Still on Assessment but Criterion-Referenced-Assessment this time

"What would the learner have to be able to do, to earn an A, B or C in this topic?" This is what we mean by Criterion Based Assessment.

For example, in a Science lesson where assessment is based on various aspects of the experiment and the teacher has to assess if the observatory skills of the learners have been engaged and to what extent they were able to use what was observed to explain the concept being taught; if they can infer and link the experiment to past knowledge and to the world around them, they attain a high level skill in Science ( Analysis, Synthesis and Evaluation - the higher tier of the order of thinking), the following would be termed 'Criterion-referenced-assessment:

'to get an A* you must be able to use Scientific knowledge to explain your observations'

Do you empower them with this level of assessment when you set your objectives, knowing that they should be able to self-assess their performance by the end of the lesson?

Don't just give a general target in your lesson objectives, include criteria.😎

What is your take on Formative Assessment?

Culled from: 

Outstanding Teacher's Trainer series - Attaining beyond the limits in your practice Assessment 2B by Olufunmilayo da-Silva

"Formative assessment focuses on teaching and learning. It involves continuing to check on learners' understanding of what the ongoing work is all about.
Formative assessment is the starting point of any lesson. It entails finding out what a learner already knows, understands and can do. Fresh learning should link with learners' previous learning and take it forward..."

Just how effectively do you use this tool to improve the learning experiences in your class?

 

Does your marking give an effective feedback each time?

When you mark learners' work, do you just tick and write seen or do you do what is professionally required by giving qualitative feedback and feedforward? Are corrections done and subsequently implemented?

Reflection Time...

Rate your lessons thus far, this session.
How have they been -
Good?
Bad?
Could be better?

Can you pinpoint the exact area of challenge?

How exactly are you planning improve?

Ensure that you reflect on your practice and hone your teaching skills.
Get a pack of 10 minibooks and 11cds on all areas of your professional practice and help yourself improve as an individual,  group or as a school.

Free delivery, just for this midterm period. Send private message or mail to place orders:

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In these days of expendable staff, be one of those teachers that the school is not ready to lose at all. 😎

Lessons with a positive memorable experience need planning...

Planning Lessons:

If you fail to plan,  you plan to fail.

It starts with the lesson objectives. Very many  teachers underestimate the impact  of ensuring that the objectives are SMAT:

Simple  - use simple verbs
Measurable  - be able to judge how well
Attainable  - realistic actions
Time bound - allocate timings

Ensure that you set an objective for each ability   so,  list (everyone can do this)  should be one. For younger children,  touch,  show,  say can be used. 
Describe,  explain, recall,  compare are for a higher  level.
Apply,  construct,  utilize,  for even higher levels.

Remember Blooms Taxonomy?  Use it!

Make sure that you share the objectives with your learners at the beginning of the lesson,  so that they have  a focus for  achievement.

From time to time  refer to it audibly.

At the end of the lesson ensure that your assessment of the lesson  tests for understanding in:
the Affective Domain (attitude )
the Psychomotor Domain (skills)
the Cognitive  Domain  (knowledge )

Let them self assess (you are teaching reflective skill)  by seeing if they met the objectives for the lesson.

You are then sure that you indeed guided and moved their learning forward.

Be intentional in delivering a positive,  memorable learning experience in all your lessons this week 😎

#EmotionalIntelligence

It's end of the session and prize-giving/Award presentation day is coming.

As teachers and schools, we should identify children who show empathy and other aspects of Emotional Intelligence and reward them in age-appropriate ways.

Awards should be given to the kindest/most caring /most thoughtful in the class.

Is your school going to reward and motivate Emotional Intelligence through awards to identifiable ambassadors of EQ
(Emotional Intelligence)? 😎

Just how important is Emotional Intelligence(EQ) in our classes?

                               

   





How much higher has your EQ gone since last academic session?

Remember, you cannot give what you don't have and you certainly can't teach what you don't know!

Emotional intelligence enables people to have positive interactions with each other, anticipate other people's thoughts and feelings and show appropriate degrees of empathy.

Research has proved that EQ can be linked to the level of bullying and self esteem found in schools and the society at large.

The higher a person's EQ, the higher the self esteem and the lesser the tendency to become a bully, be affected by bullies, or succumb to drastic actions that will assuage the feeling of low self esteem.

Enable a high level of Emotional Intelligence (EQ) in your class, talk to the children, be a living daily lesson... 😎