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Communication skills presentation MED-1.pptx
- 1. Communication skills various techniques Of Studentassessment Project submitted to: Mrs. Ravinder kaur mam Project submitted by: Roll no. 11672420981 – 11672420988
- 2. introduction student assessment isa systematic approach to formative evaluation , used by instructors to determine how much and how well students are learning. student assessment tools and techniques are other informal assessment tools provide key information during the semester regarding teaching and learning so that changes can be made as necessary.
- 3. Continue…….. The central purposeof student assessment is to empower both teachers and their students to improve the quality of learning in classroom through an approach that is learner-centered teacher-directed mutually beneficial formative context specific and firmly rooted in good practice . Their purpose is to provide the instructor feedback about the students understanding the course and the required adjustments can be made before the end of the term. Frequent use of student assessment techniques also assure the teachers that the student takes a genuine, active interest in their learning process throughout the course before the summative assessment (e.g. final exams ) is given at the end of the term.
- 4. Meaning of techniquesand tools Methods of organizing the various activities that find place in an assessment process are called “assessment techniques ‘’ . The devices and the materials employed in the assessment techniques as known as tools of assessment . Example: observation is used in the collection of assessment information , the observational activity is the technique and the devices used in it like “checklist” , “rating scale” etc are the tools for assessment.
- 5. Key steps Where the learneris going Where the learner is right now How to get there
- 6. Types of assessment •Diagnostic assessment – tells us what the student needs to learn . teacher identifies the nature of pupil’s learning difficulties and use the information to plan interventions to address the issues discovered. • Formative assessment(assessment for learning) - is the part of everyday teaching and learning process to : tell us how well the student is doing as work progresses. • Summative assessment - tell us how well the student did at the end of a unit/task
- 7. Importance of assessment •To find out what the students understandings. • To find out what the students can do , and how well they can do it (skill ; performance) • To find out how students go about the task of doing their work. • To find out how students feel about their work (motivation , effort).
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- 9. Teacher observation Teacher observationis the selection , provocation , recording and encoding that set of behaviors and settings concerning organisms “in situ” which are consistent with empirical aims. • E.g. - a teacher can easily guess that a student is highly anxious and excited by observing external symptoms like trembling of the hands , incoherent speech , biting nails , restlessness and similar such behaviors . process: • Observation protocol: a structured tool with specific criteria and rating scales to guide the observer . • Direct observation: the teacher interaction with students during a lesson or class period . • Data collection: notes are taken on observed behaviors and teaching practices . • Feedback: after the observation the observer provides detailed feedback to the teacher focusing on both strengths and areas for improvement.
- 10. Important aspects: teacherobservation • focus area • Observation protocol • Contextual understandings • Collaborative feedback • PHYSICAL AS WELL AS MENTAL ACTIVITY. • SLECTIVE AND PURPOSE • SYSTEMATIC • SPECIFIC • RECORD OF IMMEDIATELY • REALITY FROM THE PERSPECTIVE OF OBSRVED PERSON • BEHAVIOR INNATURAL SURROUNDINGS • VERIFIABLE • UNDERSTNDING SIGNIFICANT EVENTS AFFECTING SOCIAL `
- 11. TYPES OF OBSERAVTION •CASUAL AND SCIENTIC OBSERAVTION • SIMPLE AND SYSTEMATIC OBSERAVTION • SUBJECTIVE AND OBJECTIVE OBSERVATION • DIRECT AND INDIERCT OBERSVATION • STRUCTURED AND UNSTRUCTURED OBSERVATION • NATURAL AND ARTIFICIAL OBSERAVTION • PARTICIPANT AND NON-PARTICIPANT OBSERAVTION • INTRA SUBJECTIVE AND INTER SUBJECTIVE OBSEVATION
- 12. Effective questioning This isthe technique which involves asking well structured purposeful questions that encourage deeper thinking , elicit detailed responses and promote active participation by promoting individuals to analyze , explain and justify their reasoning . It utilizes the mix of open ended and close ended questions while maintaining focus on the topic at hand .
- 13. BENEFITS OF EFFECTIVEQUESTIONING ENHANCED LEARNING FORMATIVE ASSESSMENT STUDENT ENGAGEMENT DEVELOPMENT OF CRITICAL THINKING SKILLS
- 14. Key aspects ofeffective questioning Open ended questions Closed-ended questions Socratic questions . Funnel questions Clarifying questions Wait time Divergent questions
- 15. CLASSROOM TESTS • Thisis type of assessment technique used in the classroom to evaluate student’s understanding for a subject matter , typically involving a written exam with multiple choice , short answer , or essay questions. • It allows the teacher to gauge the student learning and progress on a specific topic it can be considered a form of summative assessment when used to provide a final grade on a unit of study.
- 16. Key point ofclassroom tests • Purpose • Format • Considerations- test designing : creating well structured tests with clear INSTRUCTION. • grading rubric: using a rubric can ensure consistent evaluation. • feedback: providing feedback to students about their performance.
- 17. Classroom discussions A classroomdiscussion assessment technique refers to using as a method of evaluation of student learning where a teacher observes and assesses student contributions , critical thinking , understanding of the topic and ability to articulate their ideas during a group conversation. This is a type of formative assessment.
- 18. Key aspects ofclassroom discussions • type of formative ASSESSMENT • Observing participation • Structured questioning
- 19. classroom presentation it isa classroom assessment technique to evaluate student’s ability to research , organize information , communicate effectively and deliver a well structured presentation on a given topic , assessing skills like critical thinking , public speaking , and content comprehension , often used as a summative assessment to gauge mastery of a subject area .
- 20. Key aspects ofpresentation • Assesses diverse skills • Promote active learning • Can be adapted to different subjects • Peer and self assessment opportunities
- 21. Factors to considerin presentations • Content accuracy and depth • Organization and structure • Visual aids and delivery • Audience engagement
- 22. Self reporting • Selfreporting techniques are methods that ask people to share information about themselves. These techniques includes interviews , questionnaires , diaries , and reflective journals . They can be used in variety of settings , such as in education , research and performance reviews.
- 23. Benefits of selfreporting • Can help assess traits that are difficult to measure through traditional assessment. • Can be used to collect qualitative data • Can be used in both qualitative and quantitative research designs. • Can be a quick and easy method of gathering data.
- 24. Anecdotal records An anecdotalrecords in assessment techniques refers to a qualitative method where a teacher or a observer writes down detailed description of a student behavior , interactions or learning progress over time , providing insights into their individuals strengths weakness and development through informal observations rather than standardized tests.
- 25. Key points ofanecdotal records • Observational basis • Descriptive and detailed • Formative assessment • Individualized insights • Holistic views • Communication tool
- 26. checklists • A checklistis an assessment tool that lists the specific criteria and provides a way to record whether those criteria were met. • Checklists can be used to assess skills , behaviors , attitudes and tasks . • Usage: • identify learning needs • Monitor learning • Self – evaluation • Share information
- 27. How to createchecklists • Clearly state the skills , behaviors , attitudes that are expected. • Include space for an assessor to indicate whether or not criteria were met . • Encourage student input on criteria . • Data checklists to track progress over time . • Leave space for comments.
- 28. Rating scale • Arating scale is an assessment tool that assesses a person’s opinions , attitudes or behaviors. It is structured way to measure performance, is often used in surveys and assessments. • Usage: To measure performance To measure opinions To measure behaviors
- 29. Examples of ratingscale • Like scale • Star rating • Slider • Descriptive scale • Graphic scale
- 30. ‘Marking pupils’ work ‘markingpupils’ work refers to the practice of a teacher reviewing and evaluating students’ assignments projects or other completed tasks to assess their understanding of a subject identify areas of strength and weakness ,and provide feedback to guide further learning.
- 31. merits • Convenient • Itcan be adopted and implemented quickly and easily. • Reduces and eliminated faculty time demands in grading. • Provides external validity. • Can Scored objectively. • Reference group measures. • Can make longitudinal comparisons.
- 32. Demerits • Measures relativelysuperficial knowledge or learning. • Unlikely to match the specific goals and objectives for a program /institutions . • Norm-referenced data may be less useful than criterion referenced . • May be cost prohibitive to administer as a pre and post test. • More summative than formative ( may be difficult isolate what changes are needed ).
- 33. suggestions Improvement of assessmenttechniques and skills • Preparation is the key. Your assessment plan should be clear and reliable. • Support your learners. • Over assessment is a thing. • Keep feedback constructive. • Record assessments. • Clarify good performance. • Encourage time and effort on task. • Deliver high quality feedback information that helps learner self correct. • Encourage positive motivational beliefs and self esteems. • Encourage positive interaction between teacher and student.
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