According to William (2010:107-122) assessment is the core process of education and therefore it is an important concept in education (Sieborger & Macintosh 2002:5 in Msilia 2009:542). William (2010:107-122) beliefs that only through assessment we can find out whether teaching reached its intended effect. William (2010:107-122) goes further and argues that “all those with a stake in the outcomes of education – learners, teachers, parents, other taxpayers, employers, and the wider community – want
Writing is an essential, productive skill to succeed in academics. But, the ESL learners are not able to master writing skills due to lack of reading habits, grammar and vocabulary. According to Sheils (1975), despite the importance of writing, there has been a long-standing concern that many people do not develop the competence needed to use writing to meet fully and successfully according to the demands for writing at school and work. Writing helps to • To draw a conclusion • To present theory
assess? Assessment is at the heart of the student experience. (Brown and Knight, 1994) Assessment supports the growth and development of learners. According to King, Goodson, and Rohani, (1998), learners become dynamic participants in learning and assessment, understand the criteria that are used for assessment activities, are concerned in self-evaluation, set individual targets for themselves, reflect on their learning and in so doing experience improved their self-esteem. Valid assessment of higher
3.5. Speaking Assessment Testing speaking is one of most important aspects of language assessment. Speaking can be either tested directly or indirectly. In direct assessment, through using some elicitation techniques such as asking examinees to describe a picture, retell a story, emplaning object and so forth examiners try to evaluate examinees ability (Farhady, Jafarpour, & Birjandi, 1994). The most basic type of indirect testing is the type that includes reading aloud based on this exercise
E – Assessment in health schools E-assessment starts to be used from the late 1990s. The Definition of e-assessment is including all uses of electronic technologies for the improvement, operation, information delivery and assessment. E – Assessment in health school based on learners work on assignments as regular, but their files are accessed via computer or technology instead of printed papers that assess by an assessor or teacher. The using of technology by teachers to introduce the information
2.5. Dynamic and Non Dynamic Assessment (NDA) According to Sternberg and Grigorenko (2002), DA and NDA are different in three ways. As to assessment goals, NDA focuses on products which are the result of preexisting skills. In terms of assessment administration, in non-dynamic paradigm the examiners are not allowed to receive feedback from examiner to test-taker regarding quality of performance during the test procedure. Finally, regarding the examiner’s orientation in NDA, it is important that
indicating a change in actions. (1) This course based on practicality provided an explanation, demonstration and supported hands on practice, throughout. Thus, aiming at a development that will help to offer all representatives with the knowledge, skills, and experience needed that will guide them in the decisions, application, and practice. The stakeholders aimed for this course are
puts the learner at the centre of education as the key beneficiary to the system. Curriculum theory enables a student to understand the course content and its symbolic representations. The theory was first heard in 1828 following the Yale Report that promoted Greek and Latin Memorization (Pinar, 2013). This paper will be focused on how the learners can be involved in curriculum development, how the students can participate in assessments, the instruction strategies adopted to include learners in participating
pedagogical intervention. The distinction between explicit and implicit teaching has been addressed by Doughty (2003). According to her, explicit teaching involves directing learners' attention towards the target forms with the aim of discussing those forms. In contrast, an implicit pedagogical approach aims to attract the learners' attention while avoiding any type of metalinguistic explanation and minimizing the interruption of the communicative situation. In relation to the effect of different teaching
performance: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. For teacher performances: (a) The teacher regularly assesses individual and group performance in order to design and modify instruction to meet learners’ needs in each area of development (cognitive