Implementing Self-Assessment to Develop Reflective Teaching and Learning in Mathematics

The spread of Corona Virus Disease (COVID-19) made changes in education sector. The teaching and learning process change from blended learning into fully online learning. All the instructions are conducted fully online even the assessment, the important role in teaching and learning process, both the formative and summative assessment. The design of this study was Basic Interpretative Study. This study aimed to investigate the methods used by teachers in conducting the assessment as well as the challenges in doing assessment in fully online learning situation. High School English teachers were chosen to be the subject of this study. The results showed that teachers used E-portfolios, Self-assessment, and teachers’ feedback as the formative assessment and final test and final project as the summative assessment. However, teachers also found some difficulties in doing assessment in today’s online learning. Thus teacher were expected to enrich their assessment and digital literacy by joining seminar(s) or training(s).

Download Full-text

Advantages of authentic assessment over traditional assessment while teaching English to university students majoring in non-linguistic subjects

Samara Journal of Science ◽

10.17816/snv201874301 ◽

2018 ◽

Vol 7 (4) ◽

pp. 287-293

Author(s):

Irina Evgenyevna Abramova ◽

Elena Petrovna Shishmolina ◽

Anastasia Valeryevna Ananyina

Keyword(s):

Foreign Language ◽

University Students ◽

Teaching And Learning ◽

Peer Assessment ◽

Authentic Assessment ◽

Assessment Tools ◽

University Teaching ◽

Foreign Languages ◽

Special Focus ◽

Self Assessment

The paper analyzes existing approaches to assessing the results of teaching foreign languages to the university students majoring in non-linguistic subjects with a special focus on the advantages of authentic assessment. The authors stress the state-level need to develop and implement effective assessment tools for ESL university teaching, and substantiate the effectiveness of authentic assessment for increasing students motivation to learn English. They identify advantages of authentic assessment, including a possibility to track individual students learning progress, to effectively use peer assessment and self-assessment, to focus on students performance indicators, to create a success effect, and to present actual teaching and learning results or personal development achievements in the form of presentations, projects and other tangible accomplishments. The paper describes a unified system of control, assessment and evaluation of ESL teaching and learning results, developed by Foreign Languages for Students of Humanities Department at Petrozavodsk State University (Russia) for modeling a foreign-language environment and enhancing students language socialization. The authors give a detailed account of establishing procedures for the assessment of speaking and writing skills, and analyze a didactic potential of a foreign language portfolio as one of authentic assessment tools. They come to the conclusion that peer assessment, self-assessment and other authentic assessment methods help to shift the focus from teaching to learning and create optimal conditions for student-centered education process.

Download Full-text

Online self-assessment materials: do these make a difference to student learning?

Research in Learning Technology ◽

10.3402/rlt.v8i2.11992 ◽

2011 ◽

Vol 8 (2) ◽

Cited By ~ 2

Author(s):

Mary Peat

Keyword(s):

Learning Styles ◽

Teaching And Learning ◽

Tertiary Education ◽

First Year Experience ◽

Full Time ◽

Self Assessment ◽

Small Shift ◽

Face To Face ◽

Time Work ◽

Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206

Download Full-text

Reflecting on Portfolio Development

Curriculum, Learning, and Teaching Advancements in Online Education ◽

10.4018/978-1-4666-2949-3.ch014 ◽

2013 ◽

pp. 197-211

Author(s):

Hea-Jin Lee ◽

Leah Herner-Patnode

Keyword(s):

Preservice Teachers ◽

Teacher Candidates ◽

Professional Growth ◽

Teaching And Learning ◽

Portfolio Assessment ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Assessment Procedure ◽

Self Assessment ◽

Web Based

This study adopted portfolio assessment as a means of deepening pre-service teachers’ understanding of teaching and learning. The ultimate goal of using the portfolio was to bring the program in line with the mission of the institute, the criteria of the NCATE and INTASC, and the standards of the Ohio State License. This study discusses the challenge of implementing a year-long portfolio assessment procedure, as well as investigating how the exit portfolio assessment plays a role in facilitating pre-service teachers’ professional growth in terms of knowledge, skills, and dispositions. Results indicate that preservice teachers considered the capstone portfolio as a tool for reflection, which helped them improve critical thinking skills, self-assessment, and advancement. Also, the portfolio process helped teacher candidates develop a professional identity and promote teaching. Overall, there was growth and improvement in knowledge, skills, and dispositions toward teaching, the role of a teacher and learner, and using the web-based portfolio process.

Download Full-text

Wearable Technology

Handbook of Research on Innovative Pedagogies and Best Practices in Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-9232-7.ch019 ◽

2020 ◽

pp. 332-349

Author(s):

Esther Ntuli ◽

Angie Godfrey

Keyword(s):

Regression Analysis ◽

Teaching And Learning ◽

Student Thinking ◽

Self Assessment ◽

Mathematics Classrooms ◽

Questioning Strategies ◽

Education Experience ◽

Questioning Techniques ◽

Mathematical Discussions ◽

Gathering Data

Teacher questioning is integral to teaching and learning in mathematics classrooms. Research indicates that purposeful questioning in mathematics classrooms engages, motivates, and deepens student understanding and critical thinking during mathematical discussions. This chapter used both qualitative and quantitative approaches to examine the levels of questions and questioning strategies used by elementary teachers while facilitating mathematical tasks. Findings indicate that teachers use more funneling questions than focusing questions while facilitating math tasks. Most teachers hardly arrive at that reflection and justification level of questioning. Teachers found the Pivothead glasses to be effective not only for teacher self-assessment of their questioning techniques but also for gathering data on student thinking. Regression analysis indicates that education, experience, and location are the most important variables influencing the level of questions asked and questioning strategies used by the teachers.

Download Full-text