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This page will give you suggestions for handling your portfolio assignments
1. "Method of assessment are determined by our beliefs about
learning." Show how this is or isn't true in a major course that you instruct.
You need to develop two frameworks:
- one for how adults learn and
- one for ways of assessing adult learning
Then, you need to
Finally, you need to draw some conclusions about what the exercise shows you about how
you can improve your evaluation program.
| Statement of agreement/disagreement with statement of
rationale. [1] |
| Beliefs about Learning |
Assessment Strategies
[7] |
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| A critique re the generalizations that become obvious with
some direction to self for the future re improvement of one's evaluation program
[2] |
2. "How you assess determines how you teach." Ed.
Leadership, Feb./Mar. 97. With relevant examples from a course you instruct, discuss
the veracity of this statement.
See "Orientations" page for greater details on Orientations &
Models of Teaching.
Here, you are expected to correlate two areas: assessment with teaching: again,
question should be pictured like this:
| Agreement
or disagreement with statement and overall rationale. [1 point] |
| How I assess [3.5 points] |
How I Teach [3.5 points |
| knowledge tests/quizzes |
lecture/transmission |
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| General conclusion re satisfaction with adequacy of present
arrangement, with observations/ recommendations /goals for continuous improvement |
The major orientations to teaching and their methods
| Orientation to Teaching |
Major Methods |
| 1. Transmission [one-way communication: teacher to students] |
lecture & demonstration; underexplaining, audiovisual training |
| 2. Transaction [two way communication: teacher to students and students to
teacher] |
questioning and discussion; cooperative learning |
| 3. Transformation [confluence] |
work experience, mentorships, work placement, on-the-job training,
practicum, role playing, simulation |
The major methods of teaching: lecture, demonstration, discussion, role playing,
projects, case studies, Socratic questioning, contracting for learning, question and
answer.
Models of Teaching:
| Engineering: Delivering Content |
Apprenticeship: Modeling Ways of Being |
Developmental: Cultivating the Intellect |
Nurturing: Facilitating Personal Development |
Social Reform: Seeking a Better Society:
Activism |
| Transmission of Information |
Role Modeling; socializing |
Questioning; Inquiry, problem solving, disequilibrium |
Negotiating, caring & challenging, supporting & directing |
Activist stance; collective emphasis; societal focus; ideals |
| Efficient mans to deliver predetermined ends |
Expert embodying the knowledge & skills to be learned; inducting |
Facilitating intellectual development & personal autonomy |
Individual worth & dignity; personal relevance; private knowledge |
Clear ideal & principles; re vision of a better society |
| Standardized external mastery examinations |
Observations and checklists |
Creative problem-solving |
Self-evaluation |
Group success in attaining the ideal |
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