Lesson Plan Evaluation Rating Scale

2018 ◽  
Author(s):  
Dorothy J. Musselwhite ◽  
Brian C. Wesolowski
Keyword(s):  
Rating Scale ◽  
Lesson Plan ◽  
Plan Evaluation

scholarly journals Relevant Interactive Learning Strategies Needed for Training of Polytechnic Pre-Service Technicians for Diagnosis and Repairs of Modern Automobilesin North-Eastern Nigeria

2021 ◽  
pp. 37-44
Author(s):  
Babayo Yakubu Adamu ◽  
◽  
Babawuro Shuaibu ◽  
QS Adamu Abdulkadir Maigana ◽  
Umar Magaji ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Rating Scale ◽  
Lesson Plan ◽  
Training Needs ◽  
Model Framework ◽  
Competency Training ◽  
Automotive Technology ◽  
North Eastern ◽  
Research Questions ◽  
Automotive Technicians

The main purpose of this study was to determined competency training needs of polytechnic Pre-service technicians for diagnosis and repairs of modern automobiles in North-Eastern Nigeria. The study sought to answer two research questions using Competency Outcome Performance Assessment (COPA) model framework. It is paramount importance to note that competency training needs of diagnosis and repairs of modern cars requires practical and effective training skills to be able to adequately repair them. A descriptive survey research design was adopted for the study. The population for the study was made up of 384 technicians in automotive technology in the NBTE accredited polytechnics in Northern Nigeria. Out of 384 a sample of 192 was randomly selected for the study. The questionnaire consisted of 192 tasks on diagnosis and repairs skills needed, developed with reference to curriculum of National Automobile Technician Education (NATE) and National Vocational Certificate in Automotive / Mechatronics approved by National Board for Technical Education. The questionnaire was divided into two sections: A & B, (see Appendix I). Section A contains items designed to obtain personal information of the respondents, while section B is divided into four sub-sections (I, II, III & IV). The instrument was developed using COPA Model structure, adapted from Lenburge et al (2009). A four-point rating scale ranges from Highly Needed (HN) = 4, Needed (N) = 3, Moderately Needed (MN) = 2, Least Needed (LN) = 1 was employed in sub-section I, while four-point rating scaled ranges from most relevant (4), highly relevant (3), moderately relevant (2) and less relevant. A reliability test of the instrument was also conducted and analyzed using Cronbach Alpha coefficient method and yielded an overall reliability coefficient of 0.80. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) 23rd version software using mean and standard deviation to answer the research questions. Findings revealed relevant interactive strategies needed in the training of polytechnic Pre-service Technicians in diagnosis and repairs of modern Automobiles. Based on the findings of the study, appropriate recommendations were made, among which is, that the identified modern technology skills should be integrated into the curriculum of Automotive Technology programme in Nigerian polytechnic. Identified interactive skills will help lecturers in developing lesson plan using the competencies that are essentially needed by Pre-service automotive technicians in order for them to prepare on how to teach them appropriately.

scholarly journals Kompetensi Pedagogik Guru dalam Pengelolaan Pembelajaran Biologi

2021 ◽  
Vol 13 (1) ◽  
pp. 40
Author(s):  
Ita Ita
Keyword(s):  
Learning Process ◽  
Rating Scale ◽  
Lesson Plan ◽  
Learning Activities ◽  
Average Score ◽  
Classroom Teachers ◽  
Learning Tools ◽  
Initial Activity ◽  
Face To Face ◽  
Biology Learning

One of the competencies that must be possessed by a teacher is pedagogic competence. Pedagogic competence is related to the teacher's ability to carry out learning activities. The teacher is an important part in the implementation of the learning process in the classroom. Teachers have a role in preparing lesson plans as well as implementing these plans when managing learning in the classroom. Learning will take place well if the teacher has good pedagogic competence. This study aims to describe the teacher's ability to use the planned biology learning tools. Data collection in this descriptive study was carried out through observation techniques on the learning process for four face-to-face meetings. The research subject is a biology teacher at SMAN 2 Banjarbaru. The teacher is considered to have good competence in applying the biology lesson plan in the classroom seen from the implementation of the initial activity stages, core activities and final activities which show an average score of 3.89 referring to the specified rating scale.

scholarly journals PERCEPTION OF NATURAL SCIENCES’ TEACHER AND PROSPECTIVE TEACHER ON UNDERSTANDING LOW CARBON STEM LEARNING PLAN

2021 ◽  
Vol 6 (4) ◽  
pp. 263
Author(s):  
Annisa Nur Khasanah ◽  
Riezky Maya Probosari ◽  
Sri Widoretno ◽  
Nurma Yunita Indriyani
Keyword(s):  
Science Teachers ◽  
Rating Scale ◽  
Lesson Plan ◽  
Group Discussion ◽  
Lesson Plans ◽  
Service Science ◽  
Learning Approach ◽  
Low Carbon ◽  
Stem Learning ◽  
Learning Plan

The perception of science teachers and pre-service science teachers about the 'Low Carbon STEM' lesson plans, which is a new learning approach, makes the perspective of science teachers and pre service science teachers different. This difference results in differences in the implementation of the Low Carbon STEM lesson plan in the future. The objectives of this study include 1) to determine the perception of science teachers and pre service science teachers to Low Carbon STEM Lesson Plans, 2) to recommend one form of science learning approach that is Low Carbon-based STEM. The method used in this research is the mixed method, which combines quantitative and qualitative methods with data collection techniques using questionnaires. Questionnaires were distributed to science teachers and prospective science teachers using a rating scale of 1-4. The results of the questionnaire were calculated quantitatively and then described qualitatively. Respondents were members of the Focus Group Discussion (FGD) consisting total of 37 respondents. This study concludes that the tenth aspect received the most agreed responses with a percentage of 86.5% while the sixth aspect received the most disagree responses with a percentage of 89,2%.

scholarly journals Relevant Interactive Learning Strategies Needed for Training of Polytechnic Pre-Service Technicians for Diagnosis and Repairs of Modern Automobiles in North-Eastern Nigeria

2021 ◽  
Vol 1 (2) ◽  
pp. 37-44
Author(s):  
Yakubu Adamu Babayo ◽  
Shuaibu Babawuro ◽  
QS Adamu Abdulkadir Maigana ◽  
Magaji Umar
Keyword(s):  
Learning Strategies ◽  
Rating Scale ◽  
Personal Information ◽  
Lesson Plan ◽  
Training Needs ◽  
Model Framework ◽  
Competency Training ◽  
Automotive Technology ◽  
Research Questions ◽  
Automotive Technicians

The main purpose of this study was to determined competency training needs of polytechnic Pre-service technicians for diagnosis and repairs of modern automobiles in NorthEastern Nigeria. The study sought to answer two research questions using Competency Outcome Performance Assessment (COPA) model framework. It is paramount importance to note that competency training needs of diagnosis and repairs of modern cars requires practical and effective training skills to be able to adequately repair them. A descriptive survey research design was adopted for the study. The population for the study was made up of 384 technicians in automotive technology in the NBTE accredited polytechnics in Northern Nigeria. Out of 384 a sample of 192 was randomly selected for the study. The questionnaire consisted of 192 tasks on diagnosis and repairs skills needed, developed with reference to curriculum of National Automobile Technician Education (NATE) and National Vocational Certificate in Automotive / Mechatronics approved by National Board for Technical Education. The questionnaire was divided into two sections: A & B, (see Appendix I). Section A contains items designed to obtain personal information of the respondents, while section B is divided into four sub-sections (I, II, III & IV). The instrument was developed using COPA Model structure, adapted from Lenburge et al (2009). A four-point rating scale ranges from Highly Needed (HN) = 4, Needed (N) = 3, Moderately Needed (MN) = 2, Least Needed (LN) = 1 was employed in sub-section I, while four-point rating scaled ranges from most relevant (4), highly relevant (3), moderately relevant (2) and less relevant. A reliability test of the instrument was also conducted and analyzed using Cronbach Alpha coefficient method and yielded an overall reliability coefficient of 0.80. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) 23rd version software using mean and standard deviation to answer the research questions. Findings revealed relevant interactive strategies needed in the training of polytechnic Pre-service Technicians in diagnosis and repairs of modern Automobiles. Based on the findings of the study, appropriate recommendations were made, among which is, that the identified modern technology skills should be integrated into the curriculum of Automotive Technology programme in Nigerian polytechnic. Identified interactive skills will help lecturers in developing lesson plan using the competencies that are essentially needed by Pre-service automotive technicians in order for them to prepare on how to teach them appropriately.

Evaluating the Psychometric Qualities of a Rating Scale to Assess Pre-Service Teachers’ Lesson Plan Development in the Context of a Secondary-Level Music Performance Classroom

2018 ◽  
Vol 66 (3) ◽  
pp. 338-358 ◽  
Author(s):  
Dorothy J. Musselwhite ◽  
Brian C. Wesolowski
Keyword(s):  
Music Education ◽  
Teacher Effectiveness ◽  
Rating Scale ◽  
Lesson Plan ◽  
Music Performance ◽  
Secondary Level ◽  
Lesson Plans ◽  
Partial Credit Model ◽  
Study Results ◽  
Content Specialists

The purpose of this study was to evaluate the psychometric quality (i.e., validity and reliability) of a rating scale to assess pre-service teachers’ lesson plan development in the context of secondary-level music performance classrooms. The research questions that guided this study include: (1) What items demonstrate acceptable model fit for the construct of lesson plan development in the context of a secondary-level music performance classroom? (2) How does the structure of the rating scale vary across items? and (3) Does differential severity emerge for academic administrators or music education content specialists across items? Using multiple teacher effectiveness frameworks, the lesson plans in this study were evaluated using a 4-point Likert-type rating scale (e.g., strongly agree, agree, disagree, strongly disagree) consisting of five domains: (a) instructional planning, (b) instructional delivery, (c) differentiated instruction, (d) assessment uses, and (e) assessment strategies. Secondary-level school administrators ( n = 8) and music education content specialists ( n = 8) rated 32 lesson plans using a balanced incomplete assessment network. The multifaceted Rasch measurement partial credit model was used in this study. Results suggest higher rater severity among administrators than music specialists. Of the 68 potential pairwise interactions examined in the study, 5 (7.4 %) of those were found to be statistically significant, which indicates that 5 raters demonstrated differential severity across at least one lesson plan. Implications for student teacher preparation, teacher effectiveness, and the validity of measures are discussed.

scholarly journals RATING PLAN AS A MECHANISM OF EVALUATING THE DEGREE FORMATION OF COMPETENCES

2018 ◽  
Vol 6 (2) ◽  
pp. 9 ◽  
Author(s):  
E. N. Perevoshikova
Keyword(s):  
Rating Scale ◽  
Academic Discipline ◽  
Evaluation Criteria ◽  
Rating System ◽  
Evaluation Tools ◽  
Plan Evaluation ◽  
The University ◽  
Developing System ◽  
Valuation Tools ◽  
Selection Of

Introduction:the article is devoted to the identification of the specifics of the construction of a rating plan for the academic discipline. It is shown that the rating system, implemented in the university, is not a stable developing system.  One of the reasons is the discrepancy between the three documents: the program on discipline, the rating-plan and the fund of evaluation tools for the academic discipline. The article reveals the author's approach to the development of a rating-plan, evaluation criteria and a fund of valuation means as component parts of  methodical support for students in the study of the academic discipline.Materials and methods:in the article the key components of the rating system of evaluation are identified, the place of the rating-plan in the rating system of evaluation is determined, its role in establishing the connection between the program on discipline    and the fund of valuation means is determined.The results of the research: the article establishes the specificity of the rating-plan construction, describes the evaluation tools and the form of their presentation in the rating plan and the fund of valuation means , and shows how to determine the rating scale. Examples are given of the construction of the rating- plan, criteria and scales of assessment, the decomposition of competences in the passport of the fund of valuation means. Recommendations are formulated on the development of the passport of the fund of valuation means, which ensure the coordination of the discipline program, of a rating- plan  and the fund of valuation means.Discussion and conclusion: the article discusses the existing difficulties in the construction of a rating-plan and a fund of valuation means , analyzes typical errors in the selection of valuation tools, in the description of criteria and scales of assessment. The conclusion formulated in the article is that the rating-plan should be built as a mechanism for assessing the degree of competences formation, which clearly indicated the evaluation criteria and relevant indicators, scale of assessment. This mechanism should be disclosed in the fund of valuation means.

scholarly journals Development of Collaborative Learning Devices on Two-Dimentional Figure Topic of Mathematics for 4th Students

2019 ◽  
Vol 5 (1) ◽  
pp. 17-24
Author(s):  
Ni Komang Supitri Pebriari ◽  
I Gede Margunayasa ◽  
Ni Nyoman Kusmariyatni
Keyword(s):  
Data Analysis ◽  
Collaborative Learning ◽  
Qualitative Data ◽  
Rating Scale ◽  
Lesson Plan ◽  
Assessment Tools ◽  
Average Score ◽  
Prototype Model ◽  
The Subject ◽  
Numeric Data

This study aimed to develop collaborative learning device for mathematic course specified on two-dimentional figure on 4th grade students. The design of this study was Research and Development by using Prototype model in which the steps were 1) listening and obtaining the need for the device 2) organizing and making prototype 3) testing. The subject of this study was a collaborative learning device. Instrument used to measure the validity of the learning device was rating scale in the form of assessment tools from the expert. The data were obtained by using methods, namely questionnaire by using quantitative and qualitative data analysis. Testing resulted the numeric data and the average score was converted in PAP table 5 scale. The result showed that 1) collaborative learning device in mathematic course specified on two-dimentional figure involved 1 syllabus, 6 lesson plans, 6 student worksheet, 2) this product was validated by expert of mathematic, expert in education and 2 teachers from different school with the average score 4.42 for syllabus, 4.51 for lesson plan and 4.62 for student worksheet and the category was “very good”.

scholarly journals Teacher’s Preparation of Lesson Plan and Constraints in English as a Foreign Language During the Pandemic Outbreak in the Junior High School

2021 ◽  
Vol 9 (1) ◽  
pp. 43
Author(s):  
Putu Devi Mas Wulandari ◽  
Dewa Komang Tantra ◽  
Made Hery Santosa
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Rating Scale ◽  
Junior High ◽  
Lesson Plan ◽  
Lesson Plans ◽  
Seventh Grade ◽  
School Students ◽  
Study Results

Teaching English online is considered problematic. The availability of a support system and internet quota is the main obstacle. This has an impact on the low ability of students. The purpose of this study is to analyze the abilities and constraints of teachers in preparing lesson plans and student obstacles in EFL learning through Google Meet during the Covid-19 pandemic. The sample of this research is a seventh-grade EFL teacher and also 60 seventh-grade junior high school students. The design applied is a mixed method. Data collection uses three instruments: a rating scale, teacher constraints, and student constraints in EFL through Google Meet. The study results indicate that in preparing the lesson plans, teachers are less capable and have several obstacles in choosing learning methods or techniques, selecting instruments and evaluation techniques, and selecting learning media. In addition, the results of the study indicate that students do not understand the material in lesson plans 3 and 4 and do not like to use Google Meet in learning English based on lesson plans 1.3 and 4. This is related to the limitations of students about it. This research implies that EFL teachers provide online learning plans and focus on selecting techniques or methods, evaluation processes, and media.

scholarly journals Science lesson plan evaluation for 7th grade secondary school: A learning process reflection

2018 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Nilia Fithriyyati ◽  
Ika Maryani
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Learning Process ◽  
Science Learning ◽  
Lesson Plan ◽  
Evaluation Research ◽  
Science Lesson ◽  
Plan Evaluation ◽  
K 13 ◽  
Model Context

The study aimed to determine the suitability of the Lesson Plan for 7th grade Secondary School with the Learning Process Standard based on the aspects of planning, implementation, and assessment. The particular research was an evaluation research with the CIPP model (Context, Input, Process, and Product). The lesson plan documents were from five schools implementing the Curriculum 2006 and five schools implementing the Curriculum 2013. The respondents were 10 science teachers of 7th grade and 472 students. Data collection instruments were observation guides, questionnaires, interview guides, and documentation. Data analysis techniques were quantitative and qualitative. The Quantitative data was T-score; meanwhile, qualitative data analyzed descriptively. Lesson Plans with the rules of the Curriculum 2006 and Curriculum 2013 were the main documents in the evaluation. The results showed that (1) the suitability of the science lesson plan using KTSP (curriculum 2006) was in category of adequate suitable and lesson plan using K-13 (curriculum 2013) was in suitable category; (2) the suitability of the implementation of science learning using KTSP and K-13 was in category of adequate suitable; and (3) the suitability of the assessment of science learning using KTSP and K-13 was in category of adequate suitable. Generally, the documents of the science lesson plan were adequate suitable with the Learning Process Standards.

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