assessment integrating multi-level thinking skills is by far the best way to educate and inspire students to make full use of themselves and thereby create a very demanding citizen of mental ability.

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