catec 2014, tajikistan
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CATEC,2014 Presentation at the workshopTRANSCRIPT
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CATEC-2014,TajikistanCATEC-2014,Tajikistan
Formative and summative assessment: use of technology
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Innovative Methods of Innovative Methods of TeachingTeaching
I hear and I forget.I see and I believe.
I do and I understand.
- Confucius
The empires of the future are the empires of the mind.- Winston Churchill
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TRADITIONAL AND MULTIMEDIA LEARNINGTRADITIONAL AND MULTIMEDIA LEARNING
TRADITIONAL METHOD – A ONE WAY FLOW
STUDENTSTEACHER
TEACHER
MULTIMEDIASTUDENT
MULTIMEDIA LEARNING – AN INTERACTIVE LEARNING PROCESS
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Assessment is Assessment is
the process of gathering data. More specifically, assessment is the ways instructors gather data about their teaching and their students’ learning (Hanna & Dettmer, 2004).
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Types of Assessment Types of Assessment
There are three types of assessment: diagnostic, formative, and summative. Although are three are generally referred to simply as assessment, there are distinct differences between the three.
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Diagnostic Assessment Diagnostic Assessment
Diagnostic assessment can help you identify your students’ current knowledge of a subject, their skill sets and capabilities, and to clarify misconceptions before teaching takes place
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Types of Diagnostic Types of Diagnostic Assessments Assessments
Pre-tests (on content and abilities)
Self-assessments (identifying skills and competencies)
Discussion board responses (on content-specific prompts)
Interviews (brief, private, 10-minute interview of each student)
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Formative Assessment Formative Assessment
Formative assessment provides feedback and information during the instructional process, while learning is taking place, and while learning is occurring.
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Types of Formative Types of Formative Assessment Assessment Observations during in-class activities; of
students non-verbal feedback during lecture Homework exercises as review for exams and
class discussions) Reflections journals that are reviewed
periodically during the semester Question and answer sessions, both formal—
planned and informal—spontaneous Conferences between the instructor and student
at various points in the semester In-class activities where students informally
present their results Student feedback collected by periodically
answering specific question about the instruction and their self-evaluation of performance and progress
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Use of blog for formative Use of blog for formative assessment assessment (aepe2013.blogspot.com)(aepe2013.blogspot.com)
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A lesson plan, A lesson plan, phase1 and phase2 phase1 and phase2 in the formative feedback for the best resultin the formative feedback for the best result
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Example of the test for Example of the test for a formative feedbacka formative feedbackWhere does air enter the respiratory system?Trachea
LungsPharyn
x
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Well Done!Let’s move on to the next question!
Example of the test for a formative feedback
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Oops!That’s wrong! Try againYes No
Example of the test for a formative feedback
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A project work with a formative feedback and use of
technology
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A project work with a formative feedback and use of
technology
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Summative Assessment Summative Assessment
Summative assessment takes place after the learning has been completed and provides information and feedback that sums up the teaching and learning process.
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Types of Summative Types of Summative Assessment Assessment ExaminationsFinal examination (a truly summative
assessment) Term papers (drafts submitted throughout
the semester would be a formative assessment)
Projects Portfolios (could also be assessed during it’s
development as a formative assessment) Performances Student evaluation of the course (teaching
effectiveness) Instructor self-evaluation
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The term “alternative The term “alternative assessment” assessment” refers to a variety of different types of
evaluation procedures; for example:–• Self-assessment; –• Peer feedback and assessment–• Portfolios–• Performance assessment–• Observations–• Conferences/ interviews–• Learning logs–• Journals–
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Assessment measures Assessment measures
if and how students are learning and if the teaching methods are effectively relaying the intended messages.
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TEACHER THE GREATEST TEACHER THE GREATEST INNOVATORINNOVATOR
Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning
stays young.
To teach is to learn twice
Teachers should guide without dictating, and participate without dominating
The critical factor is not class size but rather the nature of the teaching as it affects learning.
LEARNING NEVER ENDS