PEDAGOGÍA | 6° SEMESTER
Learning assessment Portfolios: learning assessment techniques LUIS MEDINA GUAL
Nancy Martha Vanegas Peña ID:0187762 15 de abril de 2018
with a brief description of the subject and evidences structure
EVALUATION ROOTS Identity
TIMELESS TRINKETS Identity
FINAL THOUGHTS Conclusion
REFERENCES According to
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Learning assesment 1. Assessment: the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. 2. accreditation: : the designation that an institution functions appropriately in higher education with respect to its purpose and resources 3. criteria: the specific observable characteristics of a behavior or skill 4. Feedback: Includes or oral comments made to students on their achievements to improve their performance. 5. rubric: a set of scoring guidelines that can be used to evaluate students= work
Learning assesment 6. Reliability: Assessment methods which are fair, consistent and as objective as possible, can be considered to be reliable. 7. Self-assessment: It may involve the student in evaluating the strengths and weaknesses of what he or she has achieved or in attributing marks to the work. 8. Summative assessment: Produces a measure which sums up someone’s achievement and has no other real use except as a description of what has been achieved 9. Test:Usually means a short exam. 10. Validity: Assessment methods which genuinely assess what you believe to be the most important things that your students are learning can be considered to be valid.
Learning assesment 11. portfolio: a representative collection of a student's work, including some evidence that the student has evaluated the quality of his or her own work 12. Formative assessment: Is undertaken to assess achievement and identify shortcomings. Its purpose is to help learners to improve their performance.Â 13. 14. 15.
Learning assesment 16. 17. 18. 19. 20.
Annexes 1. Read carefully and reflect in two or three paragraphs about: a. Why did the author purpose an "evaluation theory tree"? To be a drastic oversimplification of very complex relationships, the authors influences, the evaluation field, the perspectives, and in order to know the roots of the evaluation theory tree. b. Which are the "roots" of the evaluation theory tree? The roots of the evaluation theory three are: Methods, validity, and use 2. Create a graphic organizer (any of your choice) and organize the different ideas presented in the reading (try to uncover hidden relations/patterns). 3. Choose one author you would like to review on the dept and write one paragraph justifying why you chose him/her. I Choose Peter Rossi because he changes the randomized experimental process to broaden the vision of evaluation, that means that the based on a theory-driven evaluation that focuses on foundational thinking and empathizes whether the student learns or not. I think it is a more personal method.Â
Annexes How would you define “education”? Categories: Process / path / way: It takes a series of integral actions, tasks, and experiences in order to complete the process Experience: It is the way people teach and learn Development / improvement: As a consequence of the teachinglearning process. A relation between teacher and learner: In this process, there has to be a communication and feedback Similarities: Most of the definitions mention that education is a process that it is made of experiences, where both teachers are involved in order to reach people’s knowledge, abilities and attitudes development. Differences: Some definitions mention that education is related to school subjects, that it is an acquisition of knowledge Own definition: Education is a life process that involves a teacher and a learner, the acquisition of knowledge, skills, and attitudes with the purpose of improving human life.
Annexes How would you define â€œlearningâ€?? Categories: Process: It takes repetitive actions and activities to really learn something. Acquisition: the capability of apprehending information, skills, and attitudes to use them daily. Use in life: it is not just about memorizing something but to be able to use it in our lives. Similarities: Most of the definitions mention that to learn something, we have to practice and apply the skills and knowledge we have acquired. Differences: Some definitions mention that learning requires intentionality and that when we learn something we have the capability to teach what we know. Own definition: Learning is the acquisition of knowledge, abilities, attitudes through experience or studying in order to apply in our daily life in any context, for being a better person and to help other people.
Annexes How would you define â€œassessmentâ€?? Categories: Process: it takes time and a lot of work, it is necessary to consider all of the elements that are involved in the teaching learning process to make a complete and correct assessment. Tool: It is used to evaluate, for example, an exam. Measure/evaluate: it has the purpose of giving a result, based on the measurement of knowledge. Methodology/technique: It has to be done following a series of steps or stages to get results. Similarities: Most of the definitions consider assessment as a way to "measure" learning, also as a quantitative way to evaluate it. Differences: Some of the definitions talk about assessment as a process, while others mention it is a tool or a technique that must be used in education. Own definition: Assessment is a very important process in education, it evaluates how much a student has learned, but also what is working in the teaching learning process and what should be changed or improved. Synthesis of the expectations To sum up, the expectations we have, as a group, for this subject are: to assess teacher, learner, learning, to know how to create, modify and apply learning assessment, to know how do different countries assess in their educational system and here in Mexico. Theories and techniques for assessment, best options to evaluate, to know if the evaluation is effective, and also to improve our English language.
Annexes in order to evaluate learning. 1. Rubrics 2. Exams 3. Writing feedback 4. Oral feedback 5. Quizzes 6. Observation 7. Combination of reviews 8. Case analyses 9. Portfolio 10. Check list
From the most to the least useful 1. Oral feedback 2. Writing feedback 3. Combination of reviews 4. Case analyses 5. Observation 6. Portfolio 7. Check list 8. Rubrics 9. Exams 10. Quizzes
• Search for definitions of evaluation and order them best to worst. 1. Evaluation is a broader term than the Measurement. It is more comprehensive than mere in¬clusive than the term Measurement. It goes ahead of measurement which simply indicates the numerical value. It gives the value judgment to the numerical value. It includes both tangible and intangible qualities. (Thankur, n.d.) 2. Evaluation is an essential tool for making development programmes successful.(Toole, D. 2008) 3. Evaluation is the collection of, analysis and interpretation of information about any aspect of a programme of education or training as part of a recognized process of judging its effectiveness, its efficiency and any other outcomes it may have. (Ellington, Percial, 1988)
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CREATED BY: NANCY MARTHA VANEGAS PEÃ‘A
portfolio LA techniques