MEASUREMENT AND EVALUATION OF LEARNING AND INNOVATION
Tuesday, April 7, 2009
Alice Wonderland Novel
THIS IS JUST READING A REPORT RELEASED IN MY MASTER, AL LIC. MURILLO RODRIGO Berrum IN THE MATTER OF "STRATEGIES FOR EDUCATIONAL ASSESSMENT" OF 01/07/2009
EVALUATION
is a communication tool that facilitates the construction knowledge in the classroom. It also provides a tool to achieve a simple result, called assessment of learning.
The initial assessment determines the status of each student before starting a particular teaching-learning process. It is also what allows us to diagnose and to organize, develop, plan, evaluate, adapt or reorient and monitor progress.
known mainly Wanted: their knowledge, personal experiences, arguments and spontaneous strategies, attitudes and habits.
is done through activities such as open questionnaires and systemic networks, choice questionnaires Multiple patterns of observation and interviews.
Any assessment activity has a three stage process: 1 .-
Information collection and analysis 2.-3 .- Decision making according to the opinion issued. Also
assessment is divided into three stages.
-INITIAL: Diagnostic (before)
-Format: Interactive, retroactive and proactive (in)
-SUAMTIVA: Determines learning sufficiency or deficiency in terms of numbers (after)
If you want to change educational practice, it is necessary to change assessment practice, ie, its purpose and why and how the evaluation. Le assessment points uncovered part of the hidden curriculum of teacher education. In assessing road all the school work.
continued regulation is based on three teaching strategies:
A) Evaluation considered regulation.
B) Self-regulation of learning.
C) social interaction in the classroom
Formative assessment places emphasis on the regulation of educational activities and more fundamentally interested in the proceedings of the tasks rather than outcomes. Formative evaluation aims: teaching regulation, management errors and building success.
Summative assessment aims balances provide reliable results at the end of a teaching-learning process. Another function of this assessment is whether students have acquired the terminal behavior expected by teachers and therefore if they have the prerequisites to further learning or modify some aspects to improve the teaching-learning process.
PSYCHOMETRIC MODEL
This model came in the early twentieth century, it intervenes in behaviorism (reactions or observable behaviors).
social function of assessment is certification of learning, being more relevant to the pedagogical function of process analysis and detection of obstacles or learning problems. Thus allows us to know that both know the individual in those terms. THE EVALUACÓN
fromato: SYSTEMIC MODEL
Formative assessment is crucial in learning and provide individuals with the tools necessary for this can be integrated easily and productively to society, ie that it can fully meet their needs without difficulty.
Formative assessment serves as the appropriate instrument to regulate and adapt programs to the needs and difficulties of students.
The evaluation involved the constructivist approach (learning is a construction individual) and neoconstructivista (priority is given to the analysis of the tasks). Here
performed an initial diagnosis (detecting errors and difficulties).
COMMUNICATIVE MODEL OR PSYCHOSOCIAL
1.-Learning is a personal construction, supporting the social context.
2.-social interaction is sought.
3.-The evaluation becomes a tool to improve communication and facilitate learning is used (self or peer evaluation).
4.-It aims to promote student autonomy, having a formative assessment through self-regulation.
THE SELF-LEARNING OF
COMMUNICATION OF OBJECTIVES AND CHECK THEIR REPRESENTATION THAT MAKE THE STUDENTS.
Students learn most significant are those who recognize what the teacher tries to teach them and how you plan to do. For this will bring out a more meaningful assessment in terms of learning acquired.
Students should be aware of what they learn and because certain activities are proposed to facilitate this learning. Each student develops a representation of the final product.
THE DOMAIN BY LEARNING AND ANTICIPATION OF THE OPERATION AND PLANNING OF THE ACTION.
The anticipation is as a prediction before taking it out.
planning is choosing a particular order of execution. Which carried out a systematic process where you can tailor activities planned improvise sense, redirect or simply to follow in a timely manner to the knowledge provided. If a student knows
anticipate and plan actions, means that it is able to mentally represent actions to be undertaken to succeed in resolving the tasks that are proposed or the application of the concepts or theories learned.
APPROPRIATION BY THE STUDENTS OF THE EVALUATION CRITERIA AND INSTRUMENTS TEACHER.
is necessary to provide learning situations that encourage the adoption of the criteria and assessment instruments for students, using:
1.-self, 2.-peer evaluation, 3 .- co-evaluation.
This enables students to acquire a good mastery of content but also form an adequate representation of the objectives and assessment criteria.
ASSESSMENT: PRACTICE COMPLEX
in if education enables us to have a broad knowledge of various human behaviors, but also lets us see that in education is a practical assessment of the most complex, because after many decades of this practice has not been achieved to date to establish standardized evaluation criteria.
Education is a complex practice and an important moral position, it must induce in students a personal maturation process, a balanced development of self and positive self-esteem. One of the characteristics of the evaluation process is causal in the student individuality.
EVALUATION: A PRACTICE OF THE
routine practices not only dependent on the conception of values, but acts mainly based on the use and abuse of power. Democratic means to make an assessment have the ability to diagnose malfunctions and needs above all to intervene in all the elements that make up the educational process. DEMOCRATIC EVALUATION
, REFLECTION AND PARTICIPATION
For a democratic evaluation, ensure the ability to critically reflect and processes.
An assessment that does not allow participation of students and does not provide the possibility of intervening in the design of means and instruments, not only would not be democratic but that could hardly be considered educational.
is a communication tool that facilitates the construction knowledge in the classroom. It also provides a tool to achieve a simple result, called assessment of learning.
The initial assessment determines the status of each student before starting a particular teaching-learning process. It is also what allows us to diagnose and to organize, develop, plan, evaluate, adapt or reorient and monitor progress.
known mainly Wanted: their knowledge, personal experiences, arguments and spontaneous strategies, attitudes and habits.
is done through activities such as open questionnaires and systemic networks, choice questionnaires Multiple patterns of observation and interviews.
Any assessment activity has a three stage process: 1 .-
Information collection and analysis 2.-3 .- Decision making according to the opinion issued. Also
assessment is divided into three stages.
-INITIAL: Diagnostic (before)
-Format: Interactive, retroactive and proactive (in)
-SUAMTIVA: Determines learning sufficiency or deficiency in terms of numbers (after)
If you want to change educational practice, it is necessary to change assessment practice, ie, its purpose and why and how the evaluation. Le assessment points uncovered part of the hidden curriculum of teacher education. In assessing road all the school work.
continued regulation is based on three teaching strategies:
A) Evaluation considered regulation.
B) Self-regulation of learning.
C) social interaction in the classroom
Formative assessment places emphasis on the regulation of educational activities and more fundamentally interested in the proceedings of the tasks rather than outcomes. Formative evaluation aims: teaching regulation, management errors and building success.
Summative assessment aims balances provide reliable results at the end of a teaching-learning process. Another function of this assessment is whether students have acquired the terminal behavior expected by teachers and therefore if they have the prerequisites to further learning or modify some aspects to improve the teaching-learning process.
PSYCHOMETRIC MODEL
This model came in the early twentieth century, it intervenes in behaviorism (reactions or observable behaviors).
social function of assessment is certification of learning, being more relevant to the pedagogical function of process analysis and detection of obstacles or learning problems. Thus allows us to know that both know the individual in those terms. THE EVALUACÓN
fromato: SYSTEMIC MODEL
Formative assessment is crucial in learning and provide individuals with the tools necessary for this can be integrated easily and productively to society, ie that it can fully meet their needs without difficulty.
Formative assessment serves as the appropriate instrument to regulate and adapt programs to the needs and difficulties of students.
The evaluation involved the constructivist approach (learning is a construction individual) and neoconstructivista (priority is given to the analysis of the tasks). Here
performed an initial diagnosis (detecting errors and difficulties).
COMMUNICATIVE MODEL OR PSYCHOSOCIAL
1.-Learning is a personal construction, supporting the social context.
2.-social interaction is sought.
3.-The evaluation becomes a tool to improve communication and facilitate learning is used (self or peer evaluation).
4.-It aims to promote student autonomy, having a formative assessment through self-regulation.
THE SELF-LEARNING OF
COMMUNICATION OF OBJECTIVES AND CHECK THEIR REPRESENTATION THAT MAKE THE STUDENTS.
Students learn most significant are those who recognize what the teacher tries to teach them and how you plan to do. For this will bring out a more meaningful assessment in terms of learning acquired.
Students should be aware of what they learn and because certain activities are proposed to facilitate this learning. Each student develops a representation of the final product.
THE DOMAIN BY LEARNING AND ANTICIPATION OF THE OPERATION AND PLANNING OF THE ACTION.
The anticipation is as a prediction before taking it out.
planning is choosing a particular order of execution. Which carried out a systematic process where you can tailor activities planned improvise sense, redirect or simply to follow in a timely manner to the knowledge provided. If a student knows
anticipate and plan actions, means that it is able to mentally represent actions to be undertaken to succeed in resolving the tasks that are proposed or the application of the concepts or theories learned.
APPROPRIATION BY THE STUDENTS OF THE EVALUATION CRITERIA AND INSTRUMENTS TEACHER.
is necessary to provide learning situations that encourage the adoption of the criteria and assessment instruments for students, using:
1.-self, 2.-peer evaluation, 3 .- co-evaluation.
This enables students to acquire a good mastery of content but also form an adequate representation of the objectives and assessment criteria.
ASSESSMENT: PRACTICE COMPLEX
in if education enables us to have a broad knowledge of various human behaviors, but also lets us see that in education is a practical assessment of the most complex, because after many decades of this practice has not been achieved to date to establish standardized evaluation criteria.
Education is a complex practice and an important moral position, it must induce in students a personal maturation process, a balanced development of self and positive self-esteem. One of the characteristics of the evaluation process is causal in the student individuality.
EVALUATION: A PRACTICE OF THE
routine practices not only dependent on the conception of values, but acts mainly based on the use and abuse of power. Democratic means to make an assessment have the ability to diagnose malfunctions and needs above all to intervene in all the elements that make up the educational process. DEMOCRATIC EVALUATION
, REFLECTION AND PARTICIPATION
For a democratic evaluation, ensure the ability to critically reflect and processes.
An assessment that does not allow participation of students and does not provide the possibility of intervening in the design of means and instruments, not only would not be democratic but that could hardly be considered educational.
TRANSPARENCY PRINCIPLE This principle will ensure the right of students to be informed, not only the progress of their education and their learning processes, but also the approaches adopted for evaluation and the decisions that are taken for training.
It should be given for each course and each subject must have activities to inform, explain and justify curriculum decisions
educationally Allow students to prior knowledge test or tests similar to those that will be submitted.
If the evaluation is ongoing should make clear the specific mechanisms by which the assessment will be transformed into notes.
START OF MOTIVATION This principle should be emphasized the successes of the errors, leaning on the positives to encourage the correction of the negative, reflect and expose them publicly.
We must remember that motivation is one of the most important practices for individuals, although some are highly motivated they lose interest, but also those who are not motivated, they must give reasons in accordance with the strategies proposed by Maslow, Bandura and others to be able to achieve the learning outcomes proposed in the planning of teaching or those already carried out and should be carried out, of course with appropriate modifications according to the needs of each site, students and type society in which the individual operates.
PRINCIPLE OF PARTICIPATION AND NEGOTIATION
must adapt content to the students, not students to the content. Get our students involved means allowing added responsibilities for the development and implicitly implied as people are learning to differentiate between situations that depend on them and can be easily modified.
must adapt content to the students, not students to the content. Get our students involved means allowing added responsibilities for the development and implicitly implied as people are learning to differentiate between situations that depend on them and can be easily modified.
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