Initial assessment is an integral part of fair and effective admission procedures. It is used by the governing bodies to determine the level of the student, regardless of whether he is qualified or not to accept and / or to determine the level of the student. The assessment may be official or unofficial. The formal may include a telephone interview, an essay and a portfolio. Informal can include group criticism and self-esteem.
The advantages of the initial assessment include the following:
Makes students feel they belong to a learning culture.
Reduces pupils. anxiety
Provided the necessary information for the thorough planning of training activities required
Identifies individual learning needs
The appropriate, challenging task / goal is given or agreed upon in advance so that students know what will come.
However, there are negatives or pitfalls of the original assessment. Testimony (Heywood, 1989) suggests that some traditional assessment methods (for example, exams noted by the mentor) are unreliable: these results are not consistent with repeated statements. Several studies have shown that not only the same candidate can receive different marks by two different teachers, but the same teacher can give different marks to the same candidate when the same paper is marked (Heywood, op cit). In fact, one of the main arguments in favor of reforming the grade in higher education is the unreliability of some of the more traditional evaluation methods. It is very fair for teachers to doubt whether students can reliably assess themselves when they have demonstrated that the grades marked by the tutor are directed to the lack of consistency.
There are also difficulties that may hinder the purpose of the initial assessment. Prior knowledge of a particular subject is vital. Knowledge about learning, such as English, can also make or break what is expected of a student.
Various methods are used for evaluation.
1. Essay: Strengths may include: for the student; ability to demonstrate the ability to write; Chance to express knowledge about a particular subject. Negatives: limited knowledge of the subject; language barriers such as grammar and idioms. Validity and reliability in accordance with these standards by the specific teacher / organization.
2. Oral test: Positive: accuracy and direct point, good for students with excellent speaking ability. Negatives: limited knowledge of the language, a particular subject. Reliability is thin. Validity depends on each requirement.
3. Objective test (multiple choice): Positive: reliable and straight to the point of the subject. Answers do not change or change according to standards.
Negative: Memorizing and understanding for a particular subject can be tedious for many students.
4. Teaching Aids: Positive: intensive and accurate, attachment between teacher and student for learning. Negative: time constraints
5. Test skills: Positive: can be reliable in accordance with these standards. Negative: this is subjective.
Methods can be formative and generic. Formative assessment is a continuous verification and consolidation of the learning process. It is used to determine whether learning occurs and to consolidate individual needs in order to thrive in the learning process. Formative assessment is useful as a tool for identifying strengths and areas for the development of not only the individual student, but also the teacher and all other bodies, such as suppliers and educational organizations, to verify or lack of a training scheme. However, formative evaluation could impede progress for some students who do not have or have no mechanisms for overcoming their brighter peers. On the other hand, the final assessment is a tool to assess whether there was training in the whole process. It is imperative to check each end of a session or course in order to assess student progress. Individual training needs and areas of development can be highlighted in each overall assessment. Both formative and final grade may be questioned for reliability and credibility.
Evaluating ways of planning, negotiating, and recording relevant learning objectives with goals, the learning environment is on the right track.
Use of textbooks and ILP; to observe students. Progress and set goals require evaluation. Through textbooks, the teacher could tell about the strengths and areas of development of the student. It is also a good way to discuss issues such as projects, tasks, and learning objectives. In my experience as an English teacher, a one-to-one tutorial was a very useful outline to check student progress. My awareness of what went wrong and what went well with the student could give me points for reviewing the goals for the development of the student. An individual learning process is also a scheme for learning about what is happening in the learning environment. An ILP is a device set to record and track student progress. If there are goals such as date of appointments, areas for development problems, missed actions, ILP is a handy tool. Having a recorded path is a responsible way that can be used for future planning. If the teacher has a record for all grades used to evaluate the student learning process, problems such as student priority, negligence, etc. can be avoided.
Inclusive learning is needed in every learning environment. It is necessary to consider the individual needs of students in order to maximize the expected learning outcomes. Students with physical and mental disabilities do not justify failure to study. The following are considerations for inclusive learning.
- Color paper for dyslexia
- Peer Support / Group Work
- Differentiated survey and differentiated support for teachers
In my experience of teaching English to foreign students in my country
It was very important for me to consider students with learning difficulties, providing them with training assistance when necessary. Physical defects, such as vision, should also be taken into account. For such a situation it is necessary to take into account the location of the class, which, however, is simple, may seem to be a problem. Working in groups can increase the confidence and self-esteem of students who find it difficult to cope with stronger students. Providing specific tasks for students to highlight their strengths could also improve inclusion for those who feel less able. I always choose these methods for inclusive education because I find them useful, especially during classes. Asking simpler questions for less active learners also contributes to inclusive learning. (Refer to the app for inclusive training events)
The teaching methods differ for each teacher and the situation resulting from the differentiation of students. Below are the training methods that I used and will use in my future exercises.
Teaching / testing training and the use of the following activities:
1. View the video
2. Training exercises
b. Demonstration with the following activities:
1. Hands
2. Role play
3. Audition accompanied by group discussions / work
from. Private lessons with these actions:
1. Question and answer
2. speak / listen / write / update materials, for example, visiting places such as restaurants, theaters, etc.
Again, teaching methods can be differentiated by individual needs, such as colored paper for students with dyslexia, differentiation of questions for students with learning difficulties; mental and physical. Individual support has always been mine. In the two lessons I did for the English for Beginners course, I chose teaching methods that teach testing for all of my classes. (See evidence of evidence: a training plan.) I always find it useful to give exercises for each topic in order to have an immediate assessment if there was a teaching about what happened. Immediate feedback and corrections can be provided through monitoring and responses to training materials. (For other teaching methods, see Appendix.)
There are ways in which lesson plans can be adapted to the individual needs of students. These methods include colored paper for students with dyslexia, a seat that is suitable for students. group work needs, etc. Differentiated interviews, expanded activities, visual materials adapted for students with vision problems, sound adjustment for people with hearing impairments, safety and convenience in the classroom for people with phobias and physical disabilities. Lesson plans must be fair for each student. There are learners with learning difficulties and changes in lesson planning, such as differentiated interviewing, encouraging group work, and differentiating expected goals using all, most and some, to classify learning outcomes. In my experience as a teacher, the verification of prior knowledge is also an important part to measure what is expected of students, and then the difference in questions, to check if there is learning, is easier, because the awareness of the students & subject knowledge is already achieved.
Feedback is a very important element that helps to inform the practice. Feedback is a tool for consolidating learning outcomes. As a teacher, I use as a practice to include feedback after each session or lesson. Question and answer and discussions about mistakes made by students are checked on the board to increase awareness and learning objectives. For students who have appreciated the work well, they are always recognized for their remarkable remarks, such as “well done, very good, and you deserve a recommendation” to help build confidence. For expansion activities, I always use in my specialist the topic of feedback with bug fixes that are heard and seen through monitoring during exercises, discussions and group actions.
Professor John Hattie found that feedback has a greater influence on achievement than any other factor. Professors Paul Black and Dylan Viliam from King’s College London spent four years studying and analyzing feedback studies that are closely related to formative assessment. They agreed with Professor Hattie that formative evaluation has a huge impact on the quality of education. It was found that for students added the equivalent of two classes. achievement if done very well. According to Jeff Petty (2004), “In Learning today I try to summarize the main findings of Black and William, saying that feedback should include:
• Medals : This is information that the student did well, for example, your paragraphs and punctuation are good. or is it a good proof of & # 39; written on margin next to a well-prepared student clause. Grades and marks are not medals. Medals Information about what exactly was done well.
• Missions : This is information that a student needs improvement, correction or work. Best of all, when it looks promising and positive. for example, try to give more evidence for your views & # 39; Or Use more paragraphs to show the structure of your letter. Again, measurements such as estimates usually do not provide this information.
• Clear goals : medals and missions should be given for clear goals, which are usually best given in advance.
To promote inclusive education in my two curricula, I used group work and role play to promote equal opportunities for learning for active and inactive students. Again, consideration for students with learning difficulties is vital.
According to Jeff Petty (Active learning 2004), we learn from this. Studies show that active learning is much better reminded, used and understood. Active methods require our own values, that is, the development of our own conceptualizations of what we are learning. During this process, we usually do the neural connections in our brain, a process that we call learning. Passive methods, such as listening, do not require these neural connections or conceptualization from us. Active methods also:
• Give the student feedback on incomplete understanding and ask them to correct it, for example, by helping each other.
• Give feedback to the teacher, on which students understand and who needs help.
• Develop thinking skills such as analysis, problem solving and evaluation
• Help students use their learning in realistic and useful ways and see its importance and relevance.
I believe that active learning is an inclusive learning method that is implemented through group work and feedback.
The use and introduction of modern technologies is vital for achieving the goals and objectives of learning. I find that starboard is very useful because of the many things you could do with it, such as online training. Automatic saving of lessons and students. the work could be immediately saved and printed for future purposes. However, there are some pitfalls about using such. Electronic problems may occur, therefore paper and / or backup are always needed. Pupils who can visually find starboard applications are wonderful. Kinesthetic students also find this interesting. (see appendix, point 8, for the inclusive resources that I used with my students in my specialization)
My specialist is ESOL (English for speakers of other languages). It is then important that functional skills, such as spelling, speaking and listening, are included to achieve maximum learning. Essay, discussion, debts, theses, assignments, oral test, interviews, portfolio and other methods required for training, require minimal knowledge or the core to achieve certain standards for certain learning environments.
Continuing literacy, language, ability to count and ICT skills, which are an integral part of my own specialist, ESOL makes me a more prepared teacher, because these areas expand my horizons to know better how to meet my students. necessary. Knowing my strengths and areas of development makes it easier to communicate with students. also needs.
In my first micro teaching in the Diploma in Teaching in the lifelong learning sector,
To encourage inclusion, I used handouts (with a visualizer for testing) and a whiteboard for group lessons for the grammar test to be able to achieve inclusive learning. Verification and feedback were also conducted by groups to facilitate inclusion. However, my peers watched my students for not considering prior knowledge of grammatical activity.
This assessment allowed me to realize that you need to take into account the previous knowledge of the subject and not assume that all students have the same level of knowledge about a particular field. Learning outcomes will always be successfully achieved through inclusion and active learning.
Observation is a two-way process, a teacher for a student and vice versa. The observation was ahead of me since the course began. I watch my teachers, how they manage to satisfy all needs. Textbooks are offered to discuss issues and just to keep in touch.
