Module 8-9 Flashcards
USING DIFFERENT KINDS OF
AUDIO- VISUAL MATERIALS
Using the Chalkboard
Visual Display Materials
Projected and Recorded Instructional Aids
Guidelines to be considered in reviewing printed materials:
Appropriateness of the material both in content and reading level
Cost of paperback books for the students to read primary sources
Assorted workbooks that emphasize thinking and problem-solving rather than rote memorization
Pamphlets, brochures and other duplicated materials that students can read for specific information and viewpoints about particular topics
Articles in newspapers, magazines and periodicals related to the subject students will be studying
AUDIO-VISUAL AIDS
- Instructional devices which involves the use of sight and hearing
- Help and make ideas a concept clear
- Learning can be raised from verbalism to true understanding
- Can also make learning interesting and vivid
- Make learning effective
- Valuable in promoting motivation and retention
USING THE CHALKBOARD
Following guidelines have to be considered:
* Start each class with a clean board. As an expression of courtesy, erase the board at
the end of discussion
* Use colored chalk to highlight essential points
* Print or write on the board neatly, clearly and in orderly manner
* Print instructions on the board
* Maintain personal supply of chalk and eraser
* Learn to write on the board without having entirely turn your back to students
* When a lot of materials have to be written on the board, do it before class and cover
it
VISUAL DISPLAY MATERIALS
Consider the following suggestions:
* Take time to plan the colors of the board and captions of materials
* Use imagination to make the board attractive
* Make bulletin board simple, emphasizing one main idea , concept, topic and theme
* Make bulletin board a medium for the enrichment or extension of learning
PROJECTED AND RECORDED
INSTRUCTIONAL AIDS
- Those that require electricity to project images onto screens- Projected Instructional
aids - Require sounds- recorded instructional aids
INSTRUCTIONAL TELEVISION
- Large classes can be taught simultaneously by means of television
Teachers should go through standard routine
- Planning
- Selecting
- Introducing
- Guiding
- Following up
PRINTED MATERIALS GUIDELINES
- Appropriateness of the material both in content and reading level
- Cost of paperback books for the students to read primary sources
- Assorted workbooks that emphasize thinking and problem-solving rather than rote
memorization - Pamphlets, brochures and other duplicated materials that students can read for
specific information and viewpoints about particular topics - Articles in newspapers, magazines and periodicals related to the subject students will
be studying
COMPUTER AND COMPUTER PROGRAMS
Valuable to teacher in the following ways:
- Used as Computer Managed Instruction
- Used as Computer Assisted Instruction
- Used to teach students about computers and help them develop their skills
- Used to teach about thinking and help students develop thinking skills
One of the richest resources
Can make learning exciting and forceful
COMMUNITY AS RESOURCE
Teacher needs to build their file of community resources that contains:
- Possible field trip locations
- Resource people who could serves as guest speakers or mentors
- Community groups
- Local businesses, industries and agencies
FIELD TRIP
Important areas to consider:
- Details of preparation before the field trip
- Planning the details of the actual field trip
- Planning follow up activities for the field trip
Tests are designed to evaluate the skills of the learner
Placement Evaluation
Test released are on a progressive level
Easy > Hard
Placement Evaluation
Test released can consist of anything ranging from reading, writing, speaking, listening, group discussion, debate, or quiz
Placement Evaluation
Helps the evaluator to understand the capabilities of different learners in a particular group and place according to their capabilities
Placement Evaluation
Monitoring of learning progress during the instructions
Formative Evaluation
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Approaches to Measurement, Assessment and Evaluation
Norm-referenced
Criterion-referenced
Types based on test constructor:
Standardized test
Unstandardized test
General Principles of Testing
Measures all learning outcomes
Cover all the learning tasks
Use appropriate test items
Make the test valid and reliable
Use test to improve learning
Attributes of a Good Test
Validity
Reliability
Objectivity
Scorability
Administrability
Assessment-information gathered and synthesized by the teachers about their students and their classrooms who said this and what year
(Arends, 1994)
Types of Classroom Assessment
Official assessment
Sizing up assessment
Instructional assessment
Methods for Collecting Assessment Data
Paper and Pencil Technique
Observation
Types of Evaluation
Placement
Diagnostic
Formative
Summative
Sources of Evaluation Information
Cumulative records
Personal contact
Analysis
Open ended themes and diaries
Conferences
Testing
Purpose of Measurement, Assessment and Evaluation
Improve student learning
Identification of student’s strengths and weaknesses
Assessment of the effectiveness of a particular teaching strategy
Appraisal of the effectiveness of the curriculum
Assessment and improvement of teaching effectiveness
Communication with and involvement of parents in their children’s learning
Steps in Test Construction
Identify learning outcomes
List the topics to be covered
Prepare the test blueprint (Table of Specifications)
Select appropriate types of test
Write the test items
Sequencing the items
Writing the directions or instructions
Preparation of the answer sheet and scoring key
Performance
of a student in a test is compared with the
performance of the other students.
NORM-REFERENCED EVALUATION
Performance of a student is compared against
predetermined or agreed upon standard.
CRITERION-REFERENCED EVALUATION
Bodjie’s
percentile rank in the math achievement test is 88.
NORM-REFERENCED EVALUATION
Sid can
construct a pie graph with 75% accuracy.
CRITERION-REFERENCED EVALUATION
A test prepared by an
expert or specialist. Administered to students with
same directions and time limits
STANDARDIZED TEST
Test prepared by
teachers for use in the classroom with no established
norms for scoring and interpretation of results.
UNSTANDARDIZED TEST
Teacher writes
should be congruent with all the learning objectives
focused in class.
Measure all instructional objectives
A test focused to represent all
targeted learning outcomes.
Cover all learning task
Test items utilized by teacher
have to be in consonance with the learning objectives to
be measured.
Use appropriate test items
See to it that the test
constructed measures what it purports to measure.
Make test valid and reliable
Results of the
examination administered to students can serve as
springboards for the teachers to reteach concepts
and skills that the former have not mastered.
Use test to improve learning
It is the degree to which a test measures what
it seeks to measure.
Validity
A valid test is always a reliable test.
Accuracy which test consistently measures that which
it does measure.
Reliability
Personal biases or subjective judgment of
the test scorer is eliminated in checking the
students’ responses
Objectivity
Easy to score or check as answer key and
answer sheet is provided.
Scorability
Easy to administer as clear and
simple instructions are provided to students,
proctoers, and scorers
Administrability
Teachers to carry out by
giving students grade at the end of each marking
period.
OFFICIAL ASSESSMENT
Formal test, term paper, report quizzes.
All cognitive
OFFICIAL ASSESSMENT
information gathered to
provide a personality profile of the student
SIZING UP ASSESSMENT
Utilize in planning
instructional delivery and monitoring the progress of
teaching and learning.
INSTRUCTIONAL ASSESSMENT
Teaching strategy or
instructional materials.
INSTRUCTIONAL ASSESSMENT
Test
taken by students, maps drawn, written
reports, assignments and practice exercise.
PAPER AND PENCIL TECHNIQUE
Involves by watching the
student’s performance in laboratory, speaking,
reading or participation in group activity.
OBSERVATION
To assess prior knowledge
of students of a particular topic or lesson to anticipate
potential learning problem.
DIAGNOSTIC EVALUATION
Usually administered
during the instructional process to provide feedback to
students and teachers on how well the former are
learning the lesson taught.
FORMATIVE EVALUATION
To determine student
achievement for grading purposes. Express through test
scores and effectiveness of teacher and curriculum.
SUMMATIVE EVALUATION
