scholarly journals The application of traditional and alternative assessment and evaluation tools by teachers in social studies

2010 ◽  
Vol 2 (2) ◽  
pp. 4152-4156 ◽  
Author(s):  
Hüseyin Çalışkan ◽  
Yasemin Kaşıkçı
Keyword(s):  
Social Studies ◽  
Alternative Assessment ◽  
Evaluation Tools ◽  
Assessment And Evaluation

scholarly journals Assessing Civic Literacy in Elementary Social Studies amidst the Pandemic

2021 ◽  
pp. 54-63
Author(s):  
Tyrone O. Gil Jr. ◽  
Luis Lorenzo B. Domingo
Keyword(s):  
Social Studies ◽  
Alternative Assessment ◽  
Assessment Tools ◽  
Assessment And Evaluation ◽  
Elementary Social Studies ◽  
The Common ◽  
Common Problems ◽  
Learning Competencies ◽  
Civic Literacy ◽  
Self Learning

Assessment in the zenith of the COVID-19 pandemic challenges the teacher’s administration of assessment and evaluation tools to identify learners’ pace in self-learning. This study examined elementary social studies teachers’ assessment tools and practices during the closing of schools and the zenith of distance learning through SLMs. Using content analysis, the researchers examined the SLMs (SLM) and the Most Essential Learning Competencies (MELCs) as the components of the emergency curriculum. The findings exposed the exquisite adaptation of conventional assessment tools among the types of assessment manifested in the SLM. Monitoring and feedbacking, reporting students’ ratings, and authenticity of students’ work were the common problems encountered by teaches. The researchers recommended the utilization of alternative assessment tools to better address the dynamics of civic literacy and flexible appraisal of student achievement. Using technology for assessment will also enhance the delivery of assessment instructions and easiness in validating students’ work.

The Significance of the Problem

2017 ◽  
pp. 1-16
Author(s):  
David J. Kolko ◽  
Eric M. Vernberg
Keyword(s):  
Family Characteristics ◽  
Intervention Programs ◽  
Evaluation Tools ◽  
Community Based ◽  
Assessment And Evaluation ◽  
Current State

This introductory chapter describes the elements that will be covered in this book. It introduces child firesetting as a national problem, responsible for significant individual and societal consequences. It elaborates on rates of firesetting in juveniles and describes the characteristics of children who play with fire, as well as family characteristics and correlates. The chapter cites the need for assessment and evaluation tools, emphasizing that assessment should be tailored to the population and the context in which the problem is documented and managed. The current state of interventions and treatment is discussed, including surveys of community-based intervention programs. Recidivism is covered, citing statistics from various surveys. The chapter concludes with an overview of this clinical guide.

Practitioner Report – Conceptualising Motor Development: Issues and Implications for Practitioners

1997 ◽  
Vol 14 (1) ◽  
pp. 87-96
Author(s):  
Steve Hay
Keyword(s):  
Clinical Practice ◽  
Motor Development ◽  
Evaluation Tools ◽  
Assessment And Evaluation ◽  
Developmental Characteristics

ABSTRACTHow practitioners conceptualise motor development has important implications for clinical practice, including the framing of the cycle of assessment, prioritisation, intervention, and reassessment. The flexibility and inclusiveness of these frameworks effectively determines what kind of questions are able to be asked concerning the developmental characteristics of children, the kinds of assessment and evaluation tools used to evaluate those characteristics, and the understandings of the processes of motor development that ultimately derive from those investigations.

Dramatherapy and Psychodrama with Looked-After Children and Young People

Dramatherapy ◽  
2017 ◽  
Vol 38 (2-3) ◽  
pp. 133-147 ◽  
Author(s):  
Joan Moore ◽  
Madeline Andersen-Warren ◽  
Kate Kirk
Keyword(s):  
Young People ◽  
Evaluation Tools ◽  
Children And Young People ◽  
Assessment And Evaluation ◽  
Client Group ◽  
Looked After Children

This paper provides the results of a questionnaire constructed to solicit information about the creative structures that dramatherapists and psychodramatists are using in therapy with Looked-After children (LAC) and young people. After a brief account of the research itself the results are presented; this starts by defining the assessment and evaluation tools that are used by the practitioners. The particular needs of this client group are examined and what follows is the analysis and explanation of the creative ways in which the practitioners meet the needs of LAC and young people.

scholarly journals Evaluation of Homework in Science and Social Studies / Evaluacija domaće zadaće u Prirodi i društvu

2021 ◽  
Vol 23 ◽  
Author(s):  
Edita Borić
Keyword(s):  
Social Studies ◽  
Formative Evaluation ◽  
Monitoring And Evaluation ◽  
Curriculum Planning ◽  
Pedagogical Practice ◽  
Primary School Teachers ◽  
New Approach ◽  
Assessment And Evaluation ◽  
Faculty Of Education ◽  
Independent Work

Systematic monitoring of students’ achievements as well as encouraging and improving the development of their knowledge, skills and abilities is one of the basic tasks of school. Apart from monitoring the progress of students during the teaching process, monitoring and evaluation of their independent work at home is also considered. A new approach to curriculum planning emphasizes the importance of formative evaluation, which implies monitoring and feedback about the learning process. A well-designed homework task can be an excellent indicator of progress in a student’s independent work outside of school. Creating and evaluating constructivist homework enables monitoring the development of students’ research skills as one of the two key evaluation elements in Science and Social Studies.The aim of the paper was to determine the frequency of homework evaluated by teachers and the ways teachers evaluate homework in Science and Social Studies classes. In addition, the aim was to identify the sources of homework which are mostly evaluated. A sample study included 83 primary school teachers, whose assignment, assessment and evaluation of student homework was observed by the students of the Faculty of Education in Osijek and Slavonski Brod during their professional-pedagogical practice. The study analysed 343 Science and Social Studies lessons in which homework was assigned. The results show that teachers did not evaluate a large amount of homework, or they only marked it as reviewed without any feedback about students’ progress and achievement. Therefore, the study reflects the importance of planning, creating and evaluating homework assignments in Science and Social Studies classes.Key words: curriculum; formative evaluation; homework assignments; learning outcomes; sources of homework---Sustavno praćenje učeničkih postignuća, kao i poticanje i poboljšanje razvoja njihovih znanja, vještina i sposobnosti, jedna je od osnovnih zadaća škole. Osim praćenja napretka učenika tijekom procesa poučavanja, također smo razmotrili praćenje i evaluaciju samostalnoga rada učenika kod kuće. Novi pristup planiranju kurikula naglašava važnost formativne evaluacije, što obuhvaća praćenje i davanje povratnih informacija o procesu učenja. Dobro osmišljena zadaća može biti odličan pokazatelj napretka u samostalnom radu učenika izvan škole. Kreiranje i evaluacija konstruktivističke domaće zadaće omogućuje praćenje razvoja učeničkih istraživačkih vještina kao jednog od ključnih elemenata evaluacije u predmetu Priroda i društvo.            Cilj ovoga rada bio je utvrditi koliko često učitelji evaluiraju domaće zadaće i načine na koje to čine u nastavi Prirode i društva. Osim toga, cilj je bio utvrditi koje izvore zadaće učitelji najviše evaluiraju. Uzorak studije obuhvatio je 83 osnovnoškolska učitelja čije zadavanje domaćega rada, procjenu i evaluaciju zadaća učenika promatrali su studenti Fakulteta za odgoj i obrazovne znanosti u Osijeku i Slavonskom Brodu tijekom profesionalno-pedagoške prakse. U istraživanju su analizirana 343 sata Prirode i društva na kojima je zadana domaća zadaća. Rezultati pokazuju da učitelji nisu evaluirali veliki broj domaćih zadaća ili su ih samo označili kao pregledane bez povratnih informacija o učeničkom napretku i postignuću. Stoga, istraživanje ukazuje na važnost planiranja, osmišljavanja i evaluacije zadataka domaćega rada u nastavi Prirode i društva.Ključne riječi: formativna evaluacija; ishodi učenja; izvori domaće zadaće; kurikul; zadatci za domaći rad

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